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).
The Indiana Code defines a student with high abilities 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).
Specific identification processes remain a local decision and will vary according to district size, building configurations, demographics, etc.
The Greenfield-Central Community School Corporation uses a “pathways” model to identify students for High Ability programs. This model looks for potential and/or achievement evidence and identifies all students at a grade level who perform at or above the established levels.
Research-based valid and reliable measures in aptitude and achievement are used to gather evidence for identification into high-ability education programs. The G-C Pathways model of identification seeks to provide multiple pathways for a student to show evidence of high performance.
A student remains identified throughout his/her K-12 education at Greenfield-Central. If a student begins to struggle academically or social-emotionally within the high-ability program, strategies to help the student sustain academic achievement would be implemented. Before a student would exit the high-ability program, a conference with the student’s parent/guardian and a building administrator would be held to determine the best placement regarding future high-ability services.
High-level performance results from a complex interaction of human qualities – intellectual, emotional, family, and cultural relationships, and educational strategies and methods. It is the relationship between an individual with various potentials and a world with various possibilities that may either lead to high-level performance, or to undeveloped and under-used potentials. The challenge is to find an equitable way to allow all children with high abilities the opportunity to participate in experiences designed to maximize the development of their potential. Well-designed curriculum and well-prepared teachers are essential to providing appropriate educational experiences.