Salem Community Schools High Ability Policy
SCS Mission Statement for High Ability Program
Salem Community Schools believes that every child’s strengths and talents should be encouraged and developed. We hope
to provide each child opportunities for appropriate educational experiences that promote achievement through rigorous,
engaging, and level-appropriate course work. Salem Community Schools recognizes that some children have advanced
learning needs that require advanced curriculum and instruction. To focus on the development of strengths and abilities of
high ability students, a relevant and differentiated K-12 curriculum with appropriate instructional programs and strategies
will be offered. Because high ability students are found in every cultural, ethnic, and socioeconomic group, Salem
Community Schools will find equitable ways to allow all children with high abilities the opportunity to participate in
experiences designed to maximize the development of their potential.
SCS Definition of High Ability Student
High Ability students perform at, or show potential to perform at, an outstanding level of accomplishment when compared
to other students of the same age, experience, or environment. A high ability student’s educational needs and/or academic
growth may not be met through typical grade level core curriculum and instruction. Salem Community Schools uses the 90th
percentile on local norms for standardized academic aptitude or academic performance assessments as a guideline for
identification as High Ability. Salem Community Schools will designate students who meet the High Ability requirements
through Indiana’s STN system as one of the following:
High Ability—General Intellectual
High Ability Language Arts
High Ability Math
Students not quite meeting the High Ability standards will be added to a Talent Pool of students for further observation or
reassessment. These students may be included in High Ability services or classrooms when open spots are available.
SCS Services for High Ability Students
Elementary:
Services for BSLE and BSUE General Intellectual and High Ability students in Grades 1, 2, 3, 4, and 5 may include grade-level
self-contained classrooms for all subjects, particularly reading and math instruction. Kindergarten students demonstrating
characteristics of high ability receive differentiated instruction from their classroom teachers and may be grouped together
for math and reading instruction. Other services available for all BSLE and BSUE students demonstrating high ability include
grade skipping, subject skipping and individual options such as and distance or digital learning programs.
Middle:
Sixth, Seventh, and Eighth grade students identified as General Intellectual are enrolled in honors classrooms with other
students identified as High Ability or Talent Pool for language arts, math, science and social studies. To be flexible in
meeting individual student needs, additional services available for SMS High Ability students include grade skipping, subject
skipping, early entrance to high school, and individual options such as distance learning classes from universities or other
digital learning programs.
High School:
High School students identified as General Intellectual or High Ability enroll in Advanced Placement, Dual Credit, or Honors
classes available in English/Language Arts, Math, Science, Social Studies and Business. The curriculum and expectations are
more rigorous than the regular option in these classes. To be flexible in meeting individual student needs, additional
services available for SHS High Ability students include grade skipping, graduation before the senior year, credit by
examination, dual enrollment in high school and college, and distance learning classes from universities or other digital
learning sources.
Identification Tools/ Academic Aptitude
Elementary
All students in Grades 2 and 5 participate in ability assessments using a nationally normed test of academic aptitude.
Students new to the school and students in grades K, 1, 3, or 4 who have been added to the talent pool based on
achievement or qualitative screening measures may be tested with the same nationally normed test of academic aptitude.
Our guideline for High Ability identification is based on academic aptitude at or near the 90th percentile on local norms,
taking into consideration the standard error of measure that is reported with each test.
Middle School
Students new to the school and students who have been added to the talent pool based on achievement or qualitative
screening measures are tested using a nationally normed test of academic aptitude. Our guideline for High Ability
identification is based on academic aptitude at or near the 90th percentile on local norms, taking into consideration the
standard error of measure that is reported with each test.
High School
In Grades 9-12, identification for academic aptitude will be based on AP Potential Expectancy Tables or a similar measure.
All 10th graders , students new to the school and students who have been added to the talent pool based on performance
or qualitative measures will be encouraged to take the PSAT.
Identification Tools/Academic Achievement
Elementary
All students in Grades 2 and 5 will be assessed using a nationally normed test of academic achievement. Students new to
the school and students in grades K, 1, 3, or 4 who have been added to the talent pool based on aptitude or qualitative
screening measures may be tested with the same nationally normed test of academic achievement. Our guideline for
identification of academic achievement is based on performance two grade levels above the student’s current grade or at
or near the 90th percentile on local norms. Other types of performance data may be collected as secondary indicators of
academic performance. This data could include scores from diagnostic assessment or state accountability tests and course
grades in E/LA and math.
Middle School
Students new to the school and students who have been added to the talent pool based on performance or qualitative
screening measures are tested using a nationally normed test of academic achievement. Our guideline for identification of
academic achievement is based on performance two grade levels above the student’s current grade or at or near the 90th
percentile on local norms. Other types of performance data will be collected as secondary indicators of academic
performance. This data could include scores from diagnostic assessment or state accountability tests and course grades in
E/LA and math.
High School
Using nationally normed tests of academic achievement, our guideline for identification of high school students is based on
academic performance at or near the 90th percentile on local norms.
Identification Tools/Qualitative Indicators
Elementary
Teachers will use a standardized rating scale or observation tool to screen students for characteristics of high ability early in
the first semester. Parent rating scale or observation forms will also be available early in the first semester.
Middle School
Teachers will use a standardized rating scale or observation tool to screen students for characteristics of high ability early in
the first semester. Parent rating scale or observation forms will also be available early in the first semester.
Student projects or portfolios are other options for qualitative data.
High School
Teachers and parents may submit letters of recommendation detailing student characteristics and performance that
exemplify exceptional achievement, motivation, creativity and intelligence. Student grades/GPA, projects or portfolios are
other options for qualitative data.
Identification Team Procedures/Responsibilities
Identification of students will be the primary responsibility of the school-level Identification Team. The team will include
teachers, administrators and counselors from the school. The district High Ability Coordinator may also be a part of the
school Identification Team. Identification responsibilities include:
1. Determine the capacity of self-contained classrooms to use as a guideline for the number of students to be
identified.
2. Examine aptitude, achievement and qualitative data to identify students who display the characteristics of High
Ability General Intellectual, Math or Language Arts.
3. Maintain confidentiality of student data and team deliberations
4. Ensure all data gathering is complete and accurate
5. Rely on numbers in place of student names when examining data and rating academic aptitude and/or academic
achievement.
6. Use 90th percentile on local norms as a guideline to determine which students demonstrate the aptitude and
performance to be identified as high ability.
7. Notify parents of students identified as high ability
Other responsibilities of the school level Identification team are dealing with students exiting the program or appealing
identification decisions.
Exit Procedures
All exiting decisions will be made by the school level Identification Team and the district High Ability Coordinator. If scores
on aptitude or academic achievement assessments or classroom performance drop below high ability standards, or if a
parent, student or teacher believes high ability placement is no longer appropriate, a student may be removed from high
ability status and programming. High school students who choose not to enroll in AP, dual credit, or honors coursework are
also subject to losing their high ability designation. To insure consistency for individual students and avoid repeated
program switching, an exited student may not re-enter the program for two school years. Steps in the exiting procedure
include:
1. Examination of recent aptitude and/or achievement test results, qualitative measures, or classroom performance
by building identification team
2. Conference with student and parent/guardian to identify issues/areas of concern and develop possible
interventions
3. One- or two-semester probationary period with appropriate interventions and regular contact/discussion with
student and parent.
4. Conference at end of probationary period with student, parent, building identification team and corporation high
ability coordinator to decide whether to continue or to end services.
Appeals Procedure
When identification decisions or exit recommendations are challenged by a teacher, student, parent or guardian, an official
appeal must be submitted to the building level identification team. Steps in the process include:
1. Teacher, student, parent, or guardian completes and submits appeal request to the building level identification
team along with supporting data and evidence.
2. Within 10 school days of receiving the appeal, the teacher, student, parent or guardian submitting the appeal form
meets with building level Identification Team, principal and high ability coordinator to present evidence and
discuss appeal.
3. Building level team meets to consider alternatives and determine best response/option to address the appeal.
These options may include but are not limited to:
a. Confirm initial identification decision
b. Change initial identification decision based on strong evidence presented in the appeal
c. Place student in talent pool to be reassessed during the next identification cycle
d. Reassess student using an alternative aptitude or achievement instrument
e. Include student in some high ability programming for a limited probationary period
f. Other