Identification of High Ability Students

Identification of High Ability Students


Assessments used to identify students for ability programming must be multifaceted to ensure that students not identified by traditional assessments because of economic disadvantage, cultural background, underachievement, or disabilities may be included.


The following types of assessments may be used to identify students for programs for high ability students:


  1. nomination by teacher(s), parent(s), and/or the student himself/herself based on grades and/or checklists of personal characteristics
  2. demonstrated achievement of the goals and objectives in one or more specific academic areas of the regular school program at a level which significantly exceeds that of most students in the same situation and of the same age or experience
  3. demonstrated achievement or potential for performing at an outstanding level in at least one of the following domains:
    1. general creativity
    2. technical and practical arts
    3. visual and performing arts
    4. interpersonal skills
    5. performance rating scales
    6. observation or interviews
    7. portfolios
    8. standardized intelligence test
    9. standardized achievement test
  4. Visual and Performing Arts – understanding facts and concepts, developing skills and generalizations, and evaluating their relationships as they apply to disciplines such as: art, dance, music, or theater arts.

       HA Identification Flowcharts

A Broad Based Planning Committee with representation from educators, parents, and community members is established and meets periodically to review the School District’s plan for serving high ability students.