The Duneland School Corporation is committed to identifying K-12th grade students for high ability and providing them with educational opportunities to ensure they reach their highest level of academic achievement in core curricular and enrichment content. Duneland School Corporation recognizes that high ability students are found in all racial, ethnic, and economic subgroups.
District Definition of High Ability Student
The Indiana Department of Education requires school districts to identify high ability students, K-12, and provide them with the appropriately differentiated curriculum and instruction. Per IC 20-10.1-5.1-2, the state defines high ability (gifted) students 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.”
Duneland School Corporation identifies students as high ability in one of the following areas: Math Only, Language Only or General Intellectual (both Language and Math). Once in Middle School students are also identified in Science.
High Ability Program Goals:
Please click on the appropriate school level link on the left side of this webpage for more specific information about the identification process and program options for grades K-12. We have also included a FAQ page in addition to other information in the hopes of answering any questions you may have about the High Ability Program.
- Implement an unbiased identification process based upon specific criteria using reliable and valid qualitative and quantitative testing measures to identify students in reading, math or both.
- Administer Northwest Evaluation Association (NWEA) to all students
- Administer Cognitive Ability Test (CogAT) to all kindergarteners and second graders
- Administer inView (CSI) to all 4th and 6th graders
- Use Scales for Identifying Gifted Students (SIGS) to gather input from
- Create a variety of program options that offer advanced content and differentiated instruction specifically designed to help students identified as high achievers maximiz student growth.
- Refer to the NAGC Curriculum rubric to develop a curriculum for high ability students
Refer to the state standards to support the high ability curriculum
- Provide professional development opportunities for educators to learn how to meet academic, social and emotional characteristics of high ability students
- Circulate information about professional development opportunities available to all educators
- Share research-based articles and literature focusing on the characteristics of high ability students
- Provide families with information about high ability programs offered through the school corporation, universities, and other entities
- Inform families (guardians, parents, etc.) about high ability programs
and provide resources about parenting a high ability child.
- Establish a broad-based committee that includes stakeholders from a multitude of areas (parents, administrators, community members, teachers, specialist, and students)
- The broad-based committee will annually review the aspects of the high ability program including identification and curriculum.
- When appropriate, the identification plan and the curriculum will be modified.
- Evaluate the effectiveness of the high ability program.
Duneland School Corporation High Ability ContactsElementary
- Christy Jarka, K-4 Program Director and Liberty Elementary Principal
- Holly Koedyker, High Ability Licensed Teacher, Liberty Elementary
- Greg Guernsey, Liberty Intermediate Principal
- Shawn Longacre, Westchester Intermediate Principal
- LIS and WIS Guidance Department
- Mike Megyesi, Chesterton Middle School Principal
- CMS Guidance Department
- CHS Guidance Department