High Ability

Districtwide Identification Grades

Students are formally assessed for high ability identification in kindergarten, grade 2, and grade 5. The district also reviews student performance information each year to determine whether additional students should be considered for services. 

Measure of Ability

CPCSC uses the Cognitive Abilities Test, or CogAT, as the formal measure of ability. The CogAT is administered to all students in kindergarten, grade 2, and grade 5. 
National norms are used when reviewing ability data which compare a student’s performance with that of students across the country. 

Measure of Achievement

Academic achievement data is also used to identify students who are performing at an advanced level. 
CPCSC uses:

• NWEA MAP Growth in grades K–2
• ILEARN in grades 3–5 

NWEA results are reviewed using national norms. ILEARN results are reviewed using state norms. 

Qualitative Indicators

In some cases, the identification committee may consider additional information to better understand a student’s strengths and learning needs. This may include classroom performance, teacher observations, student interests, English language proficiency, exceptional learning needs, or other relevant information.

CPCSC may also use the Scales for Identifying Gifted Students, commonly called SIGS, as a supporting measure. SIGS results may provide additional evidence for students whose assessment scores are close to an established criterion or whose abilities may not be fully reflected in traditional assessment results.

Qualitative information supports the review of the student’s overall profile and is not used as the sole basis for identification. 

Committee Review

High ability identification decisions are confirmed by a district committee.

Students who meet an established ability or achievement criterion qualify for high ability services in the corresponding academic area. The committee also reviews students whose scores are close to an established criterion when additional information may support identification.

Parents or guardians are notified when a student qualifies for high ability services.
 

Formal Assessment Grade

Grade 5 serves as the formal identification point for middle school high ability services. Student performance on the grade 5 CogAT and grade 5 ILEARN is reviewed to determine whether a student demonstrates a need for advanced math and/or ELA coursework.

Measure of Ability

CPCSC uses the Cognitive Abilities Test, or CogAT, as the formal measure of ability. The grade 5 CogAT provides information about a student’s reasoning abilities and is used as one part of the middle school identification process.
For ability-based qualification, students must perform at or above the 95th percentile.
National norms are used when reviewing ability data.

Measure of Achievement

ILEARN results provide information about a student’s academic performance in English/Language Arts and Math.  CPCSC uses grade 5 ILEARN achievement data as part of the middle school identification process. State norms are used when reviewing achievement data.

Advanced Math Enrollment for Grades 6–8

Beginning with the 2026–2027 school year, pursuant to Indiana Code 20-30-18-3, all public and charter middle schools are required to automatically enroll any middle school student who meets the following criteria in a middle school advanced math course:

1. Achieves a score of “above proficiency” on the ILEARN Mathematics assessment in grades 5, 6, or 7; and
2. Earns a grade of “C” or higher in their current mathematics coursework.

This advanced math enrollment requirement is separate from the district’s broader high ability identification process. A student may qualify for advanced math placement under Indiana law even if the student is not formally identified for high ability services in both English/Language Arts and Math.
 

Students may request honors and Advanced Placement, or AP, courses through their school counselor during scheduling. Requests must be supported by available data, which may include standardized test scores, grades, teacher recommendations, and prior course performance.

Placement in advanced coursework for English, math, social studies, and science is determined by reviewing multiple indicators of student readiness. Standardized test data may include components of PSAT 8, PSAT 9, PSAT/NMSQT, End-of-Course Assessments in English and math, and Advanced Placement end-of-course tests.

College and career pathway requirements may also be considered when determining appropriate course placement.

Students New to CPCSC

Parents or guardians of students who are new to CPCSC may request consideration for high ability services. The district will review available records and assessment information, which may include:

• Previous high ability identification
• Cognitive ability and achievement assessments
• Grades and classroom performance
• Teacher recommendations
• Information provided by the family or previous school

When previous information is incomplete, unavailable, outdated, or not aligned with CPCSC criteria, the district may collect additional information or administer new assessments.

Identification decisions are based on multiple sources of information and the student’s demonstrated need for high ability services. Parents or guardians will be notified when the review is complete. 

In grades K-5, high ability curriculum and instruction are designed to extend grade-level learning and support advanced academic growth. Students continue to receive instruction in the district’s adopted core curriculum, including CKLA for English/Language Arts and Bridges Mathematics for math with additional resources used to extend and accelerate teaching and learning.

High ability services enhance this core instruction through increased rigor, deeper thinking, advanced problem solving, inquiry, discussion, writing, and exposure to advanced standards when appropriate. The curriculum is vertically aligned across grade levels to provide a consistent continuum of services for advanced learners.

The table linked here outlines the district’s K–5 curriculum alignment, including core curriculum, high ability resources, and the areas of focus for high ability instruction.

Math - Compacted courses are offered in mathematics at the middle school level. 

• Compacted math courses at the middle school level are designed to accelerate students through the standard curriculum at a faster pace, often combining multiple years of content into a shorter time frame. 
• The goal is to challenge high-achieving students, promote deeper understanding, and prepare them for advanced coursework in high school and beyond.  These courses require strong academic readiness, self-motivation, and acceptance of productive struggle to ensure students can keep up with the rigorous pace and complexity of the material.

English/Language Arts - Seminar courses are offered in English at the middle school level.  

• Seminar English courses are designed to challenge students who demonstrate strong reading, writing, and critical thinking skills.
• These classes often move at a faster pace and explore literature and language in greater depth.

The goal is to prepare students for high school honors and Advanced Placement courses while fostering a lifelong appreciation for reading and effective communication.

Science - Advanced Science courses focus on the Indiana Standards for Science 8 and Biology I for students who excel in mathematics and demonstrate interest in Science. 
 

Crown Point High School offers a variety of honors and Advanced Placement courses in grades 9-12 that provide a challenge to students who are highly able.

Specific high school courses can be found at this link. Courses are subject to change. 
 

At the elementary level, high ability services are provided during WIN Time through subject-specific, between-class grouping. During this shared grade-level instructional block, students work with a teacher and peers who have similar learning needs. Instruction is designed to extend learning, increase rigor, and provide greater depth, complexity, pace, and challenge. 

Students formally identified in English/Language Arts, mathematics, or both areas receive high ability services aligned with their identified strengths. At some schools/grade levels, WIN Time groups may include students who are not formally identified as high ability but demonstrate a need for additional challenge. Participation in an advanced group does not constitute formal high ability identification.

Elementary students also continue to receive differentiated instruction and appropriate challenges within the general education classroom.

Additional opportunities for advanced learners may include:

• Differentiated curriculum and flexible grouping within mixed-ability classrooms
• Access to school-wide enrichment opportunities, academic competitions, and clubs where available
• Collaboration between classroom teachers and high ability staff to align instruction and provide continuous challenge
• Opportunities for independent or collaborative projects that extend core learning

Middle school students identified as high ability have access to advanced coursework and enrichment opportunities that support academic growth and critical thinking.

Service options include:

• Seminar courses in English: Enriched, literature-based courses designed to foster rigor, creativity, and analytical thinking skills.
• Compacted mathematics courses: Accelerated math pathways allow students to complete pre-algebra and algebra content at an advanced pace, preparing them for higher-level mathematics in high school.
• Accelerated science pathways: Opportunities for students to engage in science courses that extend beyond the grade-level curriculum, emphasizing inquiry, experimentation, and problem-solving.
• Differentiated curriculum: Classroom instruction is adapted to student readiness, interest, and learning profile, providing deeper exploration of concepts.
   

High school students continue to receive advanced learning opportunities through a variety of rigorous academic pathways.

Service options include:

• Honors courses: Courses offering increased academic challenge, faster pacing, and deeper exploration of subject matter.
• Advanced Placement (AP) courses: College-level coursework in multiple subject areas that allows students to earn college credit based on performance on AP exams.
• Independent Study and Academic Competitions: Opportunities for students to extend learning through research projects, internships, and participation in local, regional, state, or national competitions where available.

When an elementary student receiving high ability services experiences academic, performance, or well-being challenges, a problem-solving team will meet to review the student’s needs and determine appropriate next steps. The team may include the classroom teacher, department chair if applicable, high ability teacher, principal or designee, parents or guardians, and the student when appropriate.

The purpose of the meeting is to make an informed decision that supports the student’s overall success. Information reviewed may include:

• Original identification or placement data
• Homework completion
• Test and quiz scores from the affected class or subject area
• Classroom participation and behavior data
• Performance in other classes
• Parent, guardian, and student conferences or other communication
• Current classroom interventions and supports
• Relevant personal circumstances or significant life changes
• Any other information that may help the team understand the student’s needs

Possible next steps may include continued placement with additional supports, changes to interventions or classroom accommodations, a trial period with progress monitoring, or a change in high ability services. Any decision to adjust or discontinue services will be made through the problem-solving process and communicated to parents or guardians.

High ability students are required to demonstrate that the rigor, pace, and intensity of instruction create an environment where students can experience success.  Our goal is to keep students challenged with course work while providing the supports they need to be successful.

Below is the process that will be followed:

• Students are required to maintain at least an 80% (B-) each semester.  If a student drops below an 80% (B-) at any time during the semester, discussion to determine next steps should take place.
• If student performance does not improve, the teacher, an administrator, parent, and/or school counselor and if appropriate the student should meet to develop an intervention plan.
  • At this meeting the child’s progress to date and concerns over performance should be documented.  Interventions should be developed with input from all stakeholders.
• Interventions should be put into place with fidelity.
• A second meeting should be held to evaluate the child’s progress under the interventions.
  • If the student improves and meets the minimum grade requirements, they will continue in the high ability class. The team will decide whether to continue with the intervention plan, adapt the plan, or let the student progress on their own.
  • If little to no progress has been made, the team will arrange for the student to exit the high ability course.  It is recommended that an exit discussion occur after a semester of support has been put in place.
    • Once a student has exited the course, they can only re-enter by making a request to the school principal.  The request will be reviewed by the school team.  The school team may suggest testing to determine the best placement.
       

A teacher, school counselor, or administrator may recommend a course change when grades, assessment data, work completion, student well-being, or other evidence suggests the current placement may no longer be the best fit for the student’s success. Students or parents who are considering a change in honors, Advanced Placement, or other advanced coursework should contact the student’s teacher to discuss current performance, course expectations, and possible next steps. Level changes will occur between weeks four (4) and six (6) of each semester. This timeframe allows teachers to develop a strong understanding of a student’s academic potential and learning habits.