High Ability
Program
SCSD2 identifies and nurtures students who demonstrate exceptional ability or potential — providing enrichment, acceleration, and advanced learning opportunities from kindergarten through graduation.
Our Commitment
"Embedded in our mission is a promise to provide each child with appropriate educational experiences commensurate with their academic ability and achievement."
SCSD2 recognizes that high-ability students are found in all socioeconomic, cultural, and ethnic backgrounds. Our program provides a supportive learning climate that enriches learning so students can maximize their academic potential and develop emotionally and socially to be contributing members of society.
What Is a High-Ability Student?
Indiana Code 20-36-1-3
Under Indiana law, a high-ability student is one who:
- Performs at, or shows the potential for performing at, an outstanding level of accomplishment in at least one domain when compared to other students of the same age, experience, or environment; and
- Is characterized by exceptional gifts, talents, motivation, or interests.
Program by Grade Level
Elementary (K–5)
Differentiated instruction in the regular classroom, plus pull-out enrichment sessions twice each trimester. Grade acceleration procedures are in place and have been utilized.
Middle School (6–8)
Differentiated instruction in the regular classroom, pull-out enrichment once per trimester, and math acceleration beginning in Grade 8 (Algebra I). Elective and extracurricular options expand skills and interests.
High School (9–12)
Differentiated instruction plus Honors, dual credit, and AP courses starting in Grade 9. Students also have access to internships and a broad range of extracurricular activities.
Identification Process
School counselors collaborate with teachers and parents to identify potential high-ability students and conduct screening assessments. Those identified in screening are then assessed using both ability and achievement tests. The High Ability Leadership Committee conducts a blind score review to make final qualification determinations. Parents receive score reports and teachers are notified of newly qualified students in their classrooms.
← Scroll to see full table
| Grade / Time | Universal Screening | Identification Assessment | Benchmark |
|---|---|---|---|
| K / April | CogAT Form 5/6 | CogAT full form + SIGS (parents & teachers) | CogAT APR 90 considered, 95 recommended; SIGS 115 considered, 130 recommended |
| 2nd / Feb. | CogAT Form 8 | CogAT full form + SIGS (parents & teachers) | CogAT APR 90 considered, 95 recommended; SIGS 115 considered, 130 recommended |
| 5th / Nov. | CogAT Form 11 | CogAT full form + SIGS (parents & teachers) | CogAT APR 90 considered, 95 recommended; SIGS 115 considered, 130 recommended |
| 7th / May | Orleans-Hanna Algebra Readiness Test + Into Math Growth Measure | ILEARN Math + teacher recommendation | OH 90% considered, 95% recommended; ILEARN Pass + recommended |
| Off Grade | Parent / teacher recommendation | ILEARN scores, SIGS, portfolio review, PSAT scores | Committee determination |
| Move-in | — | Students identified as HA by prior districts are grandfathered in | — |
APR = Age Percentile Rank. SIGS = Scales for Identifying Gifted Students. Local norm considerations are discussed for all CogAT decisions.
Program Goals & Objectives
Equitable Identification
Appropriately identify all students in need of High Ability services regardless of socioeconomic status or ethnicity, using reliable norm-referenced quantitative data together with qualitative measures.
Differentiated Learning
Provide differentiated curriculum, instruction, and social-emotional support — including cluster and ability grouping, acceleration, and advanced courses — to meet every high-ability student's intellectual needs.
Teacher Professional Development
Provide ongoing professional development so all teachers can better meet high-ability students' academic and social-emotional needs.
Social-Emotional Support
Address anxiety, organizational skills, study skills, growth mindset, and persistence so high-ability learners thrive both academically and personally.
Parent & Family Support
Provide information and resources to help families understand and support their high-ability child's educational journey.
Appeals & Exit Procedures
Appealing a Decision
If a student is not identified for High Ability services, parents and/or teachers may appeal by submitting a written notice with a portfolio of at least three student work samples to the SCSD2 High Ability Coordinator.
The High Ability Leadership Committee will review the appeal at its next scheduled meeting and communicate its determination in writing.
Exiting the Program
A student may be exited at any time if they are not successful — initiated by the school or family. A building team (principal, counselor, teachers, parents) first develops a Student Improvement Plan with targeted interventions and a timeline.
If improvements are made the student continues; if not, the student may be exited and HA status removed from the student information system.
Individual Learning Plan (ILP)
Each identified student has a personalized ILP
High-ability students are supported by an Individual Learning Plan developed with input from the RTI team, classroom teachers, counselors, and parents. The ILP tracks academic and enrichment goals, accommodations, progress monitoring, and assessment data (IREAD, ILEARN, PSAT/SAT). Contact your child's school counselor for more information.