Gifted education and high ability programming have historically been designed with the intent of supporting students who exhibit extraordinary performance capabilities in an intellectual, creative, or artistic area. WT offers high ability service options at all elementary schools. Students who are considered outliers on the bell curve of aptitude tests (96%) and other performance-based assessments are considered for our self-contained program at Fox Hill Elementary. A self-contained service model reflects a homogenous ability grouping, where every student within the classroom setting is identified as a high ability learner.

Students can also qualify for high ability cluster classrooms by demonstrating exceptional levels in various academic areas. Cluster grouping is when gifted and talented and/or high achieving students are identified as being within the top five percent and placed in a standard, mixed-ability (heterogeneous) classroom within their grade. Groupings of three to six or five to eight are typical cluster groups. If there are more than eight to ten students meeting the necessary criteria, another cluster group is typically formed and placed in a different class. These groups are instructed by a teacher who has ideally undergone specialized training in differentiated learning, gifted instruction, or both. Washington Township high-ability teachers routinely participate in professional learning on topics of differentiation for high-ability and gifted students, and are supported by our district high-ability coach.

Students in grades K-5 are invited to test for high ability placement. Universal high ability testing is required for grades K, 2nd, and 5th.

Equity is the concept of giving learners what is needed to help them reach their full potential, and it is activated through student voice. Student-centered learning positions scholars at the center of decisions that impact their educational experiences. Agency, where students exercise their voice and have choice, has been researched to bring greater levels of achievement, classroom engagement, and preparation (Toshalis & Nakkula, 2017). The creation of learning opportunities that elicit students’ voices and advocacy pertaining to their interests, passions, and skills, generate stronger engagement and a deeper commitment towards learning.

The Cognitive Abilities Test (CogAT) and the NWEA also serve as criteria for the evaluative process. Scores that exceed, meet, or are relatively close to the 95th percentile will be carefully critiqued with the student and teacher feedback from provided applications.

Student agency, the concept of having ownership of learning and educational experiences, is important in Washington Township Schools. Students and/or families interested in honors courses should reach out to the counselor.

North Central offers students programs that challenge them to achieve their potential. More than one third of the students are enrolled in one or more Advanced Placement (AP) classes. Dual credit courses offered through the Advanced College Project (ACP) with Indiana University and the International Baccalaureate (IB) Diploma program (authorized in 1988) give hundreds of students the opportunity to earn advanced standing in college while they are still in high school.

Please talk to your respective school for more information or contact:

Dr. Nataki Pettigrew,
Chief Academic Officer

• WT High Ability & Honors Handbook
• National Association for Gifted Children (NAGC)
• Indiana Association for the Gifted (IAG)
• High Ability Information Night
• MY CHILD HAS BEEN IDENTIFIED AS HIGH ABILITY, NOW WHAT?