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High Abilities Program

High Abilities Program

 

 

 Multifaceted ID   Plan Components  Description

 District Mission Statement for High   Ability Program		 MSD of Boone Township is committed to providing high ability students with educational opportunities that not only meet their unique affective and cognitive needs, but also encourage them to develop their full potential. High ability students possess exceptional creative and critical thinking abilities beyond what is expected at their grade level. As a result, our program focuses on providing differentiated curriculum that promotes the exploration of each student's interests through academically rigorous means. Learning tasks will have depth and encourage students to take intellectual risks in a safe, future-oriented environment.
 District Definition of High Ability   Student Students identified as "high ability" in MSD of Boone Township schools are those students, regardless of economic disadvantage, cultural background, underachievement, or disabilities, who perform at or show the potential for performing at an outstanding level of accomplishment in at least one (1) domain when compared with other students of the same age, experience, or environment, and are characterized by exceptional gifts, talents, motivation, or interests.

IC 20-36-1-1 and MSD of Boone Township Policy
 District Services for High Ability   Students Elementary: In grades K-3, identified students are served through differentiation within in the regular classroom. For grades 4 and 5, identified students are cluster grouped into targeted classrooms within the grade level. Grade skipping is available in the Honors Math curriculum in grades 4-5. This is in addition to differentiated instruction within the curriculum. All students identified as high ability are given opportunities to work with above grade level materials (advanced content).

Middle: In grades 6-8, identified students are served daily through advanced (honors) subject specific classes. Grade skipping is available through the Honors Math curriculum. Advanced content is offered in the Honors Language Arts curriculum. Students are also offered enrichment opportunities in an additional separate class period.

High School: In grades 9-12, identified students are served daily through advanced (honors) subject specific classes. Grade skipping is available through the Honors Math curriculum. Advanced content is offered in the Honors English curriculum. Identified students in grades 11-12 are also offered Advanced Placement classes or may take coursework through local colleges and universities for dual credit.

 

School Corporation: MSD of Boone Township

High Ability Coordinator and Contact Information: Mary Cameron, cameronm@hebronschools.k12.in.us

 

 

Components Grade Level Description
Norm-Referenced Aptitude Measure (also referred to as ability or intelligence measure)  Elementary CogAT
K-2 students with a score above the 85th percentile on the CogAT will be considered for High Ability services. Students in grades 2-5 obtaining a CSI score of 110 or above on the InView test will be considered for High Ability services.
 Middle InView
Students in grades 6-8 with a CSI score of 110 or above on the InView test will be considered for High Ability services.
 High School InView
Students in grades 9-12 with a CSI score of 110 or above on the InView test will be considered for High Ability services.
Norm-Referenced Achievement Measure (or other evidence of ability to perform above grade level)  Elementary NWEA, ISTEP+
Kindergarten students scoring in the 85th percentile will be considered for High Ability services. Students who score a Pass+ on the ISTEP+ in grades 3-5 may be identified as High Ability when qualitative measures and norm-referenced aptitude test scores are supportive.
 Middle Northwest Evaluation Association Test, ISTEP+
Students in grades 6-8 scoring above the 85th percentile on the NWEA will be considered for High Ability services or students who score a Pass+ on the ISTEP+ in grades 6-8 may be identified as High Ability when qualitative measures and norm-referenced aptitude test scores are supportive.
 High School Northwest Evaluation Association Test, PSAT
Students in grade 9 who scored in the 85th percentile or above on the NWEA will be considered for High Ability services or students who score a Pass+ on the ISTEP+ in grades 8 may be identified as High Ability when qualitative measures and norm-referenced aptitude test scores are supportive. 8th-grade students who score within 5% of the Algebra 1 Pass+ cut score will be considered for High Ability, and 9th graders who score at or above Pass+ will also be considered for High Abilities. Students who score 110 or above for English and/or 65 or above for Math on the PSAT test will be considered for High Ability services.
Qualitative Indicators  Elementary SIGS
Students who perform above grade level expectations in the classroom but do not meet the standards for the Norm Referenced Aptitude or Achievement Tests above may be identified as High Ability through the use of the SIGS rating scale.
 Middle SIGS
Students who perform above grade level expectations in the classroom but do not meet the standards for the Norm Referenced Aptitude or Achievement Tests above may be identified as High Ability through the use of the SIGS rating scale.
 High School Portfolio/Work Assessment
Students who perform above grade level expectations in the classroom but do not meet the standards for the Norm Referenced Aptitude or Achievement Tests above may be identified as High Ability through Identification Portfolio.

 

 

 

Multifaceted ID Plan Components Description
Appeals Procedure Students who were not identified as high ability through the identification process or who were identified and would like to be placed in the corresponding general education class may appeal the decision of the Identification committee. A High Abilities Appeals form may be printed from the school's website or be obtained from your child's principal. Once the form is completed, it should be submitted to your child's principal and will then be reviewed by a Placement Committee. The Placement Committee will review any necessary data or documents pertinent to the appeal (Placement Review Form) and will make a decision accordingly. The decision will be communicated with the student and the parent in a timely manner. If the student is not designated and the parent or student still wishes to appeal, the superintendent will render a final decision.
Exit Procedure All High Ability students must demonstrate the skills and knowledge necessary for a beneficial and successful academic experience on an ongoing basis in order to stay in the higher ability course. If the student does not demonstrate this, the school will follow these procedures to place the student in a more suitable course.
  1. The student and his/her parents will be contacted regarding a probationary period for continuation in the High Abilities Program.
  2. At the end of that probationary period, the Placement Review Committee will meet and render its decision based on all pertinent data and documents (Placement Review Form).
  3. The decision will then be communicated to the student and parent.
Any student that is dismissed from the High Abilities program will have a chance to be re-evaluated through the Appeals Procedure.