Tipton Community School Corporation offers a K-12 continuum of services to develop and enrich student learning with rigorous and differentiated academic curriculum, allowing individual students to further expand their depth of knowledge and challenge their learning potential.  

A high ability (gifted) student is defined as one who “performs at, or shows the potential for performing at, an outstanding level of accomplishment in at least one domain when compared to others students of the same age, experience, or environment; and is characterized by exceptional gifts, talents, motivation, or interests.” (Indiana Code 20-36-1-3)

THS:

• Scott Jaworski - District High Ability Coordinator
• Craig Leach - Building Principal
• Carrie Capshaw - Building Counselor
• Content-Specific Teacher

TMS:

• Scott Jaworski - District High Ability Coordinator
• Melissa Kikta - Building Principal
• Clif Hackman - Building Counselor
• Kim Robertson - 8th Grade Math
• Relevant Teachers

TES:

• Scott Jaworski - District High Ability Coordinator
• Brian Johnson - Building Principal
• Rachele Carter - Building Social Worker
• Grade Level Teachers (Current and next grade level)

Pathways for Identification:

• High Ability - Language Arts
• High Ability - Math
• High Ability - General Intellect

Measures for Aptitude/Potential:

• Cognitive Abilities Test (CogAT)
  • The CogAT screener is administered every winter to students in grades K, 2, 5, and 8. The CogAT screener is a brief assessment made up of three individual tests in the areas of verbal, quantitative, and nonverbal. Based on the results of the screener, students in the top 25% of the grade level will move on to the CogAT post-screener, consisting of 6 total assessments (2 additional tests in each of the three areas listed above). 

Measures for Achievement/Performance:

• i-Ready (Curriculum Associates)
  • i-Ready is a computer adaptive benchmark assessment that is administered three times each year (fall, winter, and spring). These assessments measure student achievement in both reading and mathematics. This is a nationally normed assessment that also drives students’ intervention support “MyPath.”

Qualitative Measures of Gifted Characteristics:

• SIGS-2
  
  • SIGS-2 offers the most comprehensive observational instrument available for identifying gifted students grades K–12. Nationally normed and standardized based on more than 65,000 completed scales and 250,000 item responses, SIGS-2 offers statistical support for increased equity in gifted and talented programs.

• All students in Kindergarten, 2nd grade, 5th grade, and 8th grade are evaluated for high ability services using the identification tools listed above. Any student who meets the qualifications for high ability identification by any one of these measures will receive the appropriate high ability services.
• Identification through Aptitude/Potential (CogAT)
  • Testing takes place in the winter of each school year.
  • Students who rank in the 96th percentile or greater in either quantitative or verbal categories (or both) will be identified as high ability in the corresponding subjects.
  • Students who are already identified as HA will continue to receive HA services, regardless of the results of CogAT and i-Ready
    • However, parents and teachers can use these scores as evidence for beginning the exit procedure for students from the HA program (thus removing their tag).
  • Students who are not already identified as HA and do not meet 96th percentile in either Verbal or Quantitative areas will still have the ability to qualify for HA services through the achievement test (i-Ready) in the spring
• Identification through Achievement/Performance (i-Ready)
  • The achievement data used to identify students for high ability is measured in the spring of each school year.
  • Students who rank in the 96th percentile or greater in either math or reading (or both) will be identified as high ability in the corresponding subjects.
• Identification through Qualitative Measures (SIGS-2)

A request for an appeal can be made by a parent on behalf of a student who is not initially selected for high ability programming. The request should include additional evidence a parent wishes to have considered by the review committee such as student work samples, assessment data, outside testing, etc.

Additionally, the SIGS-2 survey will be provided to the student’s family and primary teacher to provide the identification committee with an additional data point to work with. This supporting evidence is then reviewed by the high ability identification committee which will make the final determination for placement for the current school year.

Here is how that process is handled:

1. Families of K, 2, 5, and 8th grade students receive notification of i-Ready and CogAT scores, and explanation of HA determination process.
2. Families submit a formal appeal application to the District High Ability Coordinator along with any additional evidence they wish to submit for consideration (Window closes May 19th).
3. The family and classroom teacher(s) are asked to complete the SIGS-2 survey and submit by the deadline provided.
4. The District High Ability Coordinator convenes the High Ability Identification Committee for the corresponding building and the committee reviews all available data to make a determination.
5. Families are notified within 2 weeks of submission of their appeal. All decisions made by the identification committees are final.

Students who are not academically successful may be dismissed from the high ability program following a formal exit procedure.

• This procedure is followed only if the parents and/or TCSC staff believe HA services are no longer appropriate for a particular student based on data and observations.
• Either the family or TCSC staff may initiate this process by submitting a request to review a student's HA identification by providing multiple data points of evidence (i.e. CogAT, i-Ready, ILEARN, class performance, etc.) to the High Ability Coordinator
• Before a student is removed from programming, a committee made up of a parent/guardian, teacher, and school administrator/counselor, will meet to establish a Student Improvement Plan.
• The goal of the Student Improvement Plan is to set forth interventions which will assist the student in being successful within their high ability placement. Improvement steps will be identified, a timeline (of no less than 3 weeks) will be set for completion and then the committee will reconvene to determine the success of the plan. If improvement goals have been achieved, additional support can be added to continue the placement. If the interventions have not assisted the student in being successful, then the student may be dismissed from the program.