High Ability Program

According to Indiana Code 20-36-1-3, a high ability student is one who "performs at, or shows the potential for performing at, an outstanding level of accomplishment in at least one domain when compared to other students of the same age, experience, or environment."

At Westfield Washington Schools, we recognize that high ability learners thrive in environments that are enriched, engaging, and differentiated to meet their cognitive and social-emotional needs.
 

Westfield Washington Schools uses a research-based, comprehensive approach to identify high ability students. Identification occurs during key grade levels— Kindergarten, Grade 2, and Grade 6—using a combination of norm-referenced ability assessments (CogAT), achievement data (NWEA, ILEARN), and qualitative data (Teacher Rating Scales).

Students may be identified in Language Arts, Math, or both areas (General Intellectual). All students are universally screened at designated intervals to ensure equitable access and opportunity, with additional review points occurring in Grades 5 and 8 to support secondary placement decisions.

Placement decisions are made based on a comprehensive review of all data points. Parents are notified if their child qualifies for high ability services, and services begin the following school year.

Once identified, elementary students in Westfield Washington Schools are served through a cluster grouping model. In this approach, students are grouped by ability to create a more manageable instructional range within each classroom. At each grade level, one class includes a cluster of high ability students alongside a group of average learners. The remaining classrooms contain a mix of average, above average, and below average students.

Cluster grouping allows for more targeted and effective differentiation. Teachers assigned to high ability clusters are trained or licensed in gifted education, ensuring they can provide daily instruction that is both enriched and accelerated. These teachers adapt the curriculum to meet the needs of high ability learners by offering complex tasks, deeper inquiry, and faster pacing where appropriate.

This model is endorsed by the Indiana Department of Education as a best practice for serving high ability students in general education settings. When implemented with fidelity, cluster grouping not only challenges advanced learners academically but also supports their social-emotional development by allowing them to engage with intellectual peers. It is a flexible and inclusive approach that ensures high ability students receive consistent, meaningful support while remaining part of their neighborhood school community.

High ability students at the secondary level are supported through subject-specific course placements, including honors and Advanced Placement (AP) classes. These courses provide accelerated and enriched content in math, language arts, and other core areas.

Language Arts: Students identified as HA-Language Arts or General Intellectual may be placed in enriched English Language Arts courses that feature advanced reading materials, writing expectations, and critical analysis skills.

Mathematics: Students identified as HA-Math or General Intellectual may be placed in an accelerated math pathway, including pre-algebra or Algebra I, based on readiness and achievement data.

Placement decisions are made using multiple measures, including past identification status, current classroom performance, standardized assessment data, and teacher recommendations. The middle school program promotes academic growth while supporting social-emotional development through thoughtful scheduling and collaboration between teachers and counselors.

Math Progression - 7th Grade Algebra I

Math Progression - 7th Grade Advanced Math (Pre-Algebra)
 

Our High Ability Broad-Based Planning Committee is made up of parents, teachers, administrators, and community members. This group meets throughout the year to review program goals, assess implementation, and recommend improvements. If you are interested in joining, please contact the coordinator.

If a student no longer benefits from high ability services, a formal exit procedure is in place. This includes a meeting with stakeholders, documented interventions, and a review process. Removal from services is never based solely on behavior or compliance but on academic alignment and need.

Westfield Washington Schools defines a high ability student as one who performs at, or demonstrates the potential to perform at, an exceptional level of academic accomplishment in mathematics, language arts, or both—when compared to peers of the same age, experience, or learning environment. These students are also characterized by unique gifts, talents, motivation, or interests.

We understand that no identification process is perfect, and at times, families may feel that their child’s abilities are not fully reflected in the initial placement decision. If you believe your child may benefit from high ability services despite not being identified, you may initiate an appeal. This process allows the school to conduct a deeper, well-rounded review of additional data related to your child’s performance and potential.

The appeal review may include, but is not limited to:

• Analysis of recent achievement data or previously administered ability tests
• Review of classroom work samples and performance trends
• Input from teachers or school staff familiar with the student’s learning profile

Appeal requests are accepted during the first two weeks of May. For questions or to initiate an appeal, families should contact their child’s classroom teacher, school counselor, or school administrator, regardless of grade level.

All appeals are considered thoughtfully and individually. If further testing is needed to support the decision-making process, families will be informed. Final decisions will be made with the student’s best interest in mind and communicated directly to parents or guardians.

We’re here to partner with you in supporting your child’s learning journey!

If you have questions about your child’s potential high ability, are curious to learn more, or have any concerns, we encourage you to reach out to your school’s leadership team. They can help guide you through the identification process, share information about available services, and connect you with next steps. Our schools and district leadership teams work closely to ensure consistent and supportive programming for all students. For additional questions, feel free to contact the district coordinator listed below. 

Dr. Krystal Thompson
High Ability & EL Coordinator
Westfield Washington Schools
📧 thompsonk@wws.k12.in.us    
📞 317-867-8000 EXT: 10058
For more information, refer to the WWS High Ability Procedural Manual