Crawford County Community School Corporation
High Ability Program Plan
Revised August 2022 and April 2024
Reviewed by the Superintendent and Coordinators October 5, 2022
Components
Mission Statement
CCCS Mission Statement: Crawford County Community School Corporation and its local community work together to create a safe learning environment which encourages achievement at all levels through a rigorous curriculum that prepares and empowers students to be successful as positive members of society in an ever-changing world.
CCCS Mission Statement - High Ability: Crawford County Community School Corporation strives to identify high ability learners in all racial, ethnical, and socio-economic populations and strives to meet the unique cognitive and social-emotional needs through differentiated curriculum and instruction in order to actualize each learner’s potential.
Definition
The Indiana Code defines a student with high ability 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).
CCCS will identify and serve students in the domains of: General Intellectual, Language Arts, and Mathematics.
Identification Committee
The identification committee includes representatives from each building level, administrator(s), and the high ability coordinator
Instruments
Norm-Referenced Aptitude Measure:
Initial Identification in Spring of K: CogAT - Kindergarten
End of Primary/Placement for Intermediate: CogAT - 2nd Grade (Spring)
Placement in Middle School: CogAT - 5th Grade (Spring)
Placement in High School: CogAT - 8th Grade (Spring)
Norm-Referenced Achievement Measure:
Initial Identification in Spring of K: NWEA
End of Primary/Placement for Intermediate: NWEA
Placement in Middle School: Cambium ClearSight
Placement in High School: PSAT/AP Potential Tool
Multifaceted Identification process
CCCS uses a One-Step Identification Procedure to identify students who are eligible in the domains of General Intellectual, Language Arts, and Mathematics.
Initial Identification in Spring of K:
All students are given the CogAT and NWEA
Students scoring at or above 86th percentile (using local norms) on Verbal Reasoning subtest are automatically identified as HA: Language Arts
Students scoring at or above 86th percentile (using local norms) on Quantitative Reasoning subtest are automatically identified as HA: Math
Students identified as both HA: LA and HA: Math receive designation of HA: General Intellectual
End of 2nd Grade/Placement for Intermediate:
All students are given the CogAT and NWEA
Students scoring at or above 86th percentile (using local norms) on Verbal Reasoning subtest are automatically identified as HA: Language Arts
Students scoring at or above 86th percentile (using local norms) on Quantitative Reasoning subtest are automatically identified as HA: Math
Students identified as both HA: LA and HA: Math receive designation of HA: General Intellectual
End of 5th Grade/Placement in Middle School:
All students are given the CogAT and ClearSight
Students scoring at or above 86th percentile (using local norms) on Verbal Reasoning subtest are automatically identified as HA: Language Arts
Students scoring at or above 86th percentile (using local norms) on Quantitative Reasoning subtest are automatically identified as HA: Math
Students identified as both HA: LA and HA: Math receive designation of HA: General Intellectual
End of 8th Grade/Placement in High School:
All students are given the CogAT and ClearSight
Students who have been identified in middle school will keep their HA designation and receive advanced programming in high school.
Additional students who did not previously qualify for high ability services yet who wish to self-select high ability courses should be considered on a case-by-case basis.
Qualitative/Observational measure of all levels used to identify students showing characteristics of gifted students (exceptional gifts, talents, motivations, and interests).
SIGS is conducted by multiple individuals.
Appeals Process
An appeal process is in place in the event the identification team does not place a child in services and a teacher, parent, or guardian challenges this decision. The following steps clarify the appeal process:
The petitioner contacts the building level high ability coordinator who provides an appeal request form.
An appeal request form is completed and delivered to the high ability coordinator within the specified time window for appeals.
Coordinator reviews student profile and reviews available assessment data which may include:
NWEA or ClearSight
ILEARN
Approved classroom work samples
Building level identification team reconvenes to consider new data. This meeting may include an interview with the student and/or petitioners.
Identification team reports results to the coordinator.
Coordinator reports results to the petitioner.
Exit Procedure
If a student, parent, or teacher believes a high ability placement for services is no longer appropriate, he or she may:
Arrange a conference with the parties involved, including the parent and the teacher providing services. (This conference may be a telephone conference.)
Parents, students, and teachers examine issues of concern and discuss interventions that may be implemented.
Participants agree on a probationary period not less than one grading period to implement interventions.
At the end of the probationary period, the parent, student, and teacher meet to review progress and determine whether or not the student should exit services.
If an exit is deemed appropriate, the parent signs permission to “de-flag” student for high ability placement and services.
Parent permission for exit and documentation of meetings/ interventions are sent to the high ability coordinator.
High ability coordinator removes the high ability flag for student in database.
CURRICULUM AND INSTRUCTION PLAN
The Curriculum and Instruction Plan is constructed at the district level and details specifically how the curriculum and instruction are differentiated in breadth, depth of content, and materials used to meet the needs of one or more high ability students within each grade level. At a minimum, it should include English Language Arts and Math, grades K-12. It shows how the curriculum for high ability students is differentiated from the general education curriculum according to the elements of high ability education listed below. The district plan should include a Scope and Sequence or Curriculum Map to show the K-12 articulation of the curriculum for high ability students. When looking at the plan, an interested party could see what was provided for students with high ability at each grade level and how the learning progresses in a purposeful way from K-12. Regardless of the particular format used, the plan should demonstrate clearly the inclusion of the elements listed below.
Content is conceptually focused and is both accelerated and enriched.
Materials used are written at levels of complexity appropriate for students with high ability.
Standards include many that are above grade level.
Instruction is focused on the development of critical and creative thinking.
Students are given opportunities to pursue individual areas of choice.
Assessments call for demonstration of advanced understanding and the skills of synthesis, analysis, and evaluation.
Careful attention has been paid to vertical articulation.
(Should include the High Ability Language Arts Units)
Template for High Ability Differentiation at Each Grade Level
Elements of HA Differentiation
Grade, Subject, and Unit:
Curriculum/Content
Focus on larger concept
Interdisciplinary connections
Examples of Interdisciplinary Connections through Lessons and Extension activities
Middle School Science and Social Studies teachers work together to have students make connections and respond to questions using a deeper DOK.
Acceleration
Meets above grade standards
Advanced reading and resource selections
Advanced vocabulary study
Pace of instruction is appropriate
Examples from Unit
Middle School-Group students in Language Arts and Math by departmentalizing in ability levels.
Elementary - IXL Waggle online offers instruction to personalized ability levels.
Elementary - Leveled reading and math groups are in place for various ability levels.
Enrichment
Greater depth and/or complexity of topic; multiple genres or text sources
Examples from Unit
Middle School-College and Career Readiness
Elementary - Differentiated literacy groups are in place. Above grade-level lexile levels are utilized.
Uses primary sources; develops habits of experts
Examples from Unit
Middle School-Field trips to Universities/job sites
Elementary - 4th and 5th grade students participate in real-life job training at “Biz Town”.
Instruction/Process
Uses models to develop critical and creative thinking (e.g. Paul’s REasoning model, Creative Problem Solving, Problem Based Learning, Socratic Seminars, Debate, etc.)
Develops communication and collaboration skills
Middle School-Planners are used by students in College and Career Readiness.
Assessment/Product
Demonstrates higher level thinking (critical and creative thinking)
Examples from Unit
Middle School-Differentiated project choices are expected by students in the middle school.
Provides opportunities for student choice
Examples from Unit
Middle School-Differentiated Instruction is provided to students by being grouped in ability levels.
Demonstrates communication skills in multiple formats
Examples from Unit
Middle School-Students communicate through email and Google Classroom
Elementary - Assignments in upper grades are emailed to students.
Demonstrates metacognition (planning/organizing, monitoring, evaluating)
Examples from Unit
Middle School-College and Career Readiness Class
Introduction and Rationale
Each child, regardless of ability, has his/her own personality characteristics that lead to certain social and emotional needs. In addition, each child has needs that arise because of the situation or environment in which he/she lives. Children with high abilities, however, may have additional affective needs resulting from their increased capacity to think beyond their years, greater intensity in response, combinations of unique interests, personality characteristics, and conflicts that are different from those of their age level peers. It is important to provide a systematic and differentiated program of affective services, K-12, for these students; this proactive approach will facilitate development of their high potential and promote their positive adjustment.
This differentiated affective curriculum plan should include the following:
A K-12 scope and sequence documenting coverage of common social/emotional issues faced by high ability students
College and career readiness topics and activities
Description of how the high ability affective curriculum interfaces with the Indiana guidance and counseling standards
The plan will be most effective if the construction is a collaborative effort among the high ability coordinator, teachers of gifted students, and school counselors.
Social and Emotional Issues
The social and emotional issues below are common among high ability students and, as such, would be important to include in the affective curriculum. Some topics may be covered in multiple years with an increasing degree of sophistication or through addressing a different facet of the same issue.
Overexcitabilities
Gifted students may have “intensities” that could manifest themselves in one or more of these areas (Dabrowski’s Theory):
Intellectual intentness and focus on a particular topic
Greater sensitivity to environment (appreciation for music or art, sensitivity to loud noises or bright lights, more allergies, etc.)
Surplus of physical energy
Vivid imagination and creativity
Heightened emotional sensitivity (reaction to criticism, perfectionism, empathy, attachment)
Asynchronous Development
Physical, cognitive, and emotional development may be at different places within the same child:
Presents a number of problems for the child with exceptional abilities
Adults, accustomed to advanced verbal reasoning from the child, may fail to understand emotional outbursts more typical of his/her chronological age.
Children may find it difficult to communicate with age peers who are considerably below their intellectual level, even if they are at the same level emotionally.
In general, the greater the level of ability, the greater the discrepancies.
Perfectionism
High ability students may place unrealistically high standards for performance on themselves. This may result in anxiety, frustration, or self-blame for less- than-perfect performance.
High Ability students may feel as though others (parents or teachers) have unrealistically high expectations. This may result in fear of failure, avoidance of challenges, depression, and connection of self-worth to performance.
High ability students may develop unrealistically high standards for the performance of others.
Self-esteem/Identity issues
High ability students may experience difficulty constructing their identities, which may lead to lowered self- esteems. Difficulty with identity development may result from any of the following:
Lack of understanding of higher abilities and their implications
Feeling different from one’s same-age peers
Behaviors inconsistent with gender role expectations (e.g., sensitivity in gifted boys, assertiveness in gifted girls)
Being identified as learning disabled as well as having high abilities
Differences resulting from cultural, linguistic, or SES differences
Other topics to be included that, although not specific to gifted individuals, are still important to overall affective development and may interact with giftedness in the following ways:
Introversion: Gifted individuals are more likely to be introverted than the general population (50% of gifted population compared to 25% of general population).
Peer pressure: High ability children may struggle more with peer pressure; they are already feeling different from their peers as a result of their ability differences, yet still want to fit in socially.
Bullying: High ability children may be targets for bullying, and they may also be bullies themselves.
Competitiveness: High ability children are frequently accustomed to doing well and may need guidance in developing healthy attitudes toward competition with others.
Social skills: Because of advanced vocabulary, increased intensity, and/or different interests, high ability children may experience difficulty interacting socially with the same-age peers.
Dealing with stress: High ability students may feel stress from perceived expectations and demands from others and self.
Responsibility: High ability children may be given more responsibilities by teachers and parents and therefore may need guidance in learning how to manage these responsibilities to self and others.
Acceptance: High ability children need guidance in developing appreciation for others with different abilities.
Family dynamics: High ability may influence family dynamics with regard to expectations and parental pressure.
Study habits: High ability students often lack good study skills, as they frequently can earn solid grades without effort. In later grades, when faced with challenging coursework for the first time, high ability students lacking study skills may avoid the challenge, fail, or experience undue stress and self-doubt from lack of preparation.
Leadership skills: As high ability individuals often seek out, or are called upon to assume leadership positions, they need guidance in developing these skills.
College and Career Readiness
High ability learners are often multi-talented, and this can cause more difficulty in making career decisions. Special care should be taken to ensure students the opportunity to explore career possibilities and to assist them in aligning these possibilities with interests and abilities. Assistance is often needed to recognize where interests and abilities might be used in college planning and career decision-making. Such assistance many include:
Mentoring opportunities
Career shadowing opportunities
Pre-college opportunities, such as Advanced Placement or academic summer programs/ camps in the college setting
Knowledge of college selection and application process
Knowledge of financial assistance opportunities
Information on talent search programs and opportunities for gifted students, such as Midwest Talent Search through the Center for Talent Development at Northwestern University (http://www.ctd.northwestern.edu/)
Strategies to use in Addressing Affective Issues for High Ability Students
Discussion Groups
It is important that general guidance discussions at all levels include such topics as respecting others, accepting differences, conflict resolution, managing stress, setting goals, being a good friend, valuing community service, developmentally appropriate concerns, etc. These are not specific to the needs of children with high abilities, but they help all children get along with others and develop in a healthy way. However, it will be important for there to be opportunities for high ability students to be together and discuss those issues that specifically relate to being different from others.
Guided Reading or Guided Viewing
Guided reading, also referred to as Bibliotherapy, is the use of reading specific, targeted selections to promote personal growth and development. Guided viewing is a natural extension to guided reading, and it has several more advantages to offer: many movies targeting adolescents portray gifted characters; movies may be more appealing to visual learners than books; and movies are a central part of American culture, so students may be more receptive to discussing topics through films.
Role Playing
With this strategy, groups or pairs of students are given scenarios dealing with an affective problem in which they assume the roles of the characters, act out the scenario, and devise a solution to the problem. Role playing provides a psychologically safe venue for high ability students to explore values and beliefs regarding social and emotional dilemmas.
Journal Writing
School counselors or teachers of high ability students may want to consider journal writing as a strategy for unpacking these students’ thoughts and feelings on affective issues. Corresponding back and forth through journal prompts can be a way to open up channels of communication between high ability students and their teachers or counselors regarding sensitive topics.
Concept Mapping
Mind maps, also called concept maps, can be an effective strategy to facilitate high ability students’ comprehension of social and emotional issues as well as a means through which they can brainstorm solutions to problems.
Mode Switching
Mode switching involves using multiple methods of representation to explore topics and facilitate understanding. Such methods may include figures, symbols, words, musical interpretations, feelings, or even actions. This transformative process is effective because it requires deeper mental processing of information that leads to better understanding and synthesis of information.
Additional Resources Available
“Guiding Students with High Abilities: Social and Emotional Considerations” is an IDOE resource available for download in a PDF in the IDOE Moodle Toolkit. 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
“Activities and Resources for Affective Education of High Ability Students in Indiana” is an IDOE resource available for download in a PDF in the Moodle. This document includes examples of activities to use with high ability students in small groups at elementary, middle and high school levels.
The Indiana Association for the Gifted provides resources for high ability coordinators and parents and teachers of high ability students. Visit www.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 www.sengifted.org
Grade Level
1st Quarter
2nd Quarter
3rd Quarter
4th Quarter
K-2
Topic: Social/Emotional Issues
Strategy: Role Playing
Place: Classroom
Resources Needed: Props, videos
Topic: Personal Growth
Strategy: Discussion Groups
Place: Classroom
Resources Needed: NWEA Growth Charts
Topic:
Strategy:
Place:
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Strategy:
Place:
Resources Needed:
3-5
Topic:
Strategy:
Place:
Resources Needed:
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Strategy:
Place:
Resources Needed:
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Strategy:
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Place:
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6-8
Topic:
Positive Behavior
Strategy: Positive Behavior Intervention Strategies
Place: Classrooms
Resources Needed: Tangible items and PowerPoint activities for Classrooms
Topic:
College and Career Readiness
Strategy:
Completion of 21st Century Scholarship
Place:
College and Careers Class and Home
Resources Needed:
Items for ice cream social/Crawford County Community Foundation
Topic:
College and Career Readiness
Strategy:
College and Career Fair
Place:
Crawford County Middle School
Resources Needed:
Gear Up, Crawford County Community Foundation, Title One
Topic:
College and Career Readiness
Strategy:
Interest Inventory and learning styles survey
Place:
College and Careers Class
Resources Needed:
Chromebook
9-12
Topic: Managing Stress, Setting Goals in relation to college
Strategy: Discussion Groups
Place: Glass Classroom
Resources Needed: Application process for many area colleges & universities
Topic: Job Interview Skills
Strategy: Guided Reading
Place: Glass Classroom
Resources Needed: Local Business leaders to interview “prospective” candidates
Topic: Writing for Scholarships
Strategy:Guided Viewing
Place: Glass Classroom
Resources Needed: Examples of good and bad scholarship essays.
Topic: Steps for taking a college visit
Strategy: Discussion Groups
Place: Glass Classroom
Resources Needed: Representative(s) from multiple area colleges. Help students set up a visit.
Professional Development Plan
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-designed plan for professional development will propel the district services forward.
Groups or individuals that will need professional development:
District High Ability Coordinator
Building principals and other administrators
Teachers assigned to work with students with high ability
Counselors
Parents
All other teachers
The District High Ability Coordinator, building principals and other administrators need professional development since they have the following responsibilities related to students with high ability:
Understanding the elements of a well-designed identification system that is fair, reliable, and consistent with Indiana Code
Aligning the implementation of student services with best practice and local needs
Facilitating delivery of services for students, such as scheduling classes to facilitate differentiation of student instruction through grouping and collaboration
Providing leadership in analysis of student data
Providing in-depth training opportunities in gifted education to maximize both teacher and student performance
Addressing parental concerns for the appropriate academic challenge for individual students
The Coordinator and the K-12 teachers who are assigned to provide core content instruction for students identified as having high ability will need in-depth knowledge of high ability education. These individuals should have or be working toward obtaining an Indiana High Ability License. This license is added to an existing teaching license. Professionals seeking this license need to take the coursework required by a university accredited to provide such coursework by the Indiana Department of Education and to pass a proficiency exam determined by the IDOE.
All coordinators and teachers of high ability students need to demonstrate their understanding of the characteristics and needs of gifted children, well-designed identification practices and procedures consistent with Indiana Code, how to structure services for students with high ability that will demonstrate program effectiveness, and how to develop and assess curriculum and instruction that is appropriately differentiated for students with high ability.
Counselors need an understanding of the characteristics and needs of students with high ability. They need an understanding of how those may manifest in terms of behavior and the associated issues for those students; this includes students who are both high ability and have another area of difference that may cause them to go unrecognized as having advanced potential (referred to as Twice Exceptional Learners). They need to know appropriate strategies for addressing those needs and issues and then to build an affective curriculum across grade levels that will systematically address those concerns. In addition, because students with high ability have different needs for college and career guidance, counselors need to know how to differentiate the guidance for these students in order for them to develop their advanced potential.
Classroom teachers that are not specifically assigned to high ability students need a basic understanding of the characteristics and possible behavioral manifestations of students who are gifted as well as how students in the district are identified for services. This will allow them to identify students who may have been overlooked in the identification process.
Parents of students who are identified as having high ability need professional development. They need to know how and why students are identified and the programs and services available to them in the district. They need to know the characteristics and needs of these students, as well as how to facilitate the development of the advanced potential. They also need to know common issues and how to assist their child.
Group
Topic
Implementation Plan
Timeline
High Ability Coordinator
License in high ability education
The high ability coordinator will complete the license within three years.
Within three years
High Ability Coordinator
Program development, implementation and improvement
The high ability coordinator will attend informational and procedural professional development provided by IDOE and/or the local education service center at least annually.
The high ability coordinator will attend the IAG Conference annually.
Annually
Administrators, Counselors, and Teachers
Indiana Code and Rules related to High Ability Identification & Services
Basics of High Ability education, including curriculum, instruction, and vertical articulation of service
Use of student performance data to inform curriculum and instruction and to inform content of professional development
Characteristics and possible behavior manifestations of identified students
Development of an affective curriculum
High Ability Coordinator and Building Level High Ability Contacts are responsible for annual training of administrators, counselors, and teachers.
The Building Level High Ability Contacts will attend the IAG Conference annually.
Annually
Parents
Characteristics and possible behavior manifestations of identified students
Fostering positive development through supports for identified students
High Ability Coordinator and Building Level High Ability Contacts are responsible for annual training of parents.
Annually
The Broad Based Planning Committee, comprised of educators, school counselors, administrators, parents, students and community members, meets 2-3 times annually to examine the mission of our schools and determine if the high ability program is meeting the needs of these exceptional learners, evaluate the programming effectiveness, develop goals, and the state requirements are reviewed and revisions are discussed. This committee is responsible for directing the evaluative process, reviewing and updating the current program plan of improvement. Program evaluation is systematic with the following areas evaluated on a regular basis: beliefs and goals, student identification and placement, and program design. The evaluation process involves the generation of concerns and critical questions that guide the data gathering process. Based on the analysis of the data collected, the team formulates a plan of action to improve the overall program for high ability students.
HIgh Ability students at Crawford County Elementary Schools are considered/evaluated using standardized test results (including CogAT, iLearn, NWEA, and ClearSight) and team-member discussion.
High Ability students at Crawford County Middle School are grouped together and Positive Behavior Intervention Strategies are taught biweekly. Lessons that are taught are themed around the following behavioral skills: pride, ownership, wise choices, excellence, respect.
High Ability students at Crawford County High School are grouped together in a College and Career Readiness class. The class lends itself to the students learning organization skills, learning modalities, and career goals.
Systematic Assessment Plan
The Broad Based Planning Committee is responsible for directing and conducting the evaluative process, reviewing and updating the current program plan of improvement annually. Program evaluation is systematic with the following areas evaluated on a regular basis: beliefs and goals, student identification and placement, curriculum and instruction, and program design. The evaluation process involves the generation of concerns and critical questions that guide the data gathering process. The information collection strategies used are discussions, interviews, standardized test results (including both ILEARN and NWEA/Cambium data), and other sources of information. Based on the analysis of the data collected, the BBPC formulates a plan of action to improve the overall program for high ability students.