- Definition of High Ability
- Elementary School Program
- Elementary Pathways to High-Ability Identification
- Middle School Program
- Request for Appeal
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.
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 1-5 provide differentiated instruction in mathematics for high-ability learners through accelerated and enriched math experiences, aligned with above grade level mathematics standards and expectations.
|Pathway & Timeline||Assessment Measure||English Language Arts||Mathematics|
Fall and Winter of each grade level
After each testing event
Students who perform within the Standard Error of Measure on CogAT [95th percentile] or NWEA [97th percentile]
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).
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 a standardized achievement assessment, such as NWEA, district end-of-course assessments and course grades.
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 a standardized achievement test, such as NWEA, and district end-of-course assessments.
Most students in the Honors Mathematics sequence of study complete Honors Pre-Algebra, Honors Algebra I, and Honors Geometry, although a few may complete additional courses as commensurate with their ability. Students earn weighted high school credit for Honors Algebra I and Honors Geometry.
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.
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.