High Ability
Indiana’s Definition of High Ability:
A High Ability student is one who performs at or shows the potential for an outstanding level of accomplishment in at least one academic area when compared to others of the same age, experience or environment. A High Ability student is also characterized by exceptional gifts, talents or motivation.
Categories of Eligibility:
MCS identifies students as high ability or the potential to be high achieving in the following areas:
- Math
- English/Language Arts
- General Intellectual - both Math and E/LA
High Ability Program Information
- Identification
- Programs and Services
- Curriculum and Instruction
- Guidance and Counseling
- Program Evaluation
Identification
High Ability Identification: How Does It Work?
Many families ask how students qualify for High Ability services. In Indiana, a student is considered high ability if they demonstrate outstanding achievement or the potential for outstanding achievement. Because of this definition, the district uses three sources of data to determine eligibility.
Students may qualify through any one of these measures. A student does not need to meet all three criteria to be eligible.
Cognitive Abilities Test (CogAT)
The district provides universal screening in grades K, 2, and 5 using the Cognitive Abilities Test (CogAT). This assessment measures academic potential, including verbal, quantitative, and nonverbal reasoning.
Students who score at or above the 75th percentile on the screening may take a posttest to obtain a full CogAT score. Students who score around 115 or higher may qualify for the program.
i-Ready Assessments
Students in grades K–8 take i-Ready assessments three times each year. These assessments measure academic achievement in reading and mathematics.
Eligibility is based on local norms, meaning the highest-performing students at each grade level may qualify. Because of this, there is not a single cutoff score for every grade.
Teacher Recommendations
Teachers may recommend students who demonstrate strong achievement, creativity, or potential in the classroom. Teacher input helps identify students who may not always show their abilities through standardized testing.
Eligibility Decisions
An eligibility committee reviews all available data and determines which students qualify. Families are notified by letter if their student is eligible for math services, reading services, or both (general intellectual ability).
High Ability services are designed to provide appropriate challenge, growth, and learning opportunities so students can develop their strengths and interests.
View the detailed identification plan.
Programs and Services
Elementary Level – East Washington Academy
Early entrance to kindergarten may be considered if requested by a parent and if the child will be 5 years old by December 1. Requests are reviewed individually by a child study team.
Grade skipping may be considered if requested by a parent, recommended by the classroom teacher, and supported by achievement data showing the student performs more than two grade levels above the current grade in both mathematics and language arts. The child study team makes the final determination.
In kindergarten through grade 5, students identified for high ability services are placed in a separate classroom where core subjects are differentiated and the curriculum is advanced and accelerated. Students are expected to demonstrate strong work habits and continued academic growth.
Eligibility is reviewed regularly. Placement in kindergarten does not guarantee continued placement throughout elementary school. Student data is reviewed annually, and universal testing occurs in kindergarten, grade 2, and grade 5. If parents decline services when offered, students may not reenter the program until the next testing year.
Middle School Level
In grades 6–8, students identified with general intellectual high ability participate in advanced coursework in humanities (language arts, reading, and social studies), mathematics, and science.
Students identified in language arts participate in advanced humanities courses. Students identified in mathematics participate in advanced math courses.
Seventh-grade students may take Pre-Algebra and may choose to participate in honors choir or band.
Eighth-grade students who earn a B or higher in Pre-Algebra may take Algebra I for high school credit. Additional credit opportunities may include Spanish I and College and Careers. Honors choir or band is also available.
High School Level
In grades 9–12, students identified for high ability services are encouraged to enroll in honors, Advanced Placement (AP), or dual credit courses each semester.
Teachers may recommend students for placement in honors courses and may also recommend removal if academic performance does not meet course expectations.
Students must enroll in at least one honors, AP, or dual credit course to maintain high ability status. Other students may enroll in AP or dual credit courses with guidance department approval.
Early College Program
Students may apply for the Early College program during eighth grade. This program allows students to earn a one-year certificate or a two-year degree through Ivy Tech Community College while completing high school. Credits earned may transfer to many state colleges and universities.
Curriculum and Instruction
Indiana mandates that high ability students be given access to enriched and accelerated replacement curriculum in the areas of English/Language Arts and Mathematics. Because high ability students are at many different instructional levels, students in high ability classes need differentiation in content, processes, and products.
High ability curriculum is qualitatively different in all aspects:
In Muncie Community Schools, we expect not just growth of our students, but high growth. Where a typical student would be expected to grow one grade equivalency each school year, Muncie expects 1.5 years of growth. In order to do this, high ability teachers compact the curriculum wherever possible and much of the school day is spent on learning that is individualized for that student’s needs. Workshop approaches to learning are the norm in a high ability classroom. Whole group instruction is still present, but cannot be the main method of content delivery due to the variety of different levels even amongst high ability students. For this reason, high ability students must demonstrate good work ethic and the ability to self-monitor to get the most out of high ability classes. Students who lack skill in these two areas will need intervention in order to achieve success.
Considerable time and resources were spent in carefully choosing the curriculum materials for high ability student use in Muncie. For more information about the curriculum materials and other resources, click here. The linked document will be updated annually as materials and the overall program are continuously evaluated.
Guidance and Counseling
Social and Emotional Support for High Ability Students
Muncie Community Schools recognizes that each child, regardless of ability, has unique social and emotional needs. Students with high abilities may have additional needs because of:
- Advanced thinking beyond their years
- Heightened emotional intensity
- Unique combinations of interests and personality traits
- Challenges different from same-age peers
MCS provides a systematic and differentiated approach to school counseling for all grades K–12 to support students’ social adjustment and promote development of their high potential.
Elementary Level: Grades K–5
School staff, including counselors, teachers, and administrators, participate in ongoing professional development focused on the social-emotional needs of gifted students.
Classroom Lessons:
- Weekly SEL lessons by classroom teachers
- Monthly lessons by the school counselor
- Ripple Effects online SEL program for individualized support
Topics include:
- Overexcitabilities: empathy, patience, kindness, perfectionism
- Asynchronous development: social skills, friendships, managing strong emotions
- Perfectionism: growth mindset, testing anxiety, handling disappointment (grades 3–5)
- Self-esteem/identity: responsibility, integrity, confidence building
Counseling:
- Small group counseling (grades K–5) for anxiety, friendship, family dynamics
- Individual counseling available via student, teacher, or parent referral
After-School Activities:
- Math Bowl
- Science Bowl
- Spell Bowl
Middle School Level: Grades 6–8
School staff continue professional development focused on the social-emotional needs of gifted students.
Counseling Services:
- Available via student, teacher, or parent referral
- Ripple Effects online SEL program for individualized support
Academic Opportunities:
- Honors courses in English, Math, Science, and Social Studies
- 8th-grade Algebra I and Spanish I for high school credit
Recognition and Activities:
- National Junior Honor Society recognizes achievement, leadership, character, and service
- Wide variety of after-school programs at Northside and Southside Middle Schools
High School Level: Grades 9–12
School staff continue professional development focused on the social-emotional needs of gifted students.
Academic Opportunities:
- Challenging coursework including 35+ Dual Credit and 15 AP courses
- Early College program allows students to take college courses while in high school
Counseling Services:
- Available via student, teacher, or parent referral
- Support for developing four-year plans to maximize academic and personal potential
Program Evaluation
The corporation‘s Broad-Based Planning Committee (BBPC) meets at least one time each school year and determines areas for focus, improvement and/or growth. The BBPC may appoint subcommittees with the approval of the Director of High Ability Education to work on grants or projects for the improvement of the high ability program. Broad-Based Planning Committee Members may recommend short term and long term program adjustments for the MCS High Ability Program.
Annually, district-wide data will be collected and made public concerning the following:
- The percentage of students taking AP classes at MCS who scored a 3, 4, or 5 on an AP exam
- The percentage of seniors graduating with an Academic Honors Diploma
- The number of identified High Ability Students in Muncie Community Schools who are receiving High Ability Services
At least once every seven years, Muncie Community Schools will invite an outside expert to analyze the effectiveness of the High Ability Program (or one aspect of the High Ability Program). Those results will be shared with the BBPC and school board with an implementation plan for improvements. Internal program evaluation will happen annually by the Director of High Ability Education with results shared with the members of the BBPC.