High Ability

High ability services in Hamilton Southeastern Schools are designed to meet the unique needs of K-6 students who have shown exceptional achievement or aptitude.

Identification is in accordance with Indiana Department of Education requirements. High ability students present a continuum of needs and therefore our programming has a responsive design, offered in language arts and/or math. The goal of HSE high ability services is to infuse greater depth, challenge, and acceleration into instruction, while emphasizing critical and creative thinking.

Resources

Description of Services and Identification

Students who qualify for high ability services present a continuum of needs and service design may vary by student need and school service design. Best practice for high ability students includes thoughtfully placing students together. You can expect your student to be grouped with some other students who receive high ability services by your school’s leadership team. This does not mean that all students in a classroom will receive the same services. Your child’s teacher will have the most relevant and specific information about what to expect from instruction and assessment this year. Please see below for general descriptions of each designation.

General Education

This refers to our high quality and differentiated instruction that takes place in all classrooms. At this time, our review indicates your student’s educational needs will be best met in a general education setting.  You can expect your child to be challenged and grow in this setting!

High Ability Services for Reading

You can expect greater depth, challenge, and acceleration with an emphasis on critical and creative thinking in your child’s literacy block.  Your student’s report card will denote advanced in both Reading and English, and he/she will be assessed by the teacher on standard indicators from the current grade level.

High Ability Services for Math

Students who receive high ability services for math will accelerate into the next grade level’s content for math. You can expect greater depth, challenge, and acceleration with an emphasis on critical thinking in the math block. Your child will be issued the textbook for the grade level above his/her actual grade level (i.e. Third graders will receive a fourth grade math book.) Teachers will support students as they make this jump and differentiate instruction as needed. Your student’s report card will denote Advanced Math, and he/she will be assessed by the teacher on that grade level’s standard indicators.

High Ability Services for Both Reading and Math

You can expect everything detailed in both Reading and Math above.

High Ability Services for 2 Year Advanced Math (Grades 5 and 6 only)

This is only recommended for a small number of intensely mathematically inclined students. Students will not skip any grade level standards, but 6th through 8th grade math will be compacted into two years (grades 5 and 6). Students will be eligible for Honors Algebra and Honors Geometry for high school credit and towards their GPA as junior high students. Details about the math course sequence are available at the link below.

Identification Plan

ID By Grade Level

Types of Test

Math Course Sequence

Hamilton Southeastern Math Course Sequence

Type of School	Grade Level	Core SEQUENCE			One Year Advanced SEQUENCE			Two Year Advanced SEQUENCE
Intermediate School	5^th Grade	Math 5			Advanced Math 5 (Covers 6^thgrade)			Two Year Advanced Math 5 (Covers 6^thgr. and first half of 7^thgr.)
Intermediate School	6^th Grade	Math 6			Advanced Math 6 (Covers 7^th grade)			Two Year Advanced Math 6 (Covers second half of 7^thgr. and 8^th gr.)
Junior High School	7^th Grade	Math 7			Advanced Math 7 (Covers 8^th grade)			Honors Algebra I *
Junior High School	8^th Grade	Math 8			Honors Algebra I *			Honors Geometry *
High School	9^th Grade	Algebra I			Honors Geometry	OR	Geometry	Honors Algebra II
	10^th Grade	Geometry			Honors Algebra II	OR	Algebra II	Honors Pre-Calculus
	11^th Grade	Algebra II			Honors Pre-Calculus	OR	Pre-Calculus	AP Calculus OR AP Statistics OR Finite Math
	12^th Grade	Pre-Calculus	OR	Other Math Electives	AP Calculus OR Calculus OR AP Statistics OR Finite Math			AP Calculus OR AP Statistics OR Finite Math OR other options discussed with counselor

*High School credit is earned for this course.

**College credit can be earned by earning at least a 4 out of 5 on the AP test in AP Calculus or AP Statistics. College credits can be earned for ANY of the calculus courses or Finite Math by taking it for dual credit through Indiana University Bloomington. Details are available from high school counselors.

Students have 43 opportunities to be identified for high ability services in grades K-6.

Math	Reading
Kindergarten
NWEA Winter – Math NWEA Spring – Math CogAT Quantitative CogAT Quantitative Nonverbal SIGS	NWEA Winter – Reading NWEA Spring – Reading CogAT Verbal SIGS
First Grade
NWEA Winter – Math NWEA Spring – Math	NWEA Winter – Reading NWEA Spring - Reading
Second Grade
NWEA Winter – Math NWEA Spring – Math CogAT Quantitative CogAT Quantitative Nonverbal SIGS	NWEA Winter – Reading NWEA Spring – Reading CogAT Verbal SIGS
Third Grade
NWEA Winter – Math NWEA Spring – Math	NWEA Winter – Reading NWEA Spring - Reading
Fourth Grade
NWEA Winter – Math NWEA Spring – Math	NWEA Winter – Reading NWEA Spring - Reading
Fifth Grade
NWEA Winter – Math NWEA Spring – Math CogAT Quantitative CogAT Quantitative Nonverbal SIGS	NWEA Winter – Reading NWEA Spring – Reading CogAT Verbal SIGS
Sixth Grade
NWEA Winter – Math NWEA Spring – Math	NWEA Winter – Reading NWEA Spring – Reading

Equitable Practices

Hamilton Southeastern Schools is committed to inclusive and equitable practices for all students, and this extends to our high ability identification and service plans.

These practices include

Robust Instruction for All
It is the intention of our school corporation to infuse rigor, differentiation, and enrichment into all classrooms to meet the needs of all students. All students may expect challenge and support each year, whether or not they have been identified for high ability services.

Universal Screening
All students are considered for identification for high ability services through the use of a universal screening system. Universal screening increases the representation of all student groups in high ability education because students do not require a nomination to be considered.

Multifaceted Identification Strategy
Students are screened for high ability services each year.

Students whose strengths are seen in only one area may be identified, as students are considered for high ability services in math, reading, or both.

Students participate in formal identification in grades K, 2, and 5 through a process that includes multiple pathways for identification. Students may qualify for services through the achievement pathway (measured by NWEA), through the cognitive/reasoning pathway (measured by CogAT), or through the observational pathway (measured by Scales for Identifying Gifted Students).

Utilizing a multifaceted identification strategy ensures students are not just considered based on performance in one area, or on one assessment, or considered only once in their schooling.

Nationally Normed Objective (NWEA/CogAT) & Subjective (SIGS) Measures
All measures used for high ability identification offer extensive statistical and research support. Using standardized and norm-referenced measures ensures all of our students are afforded the same opportunities to be considered and eliminates the subjective nature of teacher and family referrals. Though the families and teachers who love and support our students play a vital role in their education, using norm-referenced measures maintains a fair and equitable identification system for all students.

English as a New Language and Twice Exceptional Learners
Students with dual exceptionalities may receive support through both high ability services and exceptional learner services (such as an IEP). School staff work together with one another and families to help these students thrive. Students with English as New Language may be identified for high ability services by demonstrating rapid language acquisition and achievement through growth on WIDA assessments.

Exceptions
In order to maintain an inclusive and equitable process for all of our students, individual exceptions may not be made for high ability identification.

We do want every student to be placed in a setting where he/she will learn, grow, and be challenged! The best resource for appropriate challenge and instruction that meets your student’s needs is the classroom teacher. Our teachers are experts in aligning instruction with student needs. We encourage you to open dialogue with your student’s teacher to share your goals and hopes for your child!

Family Resources

High Ability Coordinator Contact Information

High Ability Coordinator Contact Information
School	High Ability Coordinator
Elementary Schools:
Brooks School Elementary	Bill Anders
Cumberland Road Elementary	Janet Lee
Deer Creek Elementary	Debbie Keaney
Fall Creek Elementary	Ailee Howard
Fishers Elementary	Amy Jones
Geist Elementary	Abby Miller
Lantern Road Elementary	Patricia Peo
Harrison Parkway Elementary	Angie Hampton
Hoosier Road Elementary	Julie Gravely
New Britton Elementary	Audrey Lash
Sand Creek Elementary	Lorena Forbes
Southeastern Elementary	Lori Cushman
Thorpe Creek Elementary	Jaclyn Renick
Intermediate Schools:
Fall Creek Intermediate	Cari Hudson
Hamilton Southeastern Intermediate JH	Annie O’Rourke
Riverside Intermediate	Kerri Rhodes
Sand Creek Intermediate	Jennifer Renfro

Questions?

We are happy to help! The following would be your contacts for questions:

1. This website
(You will find detailed information regarding high ability identification and services found in the boxes below.

2. Your child’s teacher
(This is your best contact for personalized answers related to your child’s instruction, needs, and placement.)

3. Your school’s high ability coordinator (see below)
(This person can help you understand high ability services in your building and specifics related to your child’s placement.)

4. Your school’s Counselor, Assistant Principal, or Principal
(This person can assist with questions regarding the high ability identification process and placement of your child for next school year.)

5. The district High Ability Coordinator
(This person can support you in understanding district-level questions regarding the high ability assessment and identification process.)

District Administration

Erin Mohr is Coordinator of High Ability Services in Hamilton Southeastern Schools with over 20 years of experience in education; including teaching, instructional coaching, and leading professional development. She is passionate about authentic, meaningful learning that provides students with the opportunity to share their voices and passions through real-world learning experiences and integrated curriculum. Erin oversees the identification process for high ability services at all levels including testing, grant administration, communication with families, and service model design. Working closely with principals and teachers to support high ability instruction, she takes a special interest in critical thinking, increasing rich tasks and cognitive complexity, and in connecting classrooms with one another. Prior to this role, Erin taught at Fishers Elementary and served as a Teacher Development Specialist at Brooks School Elementary and Geist Elementary. She graduated from Indiana University with a bachelor's degree in Elementary Education and obtained her master's degree in Educational Psychology with a concentration in Gifted and Talented Studies from Ball State University. Erin also serves on the CIESC Instructional Tactic Team and has presented at state and national conferences. She lives in Fishers with her husband and three daughters, all of whom are HSE students.