High Ability Information

High Ability Information 2017-10-10T11:03:27+00:00

Mission

Lake Central School Corporation High Ability Program challenges students to reach their potential by providing a wide range of opportunities designed to meet their intellectual, social, and emotional needs.  The corporation recognizes these learners are found in all socio-economic, cultural, and ethnic groups.

Definition of a High Ability Student

A high ability student is one who “performs at, or shows the potential for performing at, an outstanding level of accomplishment in one of the following domains,  Mathematics, Language Arts, or general intellectual, when compared to other students of the same age, experience, or environment; and is characterized by exceptional gifts, talents, motivation, or interests.”

Services

  • Early Entrance to Kindergarten

  • Participation in high ability curriculum in math and/or language arts in a cluster grouped classroom or self-contained classroom

  • Grade Skipping

  • Advance Placement Coursework

Identification Plan

Elementary Identification Plan
The CogAT (Cognitive Abilities Test) will be administered mid-year to all currently enrolled
kindergarten and grade 2 students who are not currently identified or are identified in only one
area. Students scoring at the 96th percentile or above on either the verbal, quantitative, or the
quantitative/nonverbal subtest will qualify for high ability services in either language arts,
mathematics, or both. Students who score at the 88th to 95th percentile on at least one of the
above CogAT subtests, will be screened further in the appropriate content area using the Iowa
Test of Basic Skills at one grade level above their current grade level. Students scoring at the 96th
percentile or above on the Iowa Test of Basic Skills Math Total or Language Arts Total will
qualify for high ability services in corresponding content area.

Classroom teachers of students scoring at the 93rd to 95th percentiles on the Iowa Test of Basic
Skills will complete a Scales for Identifying Gifted Students (SIGS) on those students. SIGS is a
quantitative measure that was developed to assist in identifying high ability students. The
information will help determine if the students scoring within the standard error of measure on
the Iowa qualify for services.

Each year, school administrators and teachers will review current achievement data for students
who are not identified but may be in need of high ability services. They may refer these students
for further review by contacting the building principal or High Ability Coordinator and sending
any additional assessment data to be considered. An appeals committee consisting of the
Corporation High Ability Coordinator, a principal, and teachers licensed in high ability will
review all data to determine inclusion in high ability programming.

Middle School Identification
Students identified as a high ability student and participating in high ability programming, will
continue to receive services unless they are withdrawn through our exit procedures.

The CogAT (Cognitive Abilities Test) will be administered mid-year to all currently enrolled
grade 5 students who are not currently identified or are identified in only one area. Students
scoring at the 96th percentile or above on either the verbal, quantitative, or the
quantitative/nonverbal subtest will qualify for high ability services in either language arts,
mathematics, or both. Students who score at the 88th to 95th percentile on at least one of the
above CogAT subtests, will be screened further using the Iowa Test of Basic Skills in the
appropriate content area at one grade level above their current grade level. Students scoring at
the 96th percentile or above on the Math Total or Language Arts Total will qualify for high
ability services in either language arts, mathematics, or both.

Classroom teachers of students scoring at the 93rd to 95th percentiles on the Iowa Test of Basic
Skills will complete a Scales for Identifying Gifted Students (SIGS) on those students. SIGS is a
quantitative measure that was developed to assist in identifying high ability students. The
information will help determine if the students scoring within the standard error of measure on
the Iowa qualify for services.

School administrators and teachers will review current achievement data for students who are not
identified but may be in need of high ability services. They may refer these students by
submitting assessment data to be reviewed by the committee consisting of the Corporation High
Ability Coordinator, principal, and teachers licensed in high ability for possible inclusion in high
ability programming.

Sixth grade students who are currently enrolled in advanced instruction in math will be given the
Orleans-Hanna to determine placement in Algebra I for the following school year.

High School Identification Plan
Students identified as a high ability student and participating in high ability programming, will
continue to receive services unless they are withdrawn through our exit procedures.

Student scores on the PSAT will be reviewed and students who show potential will be identified
and counseled into appropriate courses.

Identifying Students New to Lake Central
Students new to Lake Central may participate in summer high ability testing if assessment data
from the previous school or private testing is provided and indicates that the child is performing
significantly above grade level. Testing will occur no later than 14 days prior to the first student
day of the new school year. If a student enrolls after this date, they will be tested during the
school year during our regular assessment window.

Placement in a previous district is not an automatic placement in Lake Central, as districts often
have different measures and criteria for placement.

Identifying Students for Grade Skipping
There are times when a student’s academic needs are not being met in their current academic
placement and acceleration to another grade level may be warranted. The Iowa Acceleration
Scale will be used by a committee consisting of parents, principal, High Ability Coordinator and
teachers to assist in making the best decision for the student.

Appeal Procedure

Parents may appeal the corporation’s decision on the identification of their child by submitting a completed High Ability Appeal Form to the district High Ability Coordinator.  The form must be emailed, hand-delivered, or postmarked by May 1.

An appeal does not re-evaluate student data already considered in the original identification process. Scoring at the Pass Plus level on ISTEP+, high grades, or high performance on classroom benchmark assessments are not valid reasons for an appeal. The purpose of the appeal is to bring new information to the attention of the committee that could lead to a different decision. These may include alternate measures of ability and/or achievement.

A committee consisting of the coordinator, a principal, and teachers who are licensed in high ability will convene to review the appeals and any additional information the parent submits and reach a decision about the most appropriate placement for the student. Parents will be notified in writing of the results of the appeal.

High Ability Appeal Form (updated 4/28/17)