NDCSC High Ability Program

Welcome! North Daviess Community School Corporation is committed to identifying kindergarten through twelfth grade students for high ability (formerly known as gifted and talented) and providing them with educational opportunities to ensure they reach their highest level of academic achievement in core curricular and enrichment content.

Definition of a High Ability Student

The Indiana Department of Education requires school districts to identify high ability students in grades kindergarten through twelve and provide them with the appropriately differentiated curriculum and instruction.  Per IC 20-10.1-5.1-2, the state defines a high ability (gifted) 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 other students of the same age, experience, or environment; and is characterized by exceptional gifts, talents, motivation, or interests.”

North Daviess Community School Corporation identifies students as high ability in one of the following areas:  Math Only, Language Arts Only or General Intellectual (both Language Arts and Math).

Click the links below for HA ability program information:

NDCSC high ability plan

High Ability Curriculum Map

ND Guidance and Counseling Plan

High Ability FAQs

What if my child is new and he or she is already qualified elsewhere as a High Ability student?

New students are considered at the time of enrollment pending information from their previous school, teacher observations, and data collected. Students must meet local criteria for program placement. Identification for program services at a prior school does not automatically qualify the student for services at NDCSC. If there is not enough data, new students start out in regular classes and adjustments are made as necessary.

What are the characteristics of a high ability child?

(Kingore Categories of Gifted Characteristics)

  • Advanced Language – uses words that seem advanced for the age-level expectations; explains how unrelated things are similar; uses words for time concepts (clock and calendar) accurately; uses similes, metaphors, or analogies; asks questions about words.
  • Analytical Thinking – demonstrates complex or abstract thinking; analyzes household or school tasks; notices surprising depth of details about surroundings; takes apart and reassembles things or ideas with skill; expresses relationships between past and present experiences; makes up songs, stories, or riddles about experiences; organizes collections of things uniquely; likes to plan or arrange things
  • Meaning Motivation – is philosophical; asks surprisingly intellectual questions; is curious; experiments; demonstrates an unexpected depth of knowledge in one or more areas; exhibits intense task commitment and energy when pursuing interests; remembers; is independent.
  • Perspective – explains another’s point of view; shows dimension, angle, perspective in art, writing, math solutions, or problem solving; creates complex shapes, patterns, or graphics; applies left and right without prompting; adds interesting details to enhance products.
  • Sense of Humor – says or does something indicating an unexpected, sophisticated humor; catches an adult’s subtle sense of humor; understands and uses puns and riddles; “plays” with language; develops humorous ideas to an extreme.
  • Sensitivity – cares deeply; intense concern for human issues; tries to take action to help someone in need; expresses feelings through words or art; explains other's feelings; displays strong sense of fairness; expresses high expectations of self and others; seems to overreact at times.
  • Accelerated Learning – learns new things quickly with minimum practice; uses multiple characteristics when discussing items; reads passages at an advanced, fluent reading level for the age-level expectations; explains the meaning of what has been read; demonstrates an unexpected mastery of math or science concepts; uses a dictionary, encyclopedia, map, atlas, or computer to gain advanced information, creates products which seem advanced for the age-level expectations.
NDCSC High Ability Appeals Process

Upon notification that a student has not been selected for our high-ability services, we inform the student and their parents/guardians of their right to appeal the decision. The appeals process begins when we receive a written request for review, which must be submitted within a specific timeframe, typically 10 school days from the date of notification.

To review the case, we convene an appeals committee composed of impartial members, such as administrators, teachers, and a representative from the high-ability program who were not involved in the initial selection. The student or their parents/guardians may provide us with any relevant documentation or information they believe supports their appeal, including academic records, test scores, or teacher recommendations. Additionally, if evidence indicates that prior results may not reflect the student’s ability, administration of alternative norm-referenced ability and/or achievement measures will be provided at no cost to the family.

During the appeal meeting, the appeals committee will review the appeal, including any new alternative assessment results, and the student and their parents/guardians will have the opportunity to present their case and provide any additional information needed. The committee will carefully consider all information presented, as well as the criteria used in the initial selection process, before making a final decision on the student's eligibility. We will communicate this decision to the student and their parents/guardians in writing within a reasonable timeframe.

If the appeal is successful, the student will be granted access to our high-ability services. However, if the appeal is denied, the decision of the appeals committee is considered final. We will, however, continue to monitor the student's progress and needs, providing opportunities for reevaluation in the future based on academic growth, new evidence, or changes in circumstances. All proceedings related to the appeal are kept confidential to protect the privacy of the student and their family. Our goal is to provide a fair and transparent process for addressing concerns and ensuring that all students receive appropriate educational opportunities.

There are two data points needed for the appeals process:

1) A completed home version of the SIGS-2 survey. (Scales for Identifying Gifted Students) This can be picked up from the district office. 2) A completed Appeals Process form. This can be accessed by clicking here.

Please contact the district Barry Stone, NDCSC High Ability Coordinator, with any questions.