High Ability Learners

The High Ability Program works toward the maximum intellectual development of high ability students in an atmosphere that recognizes the uniqueness of the individual. 

The high ability educational environment assists students as they reach their social, psychological, intellectual, physical, and creative potential. 

We believe that high ability students will… 

• Be challenged to reach their full potential; 
• Be provided leadership roles and responsibilities; 
• Need qualitatively different experiences apart from the general curriculum; 
• Benefit from interactions with varying populations of students; 
• Be guided to be creative, independent, and critical in their thinking, problem-solving, and daily work; 
• Require nurturing and understanding to promote healthy, social, and emotional well-being; 
• Be recognized across all areas of the curriculum, including the arts; 
• Engage in cooperative learning activities in order to develop a sense of teamwork and camaraderie

The Indiana Code sets forth certain requirements for Indiana school corporations related to the education of students with high ability. Indiana Administrative Code gives further explanation for some of these requirements. The Indiana Code and Indiana Administrative Code are provided in a separate section of this handbook. The requirements are summarized below. 

The corporation must… 

1. Identify students with high ability in all grades, K-12, in accordance with the Indiana Definition of High Ability Student. The Indiana definition is: “High ability student” means a student who: performs at, or shows the potential for performing at, an outstanding level of accomplishment in at least one (1) domain when compared to other students of the same age, experience, or environment; and is characterized by exceptional gifts, talents, motivation, or interests. 
   While there are additional domains of high ability that may be served (for example, visual and performing arts), the required domains of high ability that Indiana schools must identify for are the General Intellectual and Specific Academic domains. For now, the designations are for students with high ability in Language Arts (HA-LA), students with high ability in Math (HA-Math), and students who have high ability in both Language Arts and Math (HA – General Intellectual) 
2. Record the relevant designation on the Student Test Number (STN). HA-ELA, HA – Math, or HA- General Intellectual (GT) 
3. Provide “appropriately differentiated curriculum and instruction” to identified students in the relevant core content area(s). 
4. Provide professional development in high ability education. 
5. Establish a Broad-Based Planning Committee that will meet at least once per year to review the program. 
6. Evaluate the program. 
7. Align with the strategic and continuous school improvement and achievement plans under IC 20-31-5-4 for schools within the school corporation. 
8. Report annually to the IDOE on the programs and how the state grant to the corporation for high ability programs was used.
9. Report on the results of the program, including student achievement and program effectiveness.

Mission 

The Avon Community Schools’ Broad Based Planning Committee is committed to researching and understanding the needs of high ability students in order to make meaningful recommendations that will ultimately maximize opportunities for the students to attain their highest potential. 

Composition of Required Broad Based Planning Committee 

“Broad-based planning committee” means a diverse group with representation from: 

1. educators; 
2. parents; 
3. students; 
4. community members; and 
5. other stakeholders; 

organized for the purposes of planning and development of programs. 

Members should have an interest in and support for high ability education. Members should also include decision-makers within the corporation. The High Ability Coordinator keeps a record of official members, including contact information. 

Purpose of the Broad Based Planning Committee 

• Representation of key stakeholders 
• Sounding board for programmatic ideas 
• Keeper of the vision for high ability education 
• Assessor of the degree to which program goals are being met 
• Impetus for improvement 
• Ambassador for high ability services in the community 

Although the local governing body has ultimate responsibility and authority for all student services, the committee has the role of planning and reviewing policies and services. Suggested roles for the Broad Based Planning Committee include the following: 

• Review the 5 required written plans that are to be available for public inspection (511 IAC 6-9.1-1) 
  • Multifaceted Student Assessment Plan 
  • Curriculum & Instructional Strategies Plan 
  • Counseling & Guidance Plan 
  • Systematic Program Assessment Plan 
  • Professional Development Plan 
• Review implementation of the 5 required plans 
• Review the results of the programs for students with high ability, including student assessment results, program effectiveness, or student achievement. (IC 20 – 36 – 2)
• Prepare an action plan for improvement related to the 5 plans
• Develop a collaborative relationship between school staff(s) and the committee
• Develop a 3-5 year strategic plan for program development

The Indiana Code defines a “high ability student” as one who: (1) 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 (2) is characterized by exceptional gifts, talents, motivation, or interests (IC 20- 36-1-3). 

A Bright Child	A Gifted Child
Knows the answers	Asks the questions
Is interested	Is highly curious
Has good ideas	Has wild, silly ideas
Works hard	Plays around, yet tests well
Answers the questions	Discusses in detail; elaborates
Top group	Beyond the group
Listens with interest	Shows strong feelings/opinions
Learns with ease	Already knows
6-8 repetitions for mastery	1-2 repetitions for mastery
Understands ideas	Constructs abstractions
Enjoys peers	Prefers adults
Grasps the meaning	Draws inferences
Completes the assignments	Initiates projects
Is receptive	Is intense
Copies accurately	Creates new designs
Enjoys school	Enjoys learning
Absorbs information	Manipulates information
Technician	Inventor
Good memorizer	Good guesser
Is alert	Is keenly observant
Is pleased with learning	Is highly self-critical
Enjoys straightforward, sequential presentation	Thrives on complexity

 

Introduction & Rationale 

Effective July 1, 2007, Indiana schools shall identify students with high ability in the general intellectual and specific academic domains and provide them with appropriately differentiated curriculum and instruction in core content areas, K-12 (refer to IC- 20-36-2-2). Specific identification processes remain a local decision and will vary according to district size, building configurations, demographics, etc. There are, however, best practices for identification; this document is based upon Indiana requirements and those best practices and is meant to be a guide in identifying high ability students for services in the general intellectual and specific academic domains. The term “high ability” is used in Indiana; in this guide sometimes the term “gifted” is used. When that occurs, the related information may have come from the field of gifted education and may reference a somewhat narrower definition of this group of students. 

The High Ability Program works toward the maximum intellectual development of high ability students in an atmosphere that recognizes the uniqueness of the individual. 

The high ability educational environment assists students as they reach their social-psychological, intellectual, physical, and creative potential. 

Students in our High Ability Program have the opportunity to participate in classes that are accelerated or enriched. Accelerated classes have a curriculum that is above grade level. Enriched classes are on grade level but with a curriculum that provides the opportunity to explore topics in greater depth. 

Grades 3-8 Program Continuum 

Beginning in 3rd grade, Avon provides students with a specifically designed High Ability Program. Students are identified in the spring of their 2nd grade year for this option and will remain in the program through 5th grade. Assessment criteria from CogAT and trend data from NWEA determine placement. Curriculum materials are selected to support this rigorous academic program in reading and mathematics. Instruction is differentiated to meet the highly challenging needs of the identified students. Students can qualify in reading, mathematics, or both. Each elementary/intermediate building designs a service structure based on the number of students qualifying for the program. Therefore, each building’s service option may look significantly different from another; however, the academic high ability expectations are the same. All students will take the CogAT three times during their elementary career, grades K, 2 and 5. Students who are new to Avon in grades K-5 will take the CogAT. ACSC will use elementary identification data for middle school high ability course placement.

Grades K-2 High Ability Service Options

In the fall of each year, data will be collected to identify K-2 students as high ability for differentiated instruction per Indiana law. Beginning in Kindergarten, Avon starts recognizing emerging talent and identifying students that are certain to qualify for the High Ability Program in 3rd grade. The process will inform teachers of the need to enrich the curriculum within the general education classroom through 2nd grade. Building principals may determine to cluster students in classrooms as well as utilize Student Success Time to provide differentiated instruction at these grade levels. The district will provide opportunities for professional development in high ability education to K-2 staff. 

Preliminary Identification 

All kindergarten students take the Cognitive Abilities Test (CogAT) Screener during the fall. This screener identifies the pool of students who will receive differentiated instruction based upon their needs in grades K- 2. The goal is to identify students who exemplify truly academic giftedness or very high cognitive ability; therefore, students who have screener scores within the local norm band of 80-100th percentile will be tagged for a different service option in the classroom. Students having a score at or above the 96th percentile range in reading, mathematics, or both will be reflected in the student data system. 

Students will also take the NWEA adaptive achievement test in December and May. The December test period is considered primarily a practice exercise; however, this data is used for baseline information. This assessment shows how a student actually performs in the academic areas of reading, language, and mathematics. Students who score at or above the 95th percentile on the NWEA assessment in reading, mathematics, or both will be reflected in the student data system. 

Both the NWEA and the CogAT provide valuable information for the purpose of instructional differentiation. Once a student has taken the winter and spring NWEA assessment and the CogAT Screener and have met the threshold, building administrators and counselors will create a list and reflect them in the student data system. These students will then receive an enriched curriculum the following year in 1st and 2nd grade.

Grades 3-5 High Ability Program

Identification Criteria 

Students will be identified for the 3rd - 5th grade High Ability Program during their 2nd grade year. Once a student has been recognized as high ability, he/she will remain in high ability classes through 5th grade. 

During 2nd grade, all students complete the CogAT Full Battery and the NWEA Fall and Spring Assessments. Qualification is based upon the following scores: 

• CogAT Full Battery score at or above the 96th percentile in reading, mathematics, or both AND/OR 
• Historic NWEA assessment scores with a trend at or above the 95th percentile in reading, mathematics, or both. 

During 5th grade, all students complete the CogAT Full Battery and the ILEARN Checkpoints. Qualification is based upon the following scores: 

• CogAT Full Battery score at or above the 96th percentile in reading, mathematics, or both AND/OR 
• ILEARN Checkpoints trend data at or above the 95th district percentile in reading, mathematics, or both  

Recommendation

Teachers and parents may recommend a student in grades 3-5 for the high ability program by completing a recommendation form during the January-early February recommendation period. Once the form is submitted, the student’s data will be reviewed to ensure scores fall within the standard error of measure. If the scores do fall within the standard error of measure, both the parent and teacher will then complete the Scales for Identifying Gifted Students (SIGS) to support the identification process. SIGS scores are another norm referenced, researched based tool for identification, and scores will be compared to the norms.  Parents will be notified of the decision in June.

Grades 6-8 High Ability Program

Identification and Course Placement Criteria 

Students in sixth grade high ability classes will continue through eighth grade high ability classes unless the established exit procedure below is carefully followed and communicated to parents.

Sixth Grade English Honors, a student must meet one of the following: 

• Previous ELA or GT High Ability Tag 
• Trend data at or above the 90th percentile on the ELA ILEARN Checkpoints from the 2024-25 SY and 2025-26 SY 
• CogAT Verbal score at or above the 96th percentile  

Sixth Grade Math Honors, a student must meet one of the following:  

• Previous High Ability Tag for Math or GT, at least 70% proficient in math standards in Semester 1 of 5th grade math, CogAT Non-Verbal, Quantitative, or Quantile between 89-95th percentile 
• Previous High Ability Tag for Math or GT, at least 70% proficient in math standards in Semester 1, Trend data at or above the 80th percentile ILEARN Math Checkpoints from 2024-25 and 2025-26 

Sixth Grade Pre-Algebra, a student must meet ALL of the following: 

• CogAT Non-verbal or Quantitative, or Quantile 96th percentile 
• Trend data at or above the 80th percentile ILEARN Math Checkpoints from 2024-25 and 2025-26 SY  
• Previous High Ability Tag for Math or GT 
• At least 70% proficient in math standards in Semester 1 of 5th grade 

Eighth Grade Biology, a student must meet ALL of the following: 

• Trend data at or above the 90th percentile ILEARN ELA Checkpoints from 2024-25 and 2025-26 SY 
• Trend data at or above the 90th percentile ILEARN Math Checkpoints from 2024-25 and 2025-26 SY 

Middle school principals may identify students who “just miss” the established criteria above for placement in a high ability course to maintain appropriate class sizes for both high ability and general education classes.

Appeals

For middle school students in grades 6–8 who do not receive their desired high ability course placement, an appeals process is available. Parents may submit an Appeals Form to their school principal. If a parent disagrees with a school appeal process, then a parent may appeal to the district administration via a form provided at the building level.

Avon Community School Corporation provides differentiated curriculum and instructional resources designed to meet the needs of high ability learners through enrichment, acceleration, advanced coursework, critical thinking, and problem-solving opportunities. High ability students require learning experiences that extend beyond grade-level expectations and allow for increased depth, complexity, creativity, and pace of instruction. These supports are aligned to Indiana Academic Standards and are designed to promote academic achievement, intellectual growth, and college and career readiness.  

The district utilizes a variety of instructional resources and service options across grade levels to ensure students have access to appropriately challenging learning experiences in their identified area(s) of strength. 

Grades K–5 Curriculum Resources

In grades K–5, high ability supports are provided through flexible grouping, differentiated instruction, curriculum compacting, enrichment activities, and acceleration opportunities within the general education setting and high ability programming. Students engage in advanced texts, inquiry-based learning, problem-solving activities, and opportunities to explore content in greater depth. Daily WINN (What I Need Now) instructional time may be used to provide extension and enrichment opportunities for advanced learners. 

English/Language Arts Resources 

Instructional resources and enrichment opportunities for high ability students may include: 

• IXL individualized learning resources (Grades 1-5) 
• Jacob's Ladder reading and thinking skills curriculum (Grades K-5) 
• High-ability teacher-curated enrichment activities developed through the collaborative expertise of a teacher council, designed to extend grade-level standards and instructional units. 
• Advanced writing projects and performance tasks 
• Above-grade-level texts and reading materials used in conjunction with the core literacy curriculum 

Mathematics Resources 

Instructional resources and enrichment opportunities for high ability students may include: 

• IXL individualized learning resources (Grades 1-5) 
• Challenge Math enrichment activities (Grades K-5) 
• Teacher-developed enrichment and extension activities aligned to grade-level standards and instructional units 
• Advanced problem-solving and mathematical reasoning tasks 

Grades 6–8 Curriculum Resources 

Middle school high ability students have access to advanced coursework and instructional resources designed to provide increased rigor, challenge, and preparation for high school honors, Advanced Placement, and dual credit opportunities. 

English/Language Arts

Students identified for advanced English Language Arts coursework may participate in English Honors courses. The district's instructional resource, Amplify ELA, provides differentiated levels of support, including Challenge activities designed for students reading above grade-level expectations. 

Mathematics 

Advanced mathematics pathways are available at each middle school grade level. 

• Grade 6 students may be enrolled in Math Honors or Pre-Algebra. 
• Grade 7 students may be enrolled in Pre-Algebra or Algebra. 
• Grade 8 students may be enrolled in Algebra or Geometry. 

These pathways provide opportunities for acceleration and prepare students for advanced high school mathematics coursework. 

Grades 9–12 Curriculum Resources 

Avon High School provides extensive opportunities for advanced academic study through Advanced Placement, dual credit, honors, and accelerated coursework. 

Advanced Placement Opportunities 

Students may enroll in Advanced Placement courses across multiple content areas. Avon High School currently offers 29 Advanced Placement courses designed to provide college-level rigor and preparation. 

Dual Credit Opportunities 

Students may earn both high school and college credit through dual credit coursework. Avon High School currently offers 23 dual credit courses through partnerships with: 

• Indiana University 
• Ivy Tech Community College 
• Vincennes University 
• University of Indianapolis 
• Ball State University 

These opportunities allow high ability learners to pursue advanced academic interests while earning postsecondary credit and preparing for future college and career goals.

New Students K-5

New students to Avon in grades K-5 will be assessed for High Ability Identification. A student will be screened using the following instruments: 

• NWEA  
• ILEARN Checkpoints 
• CogAT 

Building administrators and counselors will determine qualification based upon the NWEA, ILEARN Checkpoints, and CogAT criteria. Once a student has been recognized as high ability, he/she will remain in high ability classes through fifth grade. 

New Students Grades 6-8 

New students to Avon in grades 6-8 will be assessed for High Ability Identification. A student will be screened using the following instruments: 

• ILEARN Checkpoints 
• CogAT 

Building administrators and counselors will determine course placement based upon the ILEARN and CogAT criteria. Once a student has been recognized as high ability, he/she will not be re-identified. 

A comprehensive review of the research (Rogers, 2007) indicates that services leading to the greatest achievement gains for high ability students include the following: 

• Acceleration: Opportunities for various forms of subject and grade acceleration as needed 
• Differentiation: Differentiation in pace, amount of review and practice, focus on larger concepts, and interdisciplinary connections 
• Daily Challenge: Opportunity for daily challenge in identified areas of high ability 
• Ability Grouping: Opportunities for high ability learners to socialize and to learn with like-ability peers 
• Independent Work: Opportunities to work independently in areas of passion and talent. 

Services for students of high ability must be interrelated with the general education program. Services must be designed from a theoretical, research-based, and practical perspective. Programming and services must also reflect the knowledge of how students of high ability develop and learn. This programming must include appropriate curriculum, acceleration, instructional strategies, assessment, and evaluation. One specific type of programming for students of high ability cannot meet the needs of the many levels and types of talents and abilities evidenced by these students, K-12. Therefore, a variety of services and programming options are needed and described below. 

When planning appropriate programming and services for students of high ability, corporations must consider the following: 

• How different students will be grouped, organized, or provided with individual plans for the most effective learning; 
• What training the teacher has or needs to most effectively teach and plan learning experiences for students of high ability; 
• What content, standards, and pace are most appropriate for these students; and 
• What instructional models, strategies, projects, and products are most appropriate and will promote academic growth. 

Grades K-5 Service Options
Options for Service	Considerations Flexibility is key; different options might work in different grades for different students. Avoid having one 'Program' which is the only option.	Added Cost
Early entrance to kindergarten	Good for student who is HA, academically advanced, socially mature, independent, and motivated. Child may also need advanced curriculum and instruction in new grade placement. Use Iowa Acceleration Scale to facilitate decision making.	None
Skipping kindergarten for direct placement in first grade
Grade skipping
Subject skipping	Good for student who is achieving well beyond others in a single subject.	None
Cluster groups	This can be a practical solution when there are not enough students of high ability for a separate class. It is best that this class not also have another special needs group.	None
Ability grouped classes for students of high ability by subject area with HA licensed teachers	This can combine students who are of high ability in general intellectual area with those who are of high ability in a specific academic area.	None
Self-contained multi-age split	Full-time placement with other students of high ability and differentiated curriculum and instruction by a High Ability licensed teacher produces the greatest academic gains for HA- students.	None if class sizes remain the same
Full-time, self-contained class with HA licensed teacher
Individual options: internships, mentorships, distance learning, IEP	Can be used in combination with other options.	None

 

Grades 6-8 Service Options
Options for Service	Considerations Flexibility is key; different options might work in different grades for different students. Avoid having one “Program” which is the only option.	Added Cost
Early entrance to high school	Some students can skip a full year or do a semester in seventh grade and a semester in eighth grade.	None
Grade or subject skipping - Some may be ready to skip a level or two of math, science, or foreign language.	The student should be allowed to go to the high school for certain subjects if needed; this option is called dual enrollment.	None
Special advanced classes or “honors” classes by subject with G/T licensed teachers	This can combine students who are HA in general intellectual with those who are HA in a specific academic area.	None

 

Grades 9-12 Service Options
Options for Service	Considerations Flexibility is key; different options might work in different grades for different students. Avoid having one “Program” which is the only option.	Added Cost
Graduation before the senior year	Useful when a student can demonstrate academic functioning at the college level of has exhausted the most rigorous courses offered at the high school. Often these students have many years of college and advanced degrees ahead of them and have the maturity to begin that work early.	None, but revenue is lost per pupil enrollment in grade 12
Credit by examination	This is credit without seat time if proficiency is demonstrated.	None
Advanced or "Honors" classes by subject	The curriculum and expectations are more rigorous than the regular option.	None
Special classes that are interdisciplinary, teach subjects not usually taught in high school, or are seminars especially designed for students of high ability	Examples of these might include a double class in American history and literature or a philosophy course.	None
Distance learning classes from universities or Advanced Placement courses through distance learning	These require a student who is self-directed and a teacher who can monitor progress and provide onsite help.	Tuition for online courses
Dual enrollment in high school and college	Investigate the course requirements and any tuition required for credit. Be certain this is a better option than the more widely accepted Advanced Placement.	Tuition for university credit
Advanced Placement courses	Curriculum, teacher training, and exams offered by the College Board. These should be available prior to the senior year.	AP exam fees
Individual options: internships, mentorships, foreign study, IEP	Can be used in combination with other options.	None

 

Cluster Grouping as One Service Option or Model for Services 

Cluster grouping is a very popular service option in Indiana due to its versatility and ability to be used in small schools. As a result, a description of this service option is expanded upon below. When identifying students for the cluster groups, it is important to remember not to identify on the basis of achievement alone but rather to consider both high performance as well as the potential for high performance as required in the mandate for identifying and serving high ability students. Best practice would be to complete the formal identification process first and then determine cluster group placement after students have been formally identified. 

The following diagram is an example for how three classrooms of 25 students each would be configured before grouping (assuming ability is normally distributed). 

Teacher 1	Teacher 2	Teacher 3
High Ability Learners (2)	High Ability Learners (2)	High Ability Learners (1)
Above Average (2)	Above Average (3)	Above Average (3)
Average (17)	Average (16)	Average (17)
Below Average (2)	Below Average (3)	Below Average (2)
Far Below (IEP) (2)	Far Below (IEP) (1)	Far Below (IEP) (2)

 

The second diagram illustrates the classroom configurations after purposeful grouping according to the cluster grouping model.

Teacher 1	Teacher 2	Teacher 3
All Learners Identified as High Ability in One or More Specific Academic Areas	Above Average	Above Average
Average Learners	Average Learners	Average Learners
	Below Average	All Far Below Learners

 

Features

All students are purposefully placed to reduce the number of instructional groups for all classrooms. 

• All classes have strong students. 
• All classes have average learners. When new students move in who are in the average range (68% of students are within one standard deviation of the mean), they could be placed in any of the classes thereby making sizes of classes able to be kept fairly even. 
• The class that includes the lowest students is likely to have additional assistance available for those students in their core instruction (IEP's). 
• No teacher has more than 3 instructional groups or the full range of learners. 
• The class with the gifted learners should have only two instructional groups as that teacher will need to further differentiate within the gifted group and usually has the additional responsibility for developing curriculum for that group. 
• If a student is identified as needing services just in language arts, depending on their math performance they could stay in the gifted classroom receiving instruction with the average math group during math time or they can go to one of the other classrooms for math with the above average math group during math time. Similarly for those just gifted in math and not in language arts. 
• Only one teacher would have to have training in gifted education. 

If a student, parent, or teacher believes a high ability placement for services is no longer appropriate, he or she may do the following: 

1. Arrange a conference with the parties involved, including the parent, administrator, and the teacher providing services. This conference may be a telephone conference. 
2. Parent, student, teacher and administrator examine issues of concern and discuss interventions that may be implemented. 
3. Participants agree on an RtI plan not less than one semester to implement interventions.  
4. At the end of the RtI timeline (no less than on grading period), the parent, student, teacher and administrator meet to review progress and determine whether or not the student should exit services. 
5. If an exit is deemed appropriate, the parent signs permission to remove the student from high ability placement and services. 
6. Parent permission for exit and documentation of meetings/interventions are sent to the high ability coordinator. 
7. High ability coordinator removes high ability flag for student in database. 

The High Ability Exit Form can be found on the Avon Schools High Ability webpage.

High ability students possess unique academic, social, emotional, and developmental characteristics that require intentional support throughout their educational journey. While many high ability students demonstrate advanced intellectual abilities, they may also experience challenges related to perfectionism, asynchronous development, emotional intensity, peer relationships, self-advocacy, stress, anxiety, and identity development. ACSC is committed to providing guidance and counseling services that address the cognitive, affective, behavioral, and future-planning needs of high ability learners in grades K–12.  

Guidance and counseling services are designed to promote resilience, self-awareness, emotional well-being, academic success, and future readiness. Through collaboration among counselors, teachers, administrators, families, and the High Ability Coordinator, students are provided developmentally appropriate supports that encourage them to maximize both their intellectual and personal potential.  

In addition to addressing the unique social-emotional characteristics of high ability learners, Avon Community School Corporation incorporates the Indiana Employability Skills Standards into guidance and counseling programming. Through the Be Good People Whole Child Resource (K-5) and Reallyville (6-8), students develop skills in communication, collaboration, perseverance, adaptability, integrity, self-advocacy, leadership, and ethical decision-making. These skills support academic success while preparing students for future college, career, and civic opportunities. 

Role of School Counselors 

School counselors collaborate with classroom teachers, administrators, families, and the High Ability Coordinator to support the academic, social-emotional, and college/career development of high ability students. Counseling services may include classroom guidance lessons, small-group interventions, individual counseling support, consultation with families, academic planning, and college and career readiness activities. Counselors work to ensure that high ability students receive support for both academic challenge and social-emotional growth.  

Social and Emotional Characteristics of High Ability Learners 

Many characteristics commonly associated with high ability students are strengths but may create challenges when not properly understood or supported. 

Common characteristics may include: 

• Emotional intensity and overexcitability 
• Strong curiosity and intense focus on topics of interest 
• Heightened sensitivity to environmental stimuli
• Advanced empathy and concern for fairness, justice, and the well-being of others 
• Perfectionism and fear of failure 
• High personal expectations and self-criticism 
• Stress and anxiety related to achievement or performance 
• Asynchronous development, where intellectual development may occur at a different rate than social, emotional, or physical development 
• Challenges related to peer relationships and feelings of being different from age-level peers 
• Identity development and self-esteem concerns 
• Underachievement or disengagement when learning experiences lack sufficient challenge 
• Difficulty developing study habits after prolonged periods of academic success without significant challenge 

When these characteristics significantly impact a student's academic performance, social relationships, or emotional well-being, additional counseling support may be provided through individual, classroom, or small-group interventions.  

Twice-Exceptional Learners 

Some high ability students may also qualify for special education services or demonstrate characteristics of another exceptional learning need. These students are often referred to as twice-exceptional learners. In some cases, giftedness may mask learning challenges, while disabilities may mask advanced potential. 

Avon Community School Corporation collaborates across departments to identify, support, and monitor twice-exceptional learners to ensure appropriate academic challenge, accommodations, interventions, and social-emotional supports are provided to meet each student's unique needs.  

Family Partnerships 

Families play an important role in supporting the academic and social-emotional development of high ability learners. Avon Community School Corporation values strong partnerships with families and strives to provide information and resources regarding topics such as perfectionism, motivation, anxiety, asynchronous development, academic planning, college and career readiness, and the characteristics of gifted learners. Resources are available through school counselors and social workers.  

Grades K–2 Guidance and Counseling Supports 

During the primary grades, students begin developing an understanding of their strengths, interests, and learning needs. Guidance and counseling supports emphasize early talent development, positive self-concept, emotional regulation, and healthy social interactions. 

Students receive academic and cognitive support through early identification procedures, flexible instructional grouping, differentiated learning experiences, and opportunities that encourage advanced thinking, creativity, and problem solving. Classroom experiences are designed to nurture curiosity, persistence, and a growth mindset while helping students recognize that challenge is an important part of learning. 

Behavioral and social-emotional support is provided through the Be Good People Whole Child Resource, which focuses on self-awareness, empathy, emotional regulation, relationship skills, and responsible decision-making. Students develop foundational employability skills including communication, collaboration, teamwork, active listening, flexibility, integrity, and perseverance. Counselors and teachers work collaboratively to support students experiencing emotional intensity, sensitivity, perfectionistic tendencies, or frustration when faced with challenge. Students are encouraged to view mistakes as opportunities for growth and to develop persistence when encountering academic or social challenges. 

Students begin exploring personal interests, strengths, and talents through enrichment opportunities, inquiry-based learning experiences, and exposure to various careers and community roles. 

Grades 3–5 Guidance and Counseling Supports 

As students progress through the elementary high ability program, supports increasingly focus on independence, responsibility, resilience, and leadership development. 

Academic and cognitive supports include instruction in organization, executive functioning, goal setting, reflection, and self-management. Students are encouraged to develop ownership of their learning through opportunities for curriculum compacting, advanced content, and self-directed learning experiences. Students learn to establish goals, monitor progress, seek feedback, and demonstrate increasing independence in their learning. These experiences strengthen employability skills related to perseverance, initiative, responsibility, and self-management. 

Behavioral and social-emotional supports continue through the Be Good People Whole Child Resource, with an emphasis on resilience, leadership, collaboration, positive relationships, and responsible decision-making. Students develop employability skills through opportunities to communicate effectively, work collaboratively toward common goals, accept constructive feedback, and demonstrate adaptability when facing challenges or change. 

Students are encouraged to explore their strengths and interests through passion projects, problem-based learning experiences, leadership opportunities, and ongoing reflection about emerging talents and future aspirations. 

Grades 6–8 Guidance and Counseling Supports 

Middle school guidance and counseling services focus on self-advocacy, identity development, academic planning, and preparation for future educational opportunities. 

Academic and cognitive supports include instruction in academic planning, decision-making, self-advocacy, study skills, time management, and metacognitive learning strategies. Students receive guidance regarding honors coursework, accelerated pathways, and preparation for rigorous high school opportunities including Advanced Placement and dual-credit coursework. Students develop self-advocacy skills by communicating their academic needs, participating in course planning, seeking assistance when needed, and making informed decisions regarding advanced coursework. These experiences align with employability skills related to communication, planning, initiative, and responsibility. 

Social-emotional learning is supported through implementation of the Reallyville program, which emphasizes self-management, communication, conflict resolution, collaboration, decision-making, and healthy peer relationships. Students develop employability skills including active listening, teamwork, adaptability, perseverance, integrity, and constructive problem-solving. School counselors provide support related to stress management, perfectionism, anxiety, social pressures, and the unique developmental characteristics frequently associated with high ability learners. 

Talent development and future planning activities help students connect their strengths and interests to potential career pathways. Students engage in career exploration activities, learn about career clusters and postsecondary opportunities, and begin formal academic planning through development of a Graduation Plan during seventh grade. Opportunities for mentorship and connections with educators, community members, and older students may also be provided when available. Students are encouraged to recognize connections between their strengths, interests, employability skills, and future career pathways. Reflection activities help students understand how communication, collaboration, adaptability, and perseverance contribute to long-term success. 

Grades 9–12 Guidance and Counseling Supports 

At the high school level, guidance and counseling services focus on advanced academic planning, postsecondary preparation, personal wellness, and long-term goal development. 

Academic and cognitive supports include individualized planning for honors, Advanced Placement, dual-credit, and other accelerated coursework. Students are encouraged to develop self-directed learning habits, critical thinking skills, and academic goals while balancing rigorous coursework, extracurricular activities, and personal well-being. Students continue to refine employability skills through rigorous coursework, leadership opportunities, Advanced Placement classes, dual-credit experiences, and extracurricular activities. Emphasis is placed on self-directed learning, professional communication, critical thinking, and effective time management. 

School counselors provide support for the social-emotional needs commonly experienced by high ability learners, including perfectionism, stress, burnout, impostor syndrome, and anxiety. Counselors monitor student engagement and academic progress, promote healthy coping strategies, and encourage development of self-advocacy and resilience. Support is also available for students who demonstrate heightened sensitivity to ethical concerns, social justice issues, or other complex societal topics. Counselors support students in developing resilience, adaptability, ethical decision-making, and healthy coping strategies that prepare them for postsecondary education and workforce expectations. 

Future planning services are individualized to align with each student's strengths, interests, talents, aspirations, and employability skills. Counselors assist students with college and career exploration, scholarship opportunities, admissions processes, Advanced Placement coursework, dual-credit opportunities, career certifications, military pathways, and workforce opportunities. Students are encouraged to recognize how communication, collaboration, perseverance, adaptability, integrity, and leadership contribute to success in future educational and career settings. 

Additional Resources Available 

• “Guiding Students with High Abilities: Social and Emotional Considerations” is an IDOE resource available for download in a PDF in the Learning Connection and the IDOE High Ability website. This resource includes the following: 
  • Chart of common characteristics of high ability students and their possible negative classroom manifestations. 
  • Descriptions of Common Social and Emotional Issues faced by high ability students 
  • Tips for parents, teachers, and counselors of high students 
  • Resources for addressing the social and emotional needs of high ability students 
• The Indiana Association for the Gifted provides resources for high ability coordinators and parents and teachers of high ability students. Visit iag-online.org. 
• The organization SENG (Supporting the Emotional Needs of the Gifted) has resources for addressing the social and emotional needs of high ability students. Visit sengifted.org. 

Introduction and Rationale 

When designing professional development related to students with high ability, all facets of the program, as well as all individuals with a vested interest in the program, need to be targeted. A well thought out plan for professional development will move the district services forward. 

All stakeholders will have an understanding of the following: 

• the identification process that has been developed at the district level; 
• the district design of student services; 
• delivery of services for students that facilitate differentiation of student instruction through grouping and collaboration; 
• student achievement data; 
• training opportunities in gifted education to maximize both teacher and student performance; 
• parental concerns about individual students; and 
• the Counseling and Guidance Plan.

Introduction and Rationale 

Avon will continually assess our program to develop and maintain optimal cognitive, social, and emotional development for their gifted students, districts need to continually assess their programs to look for areas of strengths, challenges, and potential recommendations for improvement. To that end, the Indiana Code calls for school districts who receive a grant for high ability programming to provide an annual report to the department with results of the programs for which the grant is used, including student general assessment results, program effectiveness, or student achievement. In addition to this annual report of program effectiveness, best practice in gifted education advises that programs and services for gifted students undergo formal evaluation by outside experts in the field approximately every five years (National Association for Gifted Children, 2001). 

Grades K-5

• Cedar Elementary, Adam Allen, (317) 544-6200
• Evergreen Elementary, Stephane Bordelon, (317) 544-5800
• Hickory Elementary, Keary Rininger, (317) 544-6300
• Maple Elementary, Nikki Harrison, (317) 544-6400
• Pine Tree Elementary, Shelley Moyers, (317) 544-6500
• River Birch Elementary, Gina Stepusin, (317) 544-6800
• Sycamore Elementary, Nicole Harris, (317) 544-6600
• Willow Elementary, Laura Lee, (317) 544-5900

Grades 6-8

• Avon Middle School North, Michael McKinney, (317) 544-5500
• Avon Middle School South, Dan Peo, (317) 544-5700
• Avon Middle School West, Dan Chapin, (317) 742-1700

Grades 9-12

• Avon High School, Matt Shockley, (317) 544-5000

District

• Avon Schools Administration Center, High Ability Coordinator Sarah Pies, (317) 544-6000

• National Organization for the Gifted - http://www.nagc.org/ : This site offers information on national and local conventions, updates on legislation, resources for school and community groups, as well as curriculum standards for school districts. 
• The National Research Center on Gifted/Talented - www.gifted.uconn.edu/NRCGT : This site details findings from an ongoing longitudinal study of giftedness in children. Parent, school district, and research resources available. 
• GT World - http://gtworld.org/ : Authored by parents, this site offers numerous text resources, web links, and curricular ideas gathered by parents of GT students all over the world. 
• Supporting Emotional Needs of the Gifted - http://www.sengifted.org/ : Links to conferences, parent groups, text resources, and more regarding the emotional needs of gifted students. 

Ability Grouping: Students are grouped by ability and readiness level. Groups can be formed and reformed to meet varied instructional purposes. Ability grouping is NOT synonymous with "tracking." 

Ability Test (also called a measure of potential or aptitude): Evaluating the potential performance of high ability students usually through the use of intelligence or cognitive ability tests that test more than one reasoning ability: verbal, quantitative and nonverbal. 

Academic Excellence: Expecting each student to work at maximum level toward a set of external standards as defined by state, district, and/or school. Learning and performing for each student should be at a challenge level commensurate with each student's skills and developed abilities. 

Accelerated Learning: Pacing students through the curriculum at a rate commensurate with their advanced ability. Students may or may not be formally identified as high ability to participate in some forms of accelerated learning. Gifted students need more than just acceleration; they need enrichment of their learning experiences as well. 

Achievement Test: A test that measures the extent to which a student has mastered the skills and knowledge of a particular subject and/or grade level. 

Advanced Placement (AP): Any of the approximately 35 classes endorsed by the College Board in which a secondary student can earn college credit by successfully meeting criteria established by higher education institutions on a nationally given and scored Advanced Placement examination. Students also earn high school credit upon successful completion of the course(s). AP Scores are in the range of 1-5, with scores of 3, 4, or 5 being highly correlated with college graduation. 

Affective Learning: Incorporating into the curriculum opportunities for students to address social and emotional issues, attitudes, and appreciations of self and others. 

Alternative Assessment: Assessments that provide additional information about a child's ability beyond what may be gleaned from traditional testing. Also referred to as other forms of assessment. 

At-Risk: Students who may underachieve or who may drop out of school. Unmet economic, physical, emotional, linguistic, and/or academic needs may inhibit a student's ability to learn or attend school. 

Authentic Assessment: Process of evaluating student learning using student products or performance instead of traditional standardized tests. 

Behavioral Rating Scale/Checklist: A checklist or scale that reports the frequency or extent to which an individual demonstrates specific actions or characteristics. Caution: When using these for identification, it is important that the items on the scale or checklist be relevant to the specific services to be provided. 

Between-Class Grouping: The practice of “trading students” among teachers at a particular grade level so that each teacher has a narrower range of abilities for the chosen subject or topic.

Cluster Grouping: The practice of identifying a small group of high ability students at a grade level and placing them in the same classroom at that grade level with a teacher who is best suited and qualified to work with high ability students. 

Core Curriculum: The common knowledge and skills to be learned by all students of a particular grade; reading, writing, mathematics, history, social studies, and science constitute the core curriculum. 

Credit by Examination: The student is awarded advanced standing credit or the ability to be placed in a higher level class) by successfully completing some form of mastery test or activity. 

Criterion-Referenced Test: A test to determine whether the student has achieved specific skills or concepts, such as grade level standards. Each individual is compared with a preset standard for acceptable achievement, not compared to other students. This type of test may limit the demonstration of knowledge for students with high ability. 

Cross-Grade Grouping: The practice of placing students in a particular subject so that they are with other students who are ready for instruction at that particular grade level, regardless of their current grade in school. 

Curriculum Compacting: A process used to give students validation for what they already know. It allows students who demonstrate mastery to omit portions of assigned curriculum, or to move more quickly through curriculum than would be typical. Students are thus able to "buy time" which can be used to accelerate content or to pursue enrichment activities while the unit is being taught to other students. 

Curriculum & Instructional Strategies Plan: A plan that details how the curriculum and instruction are differentiated in breadth or depth of content to meet the needs of one or more high ability students in each grade level, K-12. It also indicates how the curriculum for high ability students is differentiated from the general education curriculum to promote such things as higher order thinking, decision making, creative problem solving, and effective researching. This should include a Scope and Sequence or Curriculum Map to show the K-12 articulation of the curriculum for high ability students. 

Differentiation: Adapting the curriculum to meet the unique needs of learners by making modifications in complexity, depth, and pacing. It may include selecting, rather than covering all, the curriculum areas dependent on the individual needs of students. Differentiation in general can be by readiness, interest or learning style. However, when differentiating for students with advanced potential, curriculum and instruction should be at an appropriately high level of challenge first, and then can be further differentiated along other dimensions. 

Disaggregated Data: Data that is separated by race, ethnicity, free/reduced lunch, language proficiency, gender, presence of an IEP, or accommodations. 

Domain: "Domain" includes the following areas of aptitude and talent frequently covered in state definitions: general intellectual, creativity, specific academic, visual and performing arts, and leadership. Additional domains of talent may be mentioned in specific state definitions.

Dual/Concurrent Enrollment: This practice allows a student of high ability to attend classes in more than one building level during the school year and receive credit for a parallel course at a higher level. This can also be when high school students take high school and college classes simultaneously. 

Early Entrance: Students begin their elementary school or college education prior to the designated chronological age of entrance. 

Early Graduation: Acceleration options have allowed the number of years a student spends in mastering the K – 12 curriculum to be shortened and makes possible early high school graduation. 

Early Matriculation: Enrollment in college before completion of the usual seven or eight semesters of high school. This usually involves meeting diploma requirements through a combination of course completions and demonstration of proficiency in one or more required areas. 

Enrichment: Activities that supplement the core curriculum. Such activities may or may not be specified in the curriculum; they are frequently selected by the teacher and/or students in a given classroom. Enrichment, by itself, is not enough for high ability students. However, both enrichment and acceleration are elements of a good curriculum for high ability students. 

General Intellectual: “General intellectual” means understanding facts and concepts, developing skills and generalizations, and evaluating their relationships as they apply to a broad array of disciplines. 

Gifted and Talented: There is no single, widely accepted definition of “gifted” or “talented.” Identification criteria used to determine who will participate in services or programs may vary by state and/or by local district. 

Governing Body: Local Education Agency or board of education (school board). 

Grade Skipping: Students progress through grade level instruction skipping one or more grades. 

Guidance and Counseling Plan: The plan outlines the differentiated services within the district to meet the specific affective needs and educational career plans of the students of high ability. It may include topics such as: 

• academic program planning, 
• career & life planning, 
• organization & management skills, 
• the meaning of giftedness, 
• stress management, and 
• individual-, small-, or large- group counseling sessions. 

Heterogeneous/Homogeneous Grouping: Grouping heterogeneously generally occurs by chronological age level and without regard for the diverse needs of students. Homogeneous grouping is based on common criteria such as the students' interests, special needs, or academic abilities.

High Ability Student: This is sometimes a relative term; a sample definition would be: "high ability student" means a student who performs at, or shows the potential for performing at, an outstanding level of accomplishment in at least one (1) domain when compared to other students of the same age, experience, or environment; and is characterized by exceptional gifts, talents, motivation, or interests. 

Honors Class: Classes at the middle school/junior high or high school level in which content, pace, or depth of instruction is accelerated and/or enriched when compared to the general education curriculum. Traditionally, students who meet prerequisite criteria are accepted into these courses. These courses may include students other than those identified as high ability by the school district. 

Independent Study or Self-Directed Study: Allowing students to follow individual or self-selected areas of interest and specific aptitude by designing and implementing their own study plans. Close monitoring by teachers is an essential component of independent study. It is good to have carefully constructed outlines of expectations and product rubrics to ensure rigor and the meeting of program goals. 

Individualization: Providing a specific program that meets the particular needs, interests, and/or abilities of an individual student for some part of his/her educational experience. It does not mean, however, that every child is working in isolation on a different level or a different subject at all times. It does mean that students are working on levels commensurate with their assessed ability, needs, and/or interests. 

Individualized Education Plan/Program (IEP): A written document that describes how a student will access a variety of high ability services that may include the use of several service options. 

Intelligence Quotient (IQ): A measure of ability or aptitude at a given point in time, comparing children of the same chronological age. It is a test designed to measure one's potential for learning including abstract thinking and reasoning, knowledge acquisition, and problem-solving abilities. Originally it was considered to be the sole way of measuring student ability. Current thinking now accepts IQ as one of the many ways to measure a student's academic potential. 

International Baccalaureate (IB): A rigorous international pre-university course of study, leading to examinations, that meets the needs of highly motivated and academically superior secondary school students. IB has a comprehensive classics curriculum (languages, sciences, mathematics, and humanities) that allows its graduates to fulfill education requirements of various nations. Only schools approved by the IB organization may offer the program. Also, school fees are charged by the IB organization. Programs are available for elementary and middle school, but these are not part of the diploma program. 

Magnet School or Magnet Program: Many school districts, especially those with large student enrollments, select individual schools to emphasize particular programs or services. Some magnet programs focus on specific learning areas such as math, science, or performing arts. Others are designed to serve a specific student population such as high ability students. Since space is usually limited, special entrance requirements may apply. 

Mandated Program: A legally required program or action authorized by law.

Mentorships: The practice of placing a student with an expert or practicing professional in a particular area of interest to the student. The student would learn about or study the interest area intensely with the mentor. This is usually an option that occurs outside of the normal school day. 

Multifaceted Assessment: means collecting and analyzing data to identify the educational needs of high ability students through the following: 

• Performance-based assessment, which includes evaluating the performance of students involved in complex learning opportunities usually through the use of achievement tests. 
• Potential-based assessment, which includes assessing verbal, quantitative, and nonverbal reasoning to evaluate the potential performance of high ability students. This evaluation can be through the use of instruments, such as standardized intelligence or cognitive ability tests. 
• Other forms of assessment, frequently descriptive in nature and known as qualitative assessments. Qualitative measures such as rating scales, portfolios, structured observations or interviews can provide important information about advanced performance or advanced ability if they are selected/designed to provide information about abilities in areas of services provided. 

Multifaceted Assessment Plan: outlines the instruments used to identify students of high ability and must include at least one norm-referenced performance-based measure, one norm referenced potential-based measure, and one other form of assessment. 

Nomination: A referral process for consideration of a student into a specialized program. 

Norm-Referenced Test: A test used to determine an individual's status with respect to the performance of other individuals on that test. A "norm" group is the large number of examinees who have taken a particular test and whose scores form the basis of the norms. Such a test may be based on national norms, state norms, or local norms. At every level of educational test usage, it is necessary to match the scope of the test with the purpose that test is supposed to perform. 

Off-Grade Level Tests: A test that is one or more grade or age level(s) above the student's actual grade placement or age used to assess a student's ability or achievement. 

Portfolio Assessment: A collection of student products used to measure student progress and achievement. A collection of student products is often used to determine the appropriateness of placement. This practice allows students to demonstrate a wide variety of abilities and talents that traditionally are not measured well by standardized tests. Material in a portfolio may be student selected. 

Potential-Based Assessment: Evaluating the potential performance of students of high ability through the use of instruments, such as: standardized intelligence tests or tests of verbal, quantitative and non-verbal reasoning. 

Professional Development Plan: The plan describes the opportunities provided by the school district to promote professional growth in all areas of high ability services. This plan may include: 

• assistance for personnel to attain university coursework or licensure in gifted education 
• district in-services for teachers, administrators, paraprofessionals, and volunteers;
• staff release time for attending workshops, seminars, conferences, etc; 
• resources within the corporation; and 
• study groups within the corporation. 

Program for Students of High Ability: “Program” means the range of educational services differentiated in depth and breadth designed to meet the needs of one or more students of high ability through activities such as compacting, acceleration, enrichment, critical thinking, and problem solving. 

Pull-out Program: Students with advanced potential are pulled from their regular classrooms to work with each other and a resource teacher to facilitate accelerated and/or enriched learning experiences. To be effective in increasing student achievement in a particular subject area, this option needs to replace the regular grade level instruction in one or more areas of core curriculum and occur on a daily basis. 

Qualitative Assessment: Measures that provide more descriptive information about a child’s ability or performance in a given area such as portfolio, rating scales. They are not tests. 

Reliability: The consistency of an instrument/test over time; the accuracy and repeatability of a measurement. 

Screening Measure: A brief, less reliable instrument used to find the top 20-25% of each demographic subgroup that will take a longer identification measure. 

Self-Contained Classroom: A programmatic term defining a homogeneous setting of students with common needs and/or abilities. The class can include multiple grades or ages. 

Socio-emotional: The social and emotional needs of the student; affective domain. 

Specific Academic: One of the domains of high ability. “Specific academic” means understanding facts and concepts, developing skills and generalizations, and evaluating their relationships as they apply to specific disciplines, such as English language arts, social studies, foreign languages, mathematics, and sciences. 

Stakeholder: Persons with interest in the programming for students of high ability; e.g. administrators, school board members, community members. 

Stakeholder Planning Committee: means a diverse group with representation from educators, parents, students, community members, and other stakeholders; organized for the purposes of planning and development of programs for students of high ability. 

Standardized Test: A standardized test is one that is administered under standardized or controlled conditions that specify where, when, how, and for how long children may respond to the test items. Standardized tests should meet acceptable standards for technical qualities in construction, administration, and use. 

Subject-based Acceleration: Any option that allows a gifted student to gain exposure to advanced content and skills beyond the average curriculum standards that are expected for a certain age or grade.

Subject Skipping: Allows a student to be placed in classes with older students for part of the day (or with materials from higher grade placements) in one or more subject areas. 

Systematic Program Assessment Plan: The plan shows the procedures for assessing the effectiveness of the district's program for high ability services. It may include topics such as: 

• schedule for reviewing and updating the current program, 
• instruments and methods for evaluating program effectiveness, 
• procedures for data collection, and 
• recommendations for change. 

Twice-Exceptional: Students with needs and characteristics of more than one special population, e.g. gifted and learning disabled. 

Underachieving: A discrepancy between recognized potential and actual academic performance. The causes of underachievement may be social, emotional, physical, and/or academic. 

Validity: The degree to which a test/assessment measures what it purports to measure.