High Ability

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.

Hamilton Southeastern Math Course Sequence
 

 
*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.
 

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 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 a 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 ensure a standardized and fair identification process for all 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!