•  High Ability Identification Plan
    Elementary

    1. All kindergarten students will be screened prior to the start of school. The students needing advanced instruction in math and reading will be identified and grouped together for instruction in one classrooms. Other students needing advanced instruction in either math or reading will be placed in groups where that service will be provided.
     
    2. In August, November, and January, STAR reading and math benchmark tests will be administered to all K-6 students. All students scoring in the 90th percentile or above on the math and/or reading probes will be grouped accordingly for appropriately advanced instruction in math and/or reading.
     
    3. In February, all kindergartners, 2nd graders, and 5th graders will be tested using the CogAT  Test. A pool of candidates will be formed from students who meet any one of the following criteria:

       a. CogAT score of 120 or above on either the quantitative or verbal reasoning portions.
       b. STAR  90th percentile rank or above (Reading and/or Math).
       c. Parent or Teacher recommendation.
       d. 90 percent or better on the Study Island Grade level Diagnostic Test.
     
    4. Teachers will complete the SIGS (Scales for the Identification of Gifted Students) for all students in the pool. A profile sheet compiling the above information will be completed for each candidate using assigned numbers for blind review.
     
    5. A committee consisting of the district coordinator, an elementary principal, and HA licensed teachers or those who have had training specific to identifying high ability students shall review the profile sheets and determine appropriate placement for services. 
     
    6. Each year, parents will have the opportunity to recommend their child for specifically differentiated services. 
     
    7. All students who are new to the district will have their academic record reviewed by the principal who may then ask the committee to consider the student for placement in services for high ability. Students transferring from a high ability program from another school district will automatically be reviewed by the committee for placement in services for high ability.
     
    8. Each year, the principal and classroom teachers will review current ISTEP scores as well as classroom performance looking for students they feel might benefit from inclusion in the program. They will refer, for consideration by the committee, any student who scores a PASS+ in either portion of ISTEP or has shown potential through class work. The committee will review all of the previously listed data on each student.
     
    9. If, at the end of this process, our identified students do not match the demographics of the district, we will disagregate the data on our underrepresented groups and determine placement by comparing students who have a similar background and experience.
     
    10. Parents may appeal the committee’s decision regarding their child by completing an appeal form which can be found in the School Forms section. The committee will then review the child’s profile and render a decision. 
     
    11.  In March, 6th grade students will be given the Orleans Hanna Algebra Prognosis Test.  Any student scoring in the 9oth percentile or above will be placed in Algebra I in 7th grade.
      

    Middle School
     
    1. Any student who has been successful while receiving high ability services in elementary school will automatically continue to receive high ability services in middle school.
     
    2. A pool of candidates will be formed by including any student who meets at least one of the following criteria:

    a. CogAT 120 or above
    b. ISTEP PASS+ on either math or language arts
    c. STAR 90th percentile or above on math or reading 
    d. A recommendation by a teacher or parent.

    4. Teachers will complete the SIGS (Scales for the Identification of Gifted Students ) for all students in the pool. A profile sheet compiling the above information will be completed for each candidate using assigned numbers for blind review.
    5. A committee composed of the high ability coordinator, middle school principal, 2 teachers and the middle school counselor will review the profile sheets and determine placement in the program as either general intellectual, high ability math, or high ability English.
    6. If, at the end of this process, our identified students do not match the demographics of the district, we will disagregate the data on our underrepresented groups and determine placement by comparing students who have a similar background and experience.
    7. Students who are new to the district will have their academic record reviewed by the principal who may then ask the committee to consider the student for placement in services for high ability. Students transferring from a high ability program from another school district will automatically be reviewed by the committee for placement in services for high ability.
    8.
    Parents may appeal the committee’s decision regarding their child by completing an appeal form which can be found in the School Forms section. The committee will then review the child’s profile and render a decision.

    High School
    1. Eighth grade students who have been successful while receiving high ability services in middle school will automatically continue to receive high ability services in high school.
    2. In addition, 8th grade students who are currently not identified, but have scored PASS + on either section of ISTEP, score in the 90th percentile or above on Aimsweb MAZE or M-CBM, have a recommendation from a teacher or parent, or have requested to be included in the program will be considered. The decision will be made by the committee after a review of the following:

    a. OL-SAT or SAGES scores (If no aptitude score is available, student will take the CoGAT)
    b. ISTEP
    c. Aimsweb
    d. Purdue Rating scales (appropriate subject areas)

    3. In April of each year, Math and English Department heads will meet with teachers to discuss any students who might be candidates for inclusion in high ability services. End-of-course assessment scores as well as classroom performance will be considered. Recommendations will be forwarded to the District Coordinator who, with the committee, will review the data listed above and make a decision on placement. In addition, PSAT scores will be considered using the AP Potential Tool which identifies those scoring at a level that predicts success in an AP course.
    4. The committee will be comprised of Math and English Department Heads, HS counselor, District Coordinator, and Assistant Superintendent or the high school principal.
    5. If, at the end of this process, our identified students do not match the demographics of the district, we will disagregate the data on our underrepresented groups and determine placement by comparing students who have the similar background and experience.
    6. Students who are new to the district will have their academic record reviewed by the principal who may then ask the committee to consider the student for placement in services for high ability. Students transferring from another school district who received high ability services will automatically be reviewed by the committee for placement in services for high ability.
    7.
    Parents may appeal the committee’s decision regarding their child by completing an appeal form which can be found in the School Forms section. The committee will then review the child’s profile and render a decision.