Identification & Testing
Lakota’s gifted identification model follows the standards mandated by the State of Ohio. A Lakota student may qualify for gifted services in either of two ways: whole grade testing or testing for second opportunity (cognitive Identification only).Whether a student is being referred to the gifted program as a current student or a transfer student from a different school district, Lakota offers ample internal referral and transfer opportunities for identification and testing. There are also appeal and withdrawal processes for any family seeking further consideration or withdrawal from the program.
- Gifted Identification Model
- Whole Grade Testing
- Second Opportunity Testing (Cognitive Only)
- State vs. National Testing
Gifted Identification Model
Lakota’s gifted identification model follows Ohio's standards as mandated in Ohio Administrative Code (OAC) 3301-51-15. If your child is identified as gifted, it means that he/she has met the criteria set out by the state for a specific area. The state of Ohio recognizes seven different areas of giftedness: Superior Cognitive, Specific Academic-Reading, Specific Academic-Math, Specific Academic-Science, Specific Academic-Social Studies, Creativity, Visual and Performing Arts. Your child could be identified in multiple areas.
The Board of Education of each district shall identify gifted children in grades kindergarten through twelfth as follows:
Superior Cognitive Ability
A child shall be identified as exhibiting “Superior Cognitive Ability” if the child did either of the following within the preceding 24 months:
- Scored two standard deviations above the mean, minus the standard error of measurement, on an approved individual standardized intelligence test administered by a licensed psychologist; or
- Accomplished any one of the following:
- Scored at least two standard deviations above the mean, minus the standard error of measurement, on an approved standardized group intelligence test.
- Performed at or above the ninety-fifth percentile on an approved individual or group standardized basic or composite battery of a nationally normed achievement test, or
- Attained an approved score on one or more above grade-level standardized, nationally normed approved tests.
Specific Academic Ability
A child shall be identified as exhibiting “specific academic ability” superior to that of children of similar age in a specific academic ability field if within the preceding 24 months the child performs at or above the ninety-fifth percentile at the national level on an approved individual or group standardized achievement test of specific academic ability in that field. A child may be identified as gifted in more than one specific academic ability field.
Creative Thinking Ability
A child shall be identified as exhibiting “creative thinking ability” superior to children of a similar age, if within the previous 24 months, the child scored one standard deviation above the mean, minus the standard error of measurement, on an approved individual or group intelligence test and also did either of the following:
- Attained a sufficient score, as established by the department of education, on an approved individual or group test of creative ability; or
- Exhibited sufficient performance, as established by the department of education, on an approved checklist by a trained individual of creative behaviors.
Visual or Performing Arts Ability
A child shall be identified as exhibiting “visual or performing arts ability” superior to that of children of similar age if the child has done both of the following:
- Demonstrated to a trained individual through a display of work, an audition, or other performance or exhibition, superior ability in a visual or performing arts area; and
- Exhibited to a trained individual sufficient performance, as established by the department of education, on an approved checklist of behaviors related to a specific arts area.
While Ohio law is very specific about how students are identified, there is no requirement to provide service for our identified gifted students at this time.
Whole Grade Testing
During the elementary years, Lakota administers tests to all students across various grades. The Terra Nova, MAP and InView tests are national tests used to assess achievement and ability. The results from tests are used for a variety of reasons:
- Identification of potentially gifted students;
- Planning for differentiated instruction; and
- Data points to qualify for advanced placement classes. In most situations, a singular score does not place a student.
Parental permission to test is not required for whole grade testing.
Accessing Test Results
Results can be found within your child's account on Home Access Center. Once logged in, go to Report Card, then choose Test Scores.
Students are identified as academically gifted. The MAP assessment, given two to three times annually, can serve to identify students as academically gifted in reading and math. The Ohio Department of Education Revised Code set the 95th percentile, or above, as the NPR (National Percentile Ranking) for identification. The 50th percentile is the norm average with the average range being from the 25th percentile to the 75th percentile.
Students are identified as cognitively gifted from the InView Test, as noted by the CSI (Cognitive Student Index). The Ohio Department of Education set a score of 128 or above for identification. The norm average score is 100 with the average range from 85-115.
Students whose scores meet this criteria for gifted identification are reported on the Educational Information Management System (EMIS) as gifted. Notification is given to families via a letter explaining the criteria for identification.
Second Opportunity Testing (Cognitive Only)
Ohio operating standards require that districts offer individual assessment opportunities two times per school year. Lakota offers an additional testing period. For all additional assessment requests beyond these prescheduled ones, a Gifted Identification Referral Form should be submitted.
State vs. National Testing
While national tests can be used to identify students who qualify for gifted services, state tests and assessments are not designed for this purpose.
A state standards-based test tells how well a child is achieving the state standards and can also provide important information about how well the school is teaching those standards. A national norm-referenced test provides valuable information that can be compared to a national average. On the other hand, standards-based tests often are not able to assess a student's deeper conceptual understanding or complex thinking abilities. Major advantages of state tests are that they can provide information on student progress, help diagnose specific strengths and weaknesses, and can lead to improved instruction for classrooms. However, these tests lack a national comparison and scoring may be less precise than a norm-referenced test.
|national standardized tests: terra nova & Inview||state test: ohio achievement assessment|
The district ensures there are ample and appropriate scheduling procedures for assessment and reassessment using:
- Group tests;
- Individually administered tests;
- Audition or performance;
- Display of work;
- Exhibition; and
In addition to the Terra Nova and InView grade-level tests currently administered to all Lakota fifth-graders, individual assessments and reassessments are also offered twice a year.
Complete the Gifted Services Referral Form and the department will arrange for testing or notify parents and guardians of the results of recent screening, assessment or identification.
A parent or guardian may request further consideration of a student by submitting a Gifted Services Appeal Form to the child's assistant principal.
An appeal is the reconsideration of the results of any part of the identification process, including:
- Screening procedure or assessment instrument (which results in identification).
- The scheduling of children for assessment.
- The placement of a student in a service for gifted.
- Receipt of services.
The assistant principal or designee will gather information related to the appeal and will attempt to resolve the situation.
- The assistant principal or designee will confer by phone or in person with the parent. If the dispute can be resolved at this level, the assistant principal or designee will give written notice of the decision within 30 days of the appeal.
- If agreement is not reached, the assistant principal will convene a committee to discuss relevant information and make a decision regarding the appeal. The committee must include personnel from the Office of Gifted Services and the building’s Gifted Intervention Specialist, who are knowledgeable about gifted students and gifted education. The parent may be invited to the meeting or may meet with a committee chair to discuss the recommendation of the committee.
- If the parent/guardian disagrees with the decision, he/she must send a letter to the Director of Gifted Education and Enrichment. The director will confer with the parent/guardian in person or by phone. Other school personnel may be requested to participate in the conference. Written documentation of the decision and reasons for it must be sent within 30 days of referral to the parent/guardian.
- If a resolution is not reached, the superintendent or designee will convene a meeting with the parent/guardian, which may include other school personnel. The superintendent or designee will issue a written final decision within 30 days of the appeal. This written notice should include the reason for the decisions.
If at any time a student wishes to withdraw from gifted programs or services, the parent/guardian should complete and return a Change of Service Option Form, that is available from the gifted intervention specialist, counselor, or assistant principal.
Students who, after a period of time, do not demonstrate a satisfactory level of performance or interest, may be asked to reconsider their decision to participate.