High Ability Program

Effective July 1, 2007, Indiana schools shall identify students with high ability in the general intellectual and specific academic domains and provide them with appropriately differentiated curriculum and instruction in core content areas, K-12. (refer to IC-20-36-2-2)

As defined by Indiana code, a student with high ability performs at, or shows potential for performing at, an outstanding level of accomplishment in at least one domain compared to other students of the same age, experience, or environment and is characterized by exceptional gifts, talents, motivation, or interests.

Definitions, requirements for state and local educational institutions, and further high-ability education codes can be found on the Indiana Department of Education website.

The following procedures will guide decisions on how to best meet students' instructional needs.  

Elementary (Kindergarten-4th grade)

Kindergarten and second-grade students are identified through CogAT testing, PIVOT data, ILEARN data, diagnostic assessment data, classroom performance, and teacher recommendation.  Kindergarten CogAT Screener assessments are administered in November.  Identified students begin receiving services during the second semester.  Second-grade students complete the CogAT Screener again in March. Students who demonstrate ability on the screener will complete the full CogAT assessment and are placed in the fall of their third-grade year.

Intermediate (5th-6th grade)

Fifth-grade students complete the CogAT assessment in September.  Students’ CogAT scores, iReady data, ILEARN data, NWEA data, classroom performance, and teacher recommendations are used to evaluate placement. Sixth-grade teachers revisit the CogAT data and use fifth-grade ILEARN scores, classroom performance, and teacher recommendations to evaluate placement.

Junior High and High School (7th-12th grade)

Students who have been identified in elementary and/or intermediate school will keep their High Ability designation and receive advanced programming in junior high and high school.

Students must demonstrate an outstanding level of accomplishment in at least one domain. 

Domains

1. Language Arts
   1. Performed at or above the 96th percentile (using local or national norms) on a norm-referenced
      1. test of verbal reasoning
      2. standardized achievement test in both the Reading and Language Arts
2. Math
   1. Performed at or above the 96th percentile (using local or national norms) on a norm-referenced
      1. test of quantitative reasoning ability
      2. test of both quantitative and non-verbal reasoning
      3. standardized achievement test in Math
3. General Intellectual
   1. A student has met the criteria to be identified for both language arts and math.
   2. Score in the 90th percentile or higher on state/national assessment (Ex: ILEARN, PSAT, SAT, ACT )
   3. Perform 1+ grade levels above on iReady reading or math.
   4. Teacher recommendation. (top 10%)

Elementary (Kindergarten-4th grade)

Differentiation for identified students will take place within the classroom.  The student's classroom teacher will provide differentiated educational experiences to challenge your child in the assigned curricular area.  The goal is to incorporate many activities into their daily classroom lessons.

Intermediate (5th-6th grade)   

Identified students meet for roughly 80 minutes weekly in language arts and/or 80 minutes in math. Students engage in higher-level questioning, critical thinking, and challenging comprehension strategies.  Identified students participate in challenging mathematical activities and skills in addition to their regular grade-level math class.  Students learn a variety of math skills and lessons including algebra, geometry, critical thinking, and problem-solving. Students use higher-level thinking strategies to complete mathematical activities and lessons.

Junior High (7th-8th grade)

Students who have high ability in language arts are placed into an enriched English class. Students identified as high ability in math move ahead of their classmates.  Seventh-grade students take eighth-grade math, and eighth-grade students take Algebra I for high school credit.  This Algebra I class is included in their high school GPA.

High School (9th-12th grade)

Students who are identified as having high ability are encouraged to take honors courses and Advanced Placement courses.  Students who participated in high ability math in junior high will take Algebra II as freshmen, Geometry as sophomores, and Pre-Calculus as juniors.  Students will then have an opportunity to take AP Calculus or Physics during their senior year.

In the event a student moves into the Southeast Dubois Corporation and is identified as high ability by the classroom teacher, he or she will consult the building-level coordinator and gather data, such as ability testing data from the new student’s previous school.  The identification team (Corporation Coordinator, Building-level Coordinator, Principal, and Classroom Teacher) will determine eligibility based on testing data and classroom performance.  When a determination is in question, the team may recommend an individual CogAT test.

The guidance departments, social workers, and teachers can assist students having social or academic difficulties.  They can help students deal with issues such as perfectionism, hiding one's abilities, taking appropriate risks, and accepting differences.  Students are taught organizational techniques, time management strategies, and study skills that help them become more effective students. Issues may be addressed through individual and small-group counseling sessions. The high school guidance department works with students to schedule appropriately challenging classes, and summer internships, prepare for the PSAT/ACT/SAT, seek out scholarships, learn about financial aid, fill out college applications, and 21st Century Scholars.   

Educators, K-12, are encouraged to attend local workshops on differentiation, as they become available. Teachers and parents are invited to attend the state (IAG) high ability conference and any workshops sponsored through the IDOE, SIEC, and other organizations related to high ability studies. Guidance counselors are encouraged to attend any workshops or programs on the social and emotional needs of highly able students. 

Teachers are encouraged to earn high ability endorsement on their licensure, participate in small group discussions about best practices in high-ability education, attend self-selected workshops and seminars on progressive approaches to high ability education, and follow up these beneficial learning opportunities with on-site, job-embedded activities.

The District High Ability Team is responsible for directing and conducting the evaluative process, reviewing, and updating the current program plan of improvement annually. Program evaluation is systematic with the following areas evaluated regularly: beliefs and goals, student identification and placement, curriculum and instruction, and program design. The information collection strategies used are discussions, interviews, standardized test results, and other sources of information. Based on the analysis of the data collected, the District team will formulate a plan of action to improve the overall program for high ability students. The committee has a strong representation of administrators and teachers from each building, as well as a diverse mix of stakeholders.

An appeal process is in place in the event the identification team does not place a child in services and a teacher or guardian challenges this decision. The following steps clarify the appeal process:

1. The petitioner contacts the building-level high ability coordinator who provides an appeal request form. (In the event a petitioner first contacts the building administrator, the administrator will forward the petition to the high ability coordinator.)
2. The appeal request form is completed and delivered to the building-level high ability coordinator.
3. The coordinator reviews student profile and may request alternative assessments which include:
   1. Approved classroom work samples
   2. Retaking the CogAT (at the expense of the petitioner)
4. The identification team (Corporation Coordinator, Building-level Coordinator, Principal, and Classroom Teacher) reconvenes to consider new data. This meeting may include an interview with the student and/or petitioners.
5. The building-level coordinator reports the results to the petitioner.

If a student, parent, or teacher believes a high ability placement for services is no longer appropriate, he or she may:

1. Arrange a conference with the parties involved, including the parent and the teacher providing services. This conference may be a telephone conference or an email/letter to the parent.
2. Parents, students, teachers, administrators, and counselors examine issues of concern and discuss interventions that may be implemented. 
3. Participants agree on a probationary period (4-5 weeks) to implement interventions.
4. At the end of the probationary period, the parent, student, teacher, administrator, and counselor meet to review progress and determine whether or not the student should exit services.
5. If an exit is deemed appropriate, the parent signs permission to “de-flag” the student for high ability placement and services.
6. Parent permission for exit and documentation of meetings/interventions are sent to the high ability coordinator.
7. The high ability coordinator removes high ability flag for students in the database.