Baugo Community Schools follows the Indiana definition of a high ability student 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 of the same age, experience, or environment.”
Students can be identified for the high ability program through one of the following pathways:
For High Ability Identification in Math:
*Through Performance: An outstanding score (96th percentile or higher) on a norm-referenced measure of math achievement
*Through Potential: An outstanding score (96th percentile or higher) on a norm-referenced measure of quantitative reasoning or a composite measure of quantitative/nonverbal reasoning
*Through Additional Data: When a child’s score on either the norm referenced -measure of achievement or reasoning falls just below the cutoff, additional data in the form of teacher rating scales or classroom work samples will be reviewed to determine appropriate placement.
For High Ability Identification in Language Arts:
*Through Performance: An outstanding score (96th percentile or higher) on a norm-referenced measure of reading and language achievement
*Through Potential: An outstanding score (96th percentile or higher) on a norm-referenced measure of quantitative reasoning or a composite measure of verbal reasoning
*Through Additional Data: When a child’s score on either the norm referenced measure of achievement or reasoning falls just below the cutoff, additional data in the form of teacher rating scales or classroom work samples will be reviewed to determine appropriate placement.
The district recognizes that cognitive growth is not always consistent and that high abilities manifest themselves in different ways and at different times. In recognition of this, our identification practices must be fluid. Identification measures will be used to determine flexible grouping for enhanced instruction. To ensure all students are receiving appropriate curriculum and instruction, they will be systematically evaluated in kindergarten, 2nd, 5th, and 8th grade for instructional placement the following school year. Academic placement decisions may be modified in accordance with changes in students’ learning profiles as they progress through elementary and middle school.