High Ability Mission Statement
High Ability will meet the intellectual, social, and emotional needs of high ability learners in the corporation by providing alternate educational opportunities focused on accelerated curriculum for students in grades K-12.
Program Goals:
1. To provide high ability learners intellectual, social, and emotional support allowing them the opportunity to meet his/her potential.
2. To challenge high ability students to meet their academic potential through intensive curriculum expectations.
3.To build capacity by providing high ability learners a foundation for success to prepare them for their next grade level.
 Identification must distinguish between effects of early family environment and
student potential.
 Student potential manifests itself at different times in early grades.
 Students are identified for high ability math and/or language arts beginning
during the kindergarten year.
 HA designation may be removed if subsequent tests and/or classroom
performance in grades 1-2 do not support continuation.
 Notify parents of identification; services consist of in-class differentiation in
spring semester of kindergarten, continuing in first grade.
 Parents may nominate students who do not qualify for high ability services.
High Ability Identification Process
 Our goal is to identify students with high academic potential in math, language
arts or both.
 Parents will be notified if their child qualifies for high ability services.
 Identification must distinguish between effects of early family environment and
student potential.
 Student potential manifests itself at different times in early grades.
 Multiple opportunities for identification in grades K-2 (and referrals thereafter)
exist to meet primary students’ varying development.
 All kindergarten students are given the CoGAT screener. Students who score at
the 80 th percentile or above are then given the full CoGAT assessment. Students
who score at the 96 th percentile or above on the CoGAT assessment qualify for
 Student in grades 2 and 5 who score above the 96 th percentile on the STAR 360
assessment are given the CoGAT assessment. Students who score at the
Quantitative 96 th percentile or higher and/or Non-verbal of 98-99 th percentile
qualify for high ability services.
 Parents may refer their student for high ability services. Parents will fill out a
SIGS scale
Exiting the High Ability Program
In some cases, the HA placement may not be successful for a child. If this
situation presents itself, our protocol is to involve the parents, teacher, and
counselor to consider school-based interventions which may improve the child’s
ability to succeed within the program. We would then monitor the situation, and,
if necessary, change the student’s placement. If a child has been exited from the
program, he/she is still eligible for placement in future years.

Appeal Process

If your child is denied admission to the Hanover Community High Ability Program, there is an appeal process.

The Appeal Form must be completed by the parent/student and submitted to the High Ability Coordinator within two weeks of receiving Notification of Placement letter.  The student will then be scheduled to participate in an end of year assessment for the current grade level in language arts or mathematics.  They will also be given a writing prompt to complete if the appeal is for reading.  The student must receive a 90% or better on the end of year assessment AND/OR a score of a 5 or 6 on the writing prompt.  

All data for the student will be reviewed by the High Ability Coordinator, building principal, and the High Ability teachers.

The appeal process is the final determination of the student’s status.  

For the 2016-2017 school year, appeals will be accepted through August 26, 2016.
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