NLCS High Ability Definition and Mission Statement

*Updated in 2024

IDOE High Ability Student Definition

A “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 domain when compared to other students of the same age, experience, or environment; and is characterized by exceptional gifts, talents, motivation, or interests.

NLCS Approved High Ability Student Definition (Approved 2024)

A high ability student is one who performs at, or shows the potential for performing at, an outstanding level of accomplishment in at least one domain, when compared to others of the same age, experience, or environment, and is characterized by exceptional gifts, talents, or motivation. (IC 20-36-1-3)

NLCS High Ability Mission Statement (Approved 2024)

It is the mission of North Lawrence Community Schools to have a program that provides high ability students the opportunity for growth in the following areas:

1. Adopting a growth mindset approach to learning
2. Developing emotional maturity and social skills through social-emotional support
3. Achieving academic success in rigorous curriculums
4. Overcoming academic challenges through perseverance
5. Valuing and recognizing the benefits of risk taking
6. Engaging routinely in higher-level thinking and complex problem solving

2026-2027 Elementary High Ability Identification Criteria

High Ability Qualification Guidelines

1. Any student who tests in the 96th percent and above on CogAT VERBAL (ELA) and/or QUANTITATIVE (Math) or QUANTITATIVE NONVERBAL PARTIAL COMPOSITE qualifies as a high-ability student. 
2. Any student who tests in the 96 percentile and above on Exact Path Reading Diagnostic, IREADY Math, or ILEARN Checkpoints qualifies as a high ability student.
3. Any student who tests in the 94-95th percentile on CogAt, Exact Path Reading Diagnostic, IREADY Math, or ILEARN Checkpoints is considered “on the bubble” and requires SIGS rating and a second measure for qualification. If the student is in the 90th percentile or higher on NWEA or ILEARN Checkpoints in addition to a 94-95 percentile CogAT score, the student qualifies. 
4. Any student who tests in the 94th-95th percentile on CogAT, Exact Path Reading Diagnostic, IREADY Math, or ILEARN Checkpoints and has a SIGS score of 35 or higher in their particular area (ELA or Math) qualifies.

High Ability Guesting Guidelines in Buildings With a High Ability Specialist

1. The student must at least be in the 90-95 percentile on CogAt, Exact Path Reading Diagnostic, IREADY Math, or ILEARN Checkpoints to be considered for guesting.  Students in this range will require a SIGS rating for guest placement.
2. In addition, their SIGS evaluation in that specific area must have a combined score of 31 or higher.
3. If their SIGS evaluation in that specific area is lower than 31 but the student has higher than 31 in the areas of GI, Creativity, and/or Leadership, the student can still qualify as a guest.
4. Guesting is not a permanent placement and is based on data. During that school year, guests will take the CogAT test to determine placement or guesting for the upcoming school year.

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NLCS Parent Pathway to High Ability Identification 2026-2027

Parent Recommendation Pathway

1. Any NLCS parent may recommend a student for testing in 1st, 3rd, and 4th grades by completing the Parent Recommendation Form and emailing the High Ability Coordinator. Students in grades K, 2, and 5 will be universally screened for high ability. The Parent Recommendation form is due November 1st.
2. Your child’s teacher will also submit a Teacher Recommendation form for testing. The High Ability Coordinator will reach out to the teacher to share the form.
3. The student will then take the CogAT screener during the CogAT testing window for that school year and complete a product work sample.
4. The student’s teacher will complete a Scales for Identifying Gifted Students (SIGS) form for the student.
5. The Identification Committee will review the teacher recommendation form, CogAT score, product work sample, achievement data, and SIGS to make a determination for placement.
6. Students who are not placed will get a letter sent home declining placement by the district.  
7. Students who are placed will receive an acceptance letter from the district.  If the student is in a building with a high ability specialist, the student will receive a placement letter in the high ability program from the school as well.

Parent Appeal Process

1. The appeal request form is completed online by the petitioner. 
2. The petitioner then compiles a digital portfolio for consideration.  This portfolio should include any past standardized assessment scores and at least two past work samples.  The petitioner will send the digital portfolio to the High Ability Coordinator.
3. The High Ability Coordinator then reviews the student profile and requests alternative assessments which may include but are not limited to the CogAT, Slosson Test, product work samples, achievement data, and a Home Scales for Identifying Gifted Students (SIGS).
4. The High Ability Identification Committee will consider appeals during their meeting at the end of the school year. This meeting MAY include an interview with the student and/or petitioners.
5. The High Ability Coordinator will report results to the petitioner in writing.
6. Students who are not placed will get a letter sent home declining placement by the district.  
7. Students who are placed will receive an acceptance letter from the district.  If the student is in a building with a high ability specialist, the student will receive a placement letter in the high ability program from the school as well.

*The Parent Recommendation Form, High Ability Parent Appeal Form, and Home SIGS form are all linked on each elementary school’s website as well as the district website.

High Ability Program Exit Procedure

Exit Procedures

  If a parent or teacher believes high ability curriculum is no longer appropriate/no longer meets the needs of the student, he or she may proceed with one or more of the following steps:

1. If a parent wants to remove their child from the high ability program, the parent will submit the request for removal from the program in writing to the elementary school principal.  The elementary school principal will notify the high ability coordinator.
2. The high ability coordinator will send the parent a Parent Permission Exit Form.  The parent will return the form to the school.  The exit form will be kept in the student’s permanent record.  A copy will be sent and kept by the high ability coordinator.
3. The Parent Permission for Exit Form will be filed with the high ability coordinator and copies will be placed in the student’s permanent record.
4.  If the elementary high ability specialist wants to remove a child from the high ability program the following steps must take place:

• The high ability specialist will complete a High Ability Curriculum Expectations Progress Report on the student each nine weeks.
• The high ability specialist will have documented the areas where the student “Does Not Meet High Ability Expectations.”
• The high ability specialist will hold a conference with the student’s parent(s) and the high ability coordinator or building principal.
• The high ability specialist or building principal will highlight concerns and discuss interventions that may be implemented, if applicable.
• Participants will agree on a probationary period not less than one 9-weeks to implement interventions, if applicable.
• At the end of the probationary period, the Identification Committee will meet to review progress and determine whether or not the student should exit services.
• If an immediate exit from the program is warranted, then no probationary period will be set.
• If an exit is deemed appropriate, the parent will sign the Parent Permission for Exit form to remove the student from high ability placement and services.
• The high ability coordinator will remove the student’s high ability status from the student database.