K-4 Program Information - Duneland School Corporation (2024)

It is important to keep in mind that cognitive growth is not always consistent, and consequently, such placement is not necessarily permanent. All students are systematically evaluated in kindergarten and second grade for instructional placement. Typically, the top 5-10% of the grade level population will be identified. All placement decisions may be modified in accordance with changes in students’ learning profiles as they progress through elementary school.

At the elementary level (K-4), students are identified for high ability or having the potential to be high ability in math, language arts, or general intellectual (both math and language arts). A combination of the following criteria may be used to identify our high ability students:

• Potential-based (aptitude) Measure: Cognitive Abilities Test (CogAT) K & 2
• Performance-based (achievement) Measure: NWEA (end of the year scores)
• Other Measures: Teacher nomination/observation, projects, and rating scales

The CogAT measures students’ verbal, quantitative, and nonverbal reasoning. These measurements indicate a multifaceted view of student potential to perform at an outstanding level of accomplishment. Initially, all Kindergarten, second, and fourth grade students take the CogAT screener. Students scoring 77 or higher on the screener will take the complete CogAT measure. CogAT results show your child’s ranking (from 1 to 99) within the national percentile in each of these three domains in relation to other students at the same age (percentile rank is not the same as the percent correct). The CogAT is a low-stakes test which does not measure academic achievement - it includes a series of puzzles that help us to understand how students’ brains may solve problems.

All of our Kindergarten-through-fourth-grade students take the NWEA MAP test, which is regarded as a reliable standardized measure of a child’s academic achievement levels in Math, Reading, and Language Arts. NWEA results show your child’s ranking (from 1 to 99) within the national percentile in these subjects in relation to other students at the same grade level (percentile rank is not the same as the percent correct). Language Arts is included and required in these measures starting in second grade.

In accordance with our district guidelines, further analysis is completed when a student meets the criteria below.

• Kindergarten and first grade students are at the 97th percentile or above

• Second grade and above are at the 95th percentile or above

Finally, teachers may complete the Scales for Identifying Gifted Students (SIGS) for students meeting the criteria in the screening pool. The selection committee will meet in the spring to begin analyzing the data for identifying students for the following school year.

Every effort will be made to let elementary families know whether their child met the criteria for high ability as soon as possible. This notification will also serve to notify parents/guardian that the identified child shall participate in HA services during the designated grade level.

Should a parent/guardian prefer that their child not receive HA services, then written notification must be provided to your child’s teacher and/or principal. The letter will be forwarded to the HA department.

A child may be removed from the program at any time by a parent by providing the building principal with a written request. If the teacher or the high ability teacher/aide has a concern about a child’s placement in high ability, additional data will be collected.

Should a parent/guardian, the high ability teacher/aide or classroom teacher request discontinuance of program services due to poor performance or for any other reasons, the following protocol will be followed:

1. A conference will be held with the student and their parent or guardian addressing concerns.

2. A trial period will follow allowing time for the student to modify their performance.

3. A second conference will be held to evaluate the student’s further participation in the program.

4. Provided the family still wishes to discontinue their child’s participation in the program, a written letter from the student’s parent or guardian stating reasons for discontinuance must be submitted to the classroom teacher who will then forward the letter to the building principal and Director of High Ability.

5. If the request for discontinuance in the program was made by the HA instructor or classroom teacher, and the student does not make reasonable progress during the trial period, a committee (including the building principal and/or Director of HA, classroom teacher, HA teacher/aide and the child’s parent/guardian) will meet to evaluate the student’s lack of progress and make a recommendation to continue or discontinue High Ability program services.

Parents/Guardians who disagree with the identification of their child must complete and submit the given Google Form as an appeal stating the reasons they believe their child should receive high ability services. The High Ability Cadre will review the student’s records and make a determination. In some cases, the administration of a parallel test of ability or achievement may take place. The principal or high ability teacher will notify the parent/guardian of the decision. Appeals will be considered from the first day of school until September 30. No further appeals will be considered after September 30.

AppEALS Form