Our High Ability Plan

It is the mission of SENSE Charter School to provide all students with the educational opportunities to meet their maximum potential in a safe and nurturing environment. We recognize that students who perform at, or show potential for performing at an advanced level, require a differentiated program in order to reach their maximum potential. The administrators, teachers, and counselors of SENSE Charter School are dedicated to working with students, families, and the community in providing for the educational, social, and emotional needs of these high ability learners. The school further recognizes that these high ability students are present in all racial, economic, and cultural groups. 

SENSE Charter School defines a High Ability Student as a student who achieves at an advanced level, or shows the potential for achieving at an advanced level, in math, language arts, or both when compared to others of the same age, experience, or environment. These students are characterized by exceptional gifts, talents, motivations, or interests and require differentiated services beyond what is provided by the regular education program.

1. Promote increased awareness, recognition, advocacy, and support for the unique academic and social/emotional needs of high ability students.
2. Ensure that all students regardless of race, cultural background, and economic status have the opportunity to be identified for high ability services in every grade level.
3. Provide learning environments that offer the level of challenge necessary for intellectual and personal growth.
4. Encourage learning beyond the regular curriculum that emphasizes critical thinking by delving deeper into standards and their application.

The Broad Based Planning Committee (BBPC) at SENSE Charter School exists for the purpose of periodically reviewing the educational plan for high ability students. This diverse group, representing the school and community, should include the school’s High Ability Coordinator, as well as at least one educator, parent, counselor, community member, and administrator. This committee meets two to three times a year to review, discuss, and make recommendations for the programming of High Ability students at SENSE Charter School. 

The following multifaceted identification plan provides multiple pathways for being identified in the content areas of language arts, math, or general intellectual (both language arts and math).

Identification Measures

Students are identified as High Ability for Language Arts if they perform at or above the 96th percentile on a norm-referenced aptitude test of verbal reasoning ability OR perform above grade level on a language arts norm-referenced achievement test.

Students are identified as High Ability for Math if they perform at or above the 96th percentile on a norm-referenced aptitude test of quantitative reasoning ability OR perform above grade level on the math portion norm-referenced achievement test.

SENSE uses the Cognitive Abilities Test (CogAT screener) as its aptitude measure. The CogAT screener tests verbal reasoning, quantitative reasoning, and non-verbal reasoning.

The achievement measures used as SENSE include the iReady Math Diagnostic (Grades K-8), the iReady Reading Diagnostic (Grades 4-8), and Amplify: mClass with DIBELS (Grades K-3).

Qualitative indicators include the Scales for Identifying Gifted Students (SIGS) and teacher recommendations (which includes a portfolio of student work).

Timeline of Identification Procedures

The CogAT Screener test will be administered in the second trimester of each school year to all students who are in Kindergarten,second grade, and fifth grade. The CogAT Screener will also be administered to students who are new to SENSE Charter School in grades 1, 3, and 4 in the second trimester.

The iReady Math Diagnostic is administered to all students (Grades K-8).  The iReady Reading Diagnostic assessment is administered to students in Grades 4 -8. For K-3 students, the mClass with DIBELS will be administered. These assessments will take place in the Fall, Winter, and Spring of each school year. The Spring or End of Year data will be used to identify students who qualify for High Ability services. Spring iReady Diagnostic Data an mClass with DIBELS Data, as well as qualitative data, will be used to identify kindergarteners for High Ability services for the next school year.

Parent Notification

Parents of students who qualify for High Ability services will be notified by August 1 of that school year. Appeals must be made in writing by August 15 of that school year.

High Ability Appeals Procedure

If a parent or teacher disagrees with a High Ability placement, a formal appeal of a High Ability placement decision must be made in writing by a guardian or teacher to the High Ability Coordinator or SENSE Charter School administration no later than August 15 of the school year. The appeal should be accompanied by additional information that the guardian/teacher feels should be considered in reevaluating the decision. At that time, SENSE’s High Ability Coordinator will provide additional ability, achievement, or qualitative testing. The cost of any additional testing will be covered by SENSE Charter School. Upon completion of all testing, the Broad Based Planning Committee (BBPC) will review all materials and notify the guardian or teacher of their decision no later than September 15 of that school year.

Exit Procedures

Students who are not successful may be exited from the High Ability program at any time. This process may be initiated by the school or by the guardian. Before a student is exited from the program, a committee made up of the guardian, teacher, school administrator, and counselor will meet to establish a Student Improvement Plan. The goal of the Improvement Plan is to set forth interventions which will assist the student in being successful in the High Ability placement. Improvement steps will be identified, a timeline of 6-12 weeks will be set for completion, and the committee will reconvene to determine the success of the plan. Agreed upon interventions will be used with fidelity throughout the selected time period (between 6-12 weeks). At the conclusion of the intervention period, the BBPC will meet again to discuss the success experienced by the student using the interventions. If improvements have been made, the student may remain in the High Ability program with additional supports continuing. If progress has not been made using appropriate interventions and/or student involvement, the student may be exited from the program.

Students that have been identified as high ability will be placed in either self-contained high ability classrooms or classrooms according to cluster grouping, depending on the number of identified high ability students. The classroom teacher will differentiate instruction to meet the needs of all students in the room and provide appropriate levels of challenge for each student. Students will also be grouped by ability levels during core Language Arts and Math instruction. As high ability students are whole-to-part learners, content will be taught through higher level “macro” concepts that foster interdisciplinary connections.

Accelerated learning opportunities will be provided as needed. High ability students will have opportunities to subject skip, receive accelerated instruction, complete in-depth individualized projects based on student interests, and participate in enrichment activities. High ability students will also participate in project-based learning programs throughout the year. Finally, teacher practices will aid students in developing critical and creative thinking skills, communication skills in multiple formats, and metacognition skills, such as planning/organizing, monitoring, and evaluating their learning.

Each child, regardless of ability, has their own personality characteristics that lead to certain social and emotional needs, as well as needs that arise because of the situation or environment in which they live. Children with high abilities, however, may have additional affective needs resulting from their increased capacities to think beyond their years, greater intensity in response, and combinations of having unique interests, personality characteristics, and conflicts that are different from their age level peers. High ability students often struggle with perfectionism, self-esteem and self-identity issues, introversion, overexcitabilities, as well as asynchronous development. Therefore, it is important to provide a systematic and differentiated program of affective services for our high ability students. This proactive approach will facilitate the development of their high potential, while promoting positive adjustment.

Classroom teachers will utilize a number of strategies to address some of these issues proactively. These strategies could include discussion groups surrounding the topics most applicable to the teacher’s particular class, guided reading or guided viewing, role playing, journal writing, or concept mapping. In addition, SENSE employs a Resiliency Team who can meet with students on an individual basis, as needed, to provide additional support and resources.

SENSE Charter School educators are encouraged to attend workshops that pertain to the High Ability curriculum. Educators are invited to attend the state High Ability conference and any workshops sponsored through the Indiana Department of Education and other organizations related to High Ability studies. Guidance counselors are encouraged to attend any workshops or programs pertaining to the social and emotional needs of High Ability students.

SENSE Charter School provides teachers with the opportunity to earn their High Ability certification by enrolling in state-approved classes at the graduate-school level. SENSE will pay for these courses, as well as covering the teachers’ testing costs and licensing fees.

SENSE Charter School provides teachers with the opportunity to develop differentiated lessons and collaborate with fellow teachers in the development of curriculum. Additionally, the school encourages teachers to earn their High Ability endorsement for their licensure.