High Ability
In keeping with the mission of Carmel Clay Schools to effectively meet the educational needs of all students, rigorous programs are provided for high-ability students whose general intellect and academic achievement are significantly beyond their peers. These programs provide differentiated curriculum and instructional strategies especially designed to help high-ability learners meet their individual potential.
- Definition of High Ability
- Elementary School Program
- Elementary Pathways to High-Ability Identification
- Middle School Program
- Request for Appeal
Definition of High Ability
CCS DEFINITION OF A HIGH ABILITY STUDENT
In accordance with Indiana Code, Carmel Clay Schools defines a high ability student as one who performs or shows the potential for performing at an outstanding level of academic accomplishment in math, language arts, or both, when compared to other students of the same age, experience or environment; and is characterized by exceptional gifts, talents, motivation, or interests.
Multiple delivery systems meet a variety of student needs ranging from specific academic strengths to general intellectual giftedness. Students may receive differentiated instruction within the regular classroom for subject-specific strengths. In Middle School, Honors courses in English/Language Arts and Mathematics are designed for students with content-specific academic strengths that are two or more years above grade level. Advanced Math placement is also available to qualified students in grades 1-8. Carmel High School offers Honors, Advanced Placement, Advanced College Project, and International Baccalaureate Diploma Programme courses to accommodate a variety of needs among high-ability learners.
The elementary program, Advanced Math, and middle school honors courses require formal identification procedures, but high school students may self-select Advanced Placement, Advanced College Project, and International Diploma Baccalaureate Program with advice from a teacher or guidance counselor.
Elementary School Program
All 11 Carmel Clay elementary schools offer services to provide a rigorous academic experience for high-ability students. These services provide the following opportunities to maximize individual potential:
- Basic skills compacted to eliminate unnecessary repetition
- Accelerated pacing and advanced materials
- Hands-on investigations and research
- Choice/options of differentiated learning activities
- Emphasis on creative/critical thinking skills
Throughout elementary school, language arts instruction is differentiated within existing literacy curriculum to meet a wide range of student abilities and needs.
Advanced Math in grades 2-5 provides differentiated instruction in mathematics for high-ability learners through accelerated and enriched math experiences, aligned with above grade level mathematics standards and expectations.
Elementary Pathways to High-Ability Identification
The following procedures were established to guide decisions on how to best meet the instructional needs of students. Students who meet the criteria possess a skill level and knowledge that is significantly beyond that of their peer group and require a unique educational experience to develop their full potential. Since no assessment can perfectly pinpoint a student’s aptitude or achievement, all decisions take into account the “standard error of measurement,” which indicates the degree to which a student’s test score reflects his or her true ability. Students can qualify in any of the three pathways below: Ability; or Achievement; or Qualitative. Pending adequate progress, students enrolled in High Ability ELA and/or Advanced Math will automatically continue in their placement the following school year.
| Pathway & Timeline | Assessment Measure | English Language Arts | Mathematics |
|---|---|---|---|
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Ability
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CogAT:
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Achievement Fall and Winter of each grade level |
NWEA:
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Qualitative After each testing event |
Students who perform within the Standard Error of Measure on CogAT [95th percentile] or NWEA [97th percentile]
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Middle School Program
Students who meet the criteria possess a skill level and knowledge that is significantly beyond that of their peer group and require a unique educational experience to develop their full potential. Since no assessment can perfectly pinpoint a student’s aptitude or achievement, all decisions take into account the “standard error of measurement,” which indicates the degree to which a student’s test score reflects his or her true ability. Students can qualify in any of the three pathways below: Ability; or Achievement; or Qualitative.
Pending adequate progress, students enrolled in High Ability ELA and/or Advanced Math will automatically continue in their placement the following school year.
| Pathway & Timeline | Assessment Measure | ELA | Math |
|---|---|---|---|
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Ability: Fifth grade: Q2 |
CogAT:
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Fifth grade: students qualify for placement in sixth grade honors ELA with a qualifying score on CogAT Verbal |
Fifth grade: students qualify for placement in sixth grade advanced math with a qualify score on CogAT Quantitative Fifth grade: advanced math students will be considered for sixth grade Honors Math when students demonstrate advanced conceptual mathematics understanding significantly beyond their math peers; students who have a qualifying score [96%] on the quantitative COGAT and a qualifying score [98%] on both fall and winter NWEA MAP will be considered through an In-depth Data Review. |
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Achievement: Fall and Winter of each grade level |
NWEA: ELA Math |
Fifth grade: students not currently placed in high ability ELA who attain a qualifying score will be considered for placement in sixth grade after a data review for a pattern of high achievement. Sixth - Eighth grade: students not currently placed in honors ELA who attain a qualifying score will be considered for placement next year after a longitudinal data review is conducted for a pattern of high achievement |
Fifth grade: students not currently placed in advanced math who attain a qualifying score will be considered for placement in sixth grade after a data review for a pattern of high achievement. Sixth - Eighth grade: students not currently placed in advanced math who attain a qualifying score will be considered for placement next year after a longitudinal data review is conducted for a pattern of high achievement |
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Qualitative: After each testing event |
Students who perform within the Standard Error of Measure on CogAT [95th percentile] or NWEA [97th percentile] Data Review with SIGS (Scales for Identifying Gifted Students): 96th percentile |
Student data will be reviewed for a pattern of high achievement in Language Arts, including outstanding potential or performance in Language Arts according to district criteria on the SIGS scales. | Student data will be reviewed for a pattern of high achievement in Math, including outstanding potential or performance in Mathematics according to district criteria on the SIGS scales. |
Honors English/Language Arts
Honors English/Language Arts courses offer differentiated curriculum, materials, and instructional methods and focus on advanced content, problem solving, and critical thinking.
To qualify for Advanced/Honors courses students must earn the required score(s) on achievement, ability, and/or qualitative assessment(s).
Mathematics
Advanced Mathematics
An Advanced Mathematics sequence of study is offered for students who have mastered their grade level standards and are prepared to be accelerated to the next course (one year above grade level). Students in this sequence of study complete Algebra I in eighth grade and earn high school credit. To qualify for Advanced Mathematics courses, students must earn the required scores on either a standardized achievement assessment, such as NWEA, or a cognitive abilities test (CogAT).
Honors Mathematics
Honors Mathematics courses are designed to accelerate and enrich high ability students whose instructional level is at least two years above grade level. Honors Mathematics courses offer differentiated curriculum, materials, and instructional methods and focus on advanced content, problem solving, and critical thinking. Students currently enrolled in Advanced Math may qualify for Honors Math by earning the required scores on both our standardized achievement test, such as NWEA, and a cognitive abilities test (CogAT).
Secondary Mathematics Course Sequence
The following flow chart demonstrates the typical progression of mathematics courses at the three middle schools and Carmel High School. This sequence can vary somewhat depending on the needs of individual students. Important points about the math sequence:
- Indiana’s graduation requirements mandate that students take four years of high school level math during high school. Thus, enrollment in middle school advanced and honors math courses does not enable students to take less math courses during their high school years.
- All three math sequences provide students with the opportunity to earn an Academic Honors Diploma.
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Progression for enrollment in Grade Level Math |
Progression for enrollment in Advanced Math | Progression for enrollment in Honors Math | |
|---|---|---|---|
| 6th | Math 6 | Advanced Math 6 | Honors Pre-Algebra |
| 7th | Math 7 | Advanced Pre-Algebra | Honors Algebra I |
| 8th | Pre-Algebra | Algebra I | Honors Geometry |
| 9th | Algebra I | Geometry | Honors Algebra II |
| 10th | Geometry | Algebra II | Honors Pre-Calculus/Trig |
| 11th | Algebra II | Pre-Calculus/Trig | AP Calculus |
| 12th | Pre-Calculus/Trig | Finite, some level of Calculus, Math Studies, and/or AP Statistics | Multi-Variable Calculus |
Request for Appeal
In accordance with Indiana Code, Carmel Clay Schools defines a high ability student as one who performs or shows the potential to perform at an outstanding level of academic accomplishment in math, language arts, or both, when compared to other students of the same age, experience or environment; and is characterized by exceptional gifts, talents, motivation, or interests.
Parents who feel strongly that a student’s non-placement does not truly reflect his or her capability may request an appeal. This process provides the opportunity for school staff to conduct a multifaceted review of supplemental quantitative and/or qualitative data regarding achievement and/or potential.
The appeal process may include any existing data or result in administration of any or all of the following:
- Consideration of recent achievement data or other existing ability testing data
- Consideration of recent classroom performance
- Administration of a Scales for Identifying Gifted Students (SIGS)
- Administration of an ability subtest
Parents may request an appeal during the first two weeks of May. To begin the appeals process, parents of 1st – 5th grade students should contact their child’s classroom teacher, school counselor, or building administrator; parents of middle school students should contact the ELA Department Chairperson at their school.
The school will conduct a thorough data review and a thoughtful decision will be made on a case-by-case basis that is in the best interest of the student. Parents will be notified if additional testing is necessary to make an informed decision.