High Ability

High Ability Identification - How does that work?

The biggest question our office receives is about how a student can qualify for high ability services. Most are surprised to hear that Indiana defines “high ability” as a student who has outstanding achievement OR the potential to have outstanding achievement. This is the reason we have three different data points we use to determine if a student is eligible. You can qualify any one of these ways--or two of them, or all three. But you don’t have to qualify all three or even two ways. One way can give a student the opportunity to participate.

1. CogAT Testing - each year the district plan requires universal screening in grades K, 2, and 5 using the Cognitive Abilities Test.  This does not measure achievement (math and reading), it measures their academic potential (verbal reasoning, quantitative reasoning, and nonverbal reasoning). Any student who scores at the 75th percentile or higher on this screening tool is recommended to take the posttest to obtain a full CogAT score. Students who score well on CogAT, usually 115 or higher, make it into the program.

2. i-Ready Formative Assessments - every student takes i-Ready three times per year in grades K-8. We use their percentile scores as a measure of achievement. Students who score well on i-Ready are eligible for the program. We take the highest students from each grade level using local norms. So there is no one cut off score across the board. Every grade level could be different.

3. Teacher Recommendation Grids - this is a qualitative data piece used to help us find students who may not test very well, but who are doing well in school as far as achievement or potential. Each teacher at MCS fills out a grid and is able to recommend new students to the eligibility committee. All recommended students are added to a spreadsheet with their i-Ready scores and CogAT testing (if they took the posttest). Teachers indicate what qualities the student possesses that are high ability in nature and a narrative about their recommendation is also welcome.

The eligibility committee reviews all of the data and determines the final lists. Letters are sent home to families indicating eligibility.  A student can be eligible for math, reading, or both (we call that general intellectual).

The biggest idea to remember is that students may qualify in different ways.  This adds to the diversity of the program and encourages students to have a growth mindset. It also helps us remember as educators and parents that not all high ability students are high achievers and not all high ability students are technically gifted (130+ on CogAT). And that is okay. The MCS high ability program is about opportunity, not status. It is about growth and meeting students with the right amount of challenge to meet their individual needs, not about a race to be the best. It is about opening their minds to new possibilities for themselves, knowing themselves as learners, and developing their interests. It is about taking them beyond general education standards to grow in those skills that are so important for employability (teamwork, communication, and collaboration) and for living your best life.

For a look at the full, more detailed identification plan click here.

Elementary Level - East Washington Academy

•  Early entrance to kindergarten will be considered on an individual basis by a child study team if requested by a parent and the child will be 5 years old by Dec 1.

• Grade skipping will be considered on an individual basis by a child study team if requested by a parent, recommended by the classroom teacher, AND if the student’s achievement data is more than two grade levels above his current grade level in both math and language arts.

• Kindergarten-Grade 5: students eligible for high ability services will be served in a separate high ability classroom and core subjects will be differentiated for their needs. Curriculum will be advanced and accelerated. Students are expected to maintain a high level of work ethic and to exhibit high achievement growth. Qualifying for services in kindergarten does not guarantee eligibility for all of elementary school. Data will be examined each year and new testing done in K, 2, and 5. Parents who decline programming when offered may not be admitted again until the next testing year.

K-5 HIGH ABILITY  Brochure

Middle School Level

• Grades 6-8—Students identified as high ability in the general intellectual domain are placed in an advanced course for humanities (Language Arts, Reading, and Social Studies), mathematics, and science. Students who are only high ability in the language arts domain are scheduled in the advanced humanities courses for middle school. Students who are only high ability in the math domain are scheduled in the advanced math course.

• 7th graders may take Pre-Algebra; an option is available for honors choir or band

• 8th graders who passed Pre-Algebra with a B or higher may take Algebra I for high school credit; credits are also possible in Spanish I and College and Careers; an option is available for honors choir or band

High School Level

• In grades 9-12, students who are identified as high ability will be encouraged to take honors, Advanced Placement, and dual credit courses each semester. 

  • Teachers will recommend students for placement in honors and can also recommend dismissal for poor performance.

  • High ability students must be enrolled in at least one honors, AP, or dual credit course to maintain their high ability status.

  • Any student may enroll in AP or dual credit with permission from guidance.

  • Early College - students who apply for the early college program in 8th grade may earn a one-year certificate or two-year degree from Ivy Tech that transfers to state schools.

early college brochure

Muncie Community Schools recognizes that each child, regardless of ability, has his/her own  affective characteristics that lead to their unique social and emotional needs. 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.

MCS is committed to providing a systematic and differentiated approach to school counseling services offered in all grades, K-12. In providing a proactive approach, we strive to facilitate our high abilities students’ social adjustment and promote development of their high potential.

Elementary Level: K-5

School staff, including the school counselor, teachers and administrators participate in ongoing professional development focused on the social-emotional needs of gifted students.

• Classroom Lessons: All high ability classrooms receive weekly SEL lessons provided by the classroom teachers, as well as monthly lessons provided by the school counselor.  Topics of these lessons address common social/emotional issues faced by high ability students through books, videos and role play. Ripple Effects, an online SEL program is also available to students for individualized support at home or at school. Topics of classroom lessons include:
  • Overexcitabilities: Heightened emotional sensitivity is addressed through lessons on empathy, peace, patience, kindness, and perfectionism. 
  • Asynchronous Development: Lessons focused on social skills and friendship, with emphasis on handling strong emotions. 
  • Perfectionism: Classroom lessons in grades 3-5 address testing anxiety, growth mindset and handling disappointment. 
  • Self-Esteem/Identity: Monthly character themes also cover responsibility, integrity, and confidence building. 

• Small Group and Individual Counseling: 

  • Small group counseling is offered in grades K-5. Topics include anxiety/worry, friendship, family dynamics.

  • Individual counseling is available on an as needed basis through self, teacher or parent referral. 

• After school activities for high ability students include academic groups such a Math Bowl, Science Bowl and Spell Bowl. 

Middle School Level: 6-8

School staff, including the school counselor, teachers and administrators participate in ongoing professional development focused on the social-emotional needs of gifted students. 

Counseling services, with a focus on high abilities students' unique social-emotional needs, are provided through self, teacher or parent referral. Ripple effects, an online SEL program, is also provided to support individualized needs. 

Honors level courses in English, Math, Science and Social Studies are offered for high ability students in grades 6-8. Algebra I and Spanish I are offered in 8th grade with the opportunity to earn high school credit. 

The National Junior Honors Society at the middle school level recognizes high ability students’ academic excellence, leadership, character, and service.

Both Northside and Southside Middle School offer a wide variety of after school programs to meet the diverse interests of our high ability students. 

High School: 9-12

School staff, including school counselors, teachers and administrators participate in ongoing professional development focused on the social-emotional needs of gifted students. Muncie Challenging coursework, including over 35 Dual Credit and 15 AP courses are offered to allow high ability students to earn college credit. The Early College program provides many high ability students access to higher education courses in a supportive community setting. 

Counseling services, with a focus on high abilities students' social-emotional needs, are provided through self, teacher or parent referral. High ability students also work with counselors to develop 4-year plans that focus on maximizing their unique academic and personal potential. 

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.

"Our daughter loves the High Ability program at EWA. I can tell she is excited to learn and share what she's learning. She has been challenged but also receives plenty of support. It's been amazing to see how much she has grown academically in just a couple of years. The communication between the school and parents has been a great help to us in supporting her learning."
                                                                                                                                                    -Emily Skoglund, Parent

"The High Ability program has been a great learning environment for our children. The teachers have built a culture among the students of celebrating one another and enjoying the learning process. Our children want to go to school and want to keep learning when they come home and that will go a long way in developing a lifelong joy of learning and discovery."
                                                                                                                            -Josh & Whitney Holowell, Parents