The Indiana Department of Education is committed to supporting high ability students, educators, and families through research-based guidance, professional learning, and advocacy that fosters excellence, well-being, and opportunity for all advanced learners.
High ability students as defined by Indiana Code (IC) 20-36-1 is a student who:
- performs at or shows the potential for performing at an outstanding level of accomplishment in at least one (1) domain when compared with other students of the same age, experience, or environment; and
- is characterized by exceptional gifts, talents, motivation, or interests.
For more information or questions regarding high ability contact studentpathways_highability@doe.in.gov.
Common Misconceptions
High ability students are often surrounded by assumptions that don’t always reflect reality. Myths such as “my student is receiving a bad grade, he can’t be high ability” or “high ability students are always so well-behaved” can lead to unmet academic, social, and emotional needs. This article from Davidson Institute addresses some of the most common misconceptions about high ability learners. It helps to clarify what research and experience shows to be true and why understanding is essential for supporting the growth and well-being of advanced learners.
- High Ability Program Grant
- Resources for High Ability Coordinator
- Resources for Educators
Assessment and Instructional Frameworks
Professional Development and Licensure
- Indiana Learning Lab
- National Association for Gifted Children
- Indiana Association for the Gifted
- Davidson Institute
- Supporting the Emotional Needs of the Gifted
- With Understanding Comes Calm
- Hoagies’ Gifted Education
- Integrated Acceleration System
High Ability Licensure Programs
Additional Resources for Educators
General
English/Language Arts
Math
Science and Technology
Challenges and Competitions
- Resources for Families
High Ability Identification
Schools are to identify students using a multifaceted assessment process, as outlined in IC 20-36-2, including each of the following assessments:
- Performance-based assessment
- Potential-based assessment
- Other forms of assessment
This process is to ensure that students not identified by traditional assessments because of economic disadvantage, cultural background, underachievement, or disabilities are included. The assessments must identify students with high abilities in the general intellectual domain and specific academic domains, and the results are included with the student identification number.
- General Intellectual Domain is exceptional capability or potential recognized through cognitive processes which may include memory, reasoning, learning speed, spatial reasoning, problem-solving, and handling abstract ideas. General intellectual students typically receive academic support in both English Language Arts and Math.
- Specific Academic Domain refers to exceptional skill or potential in a particular subject area. This includes a strong knowledge base or the ability to ask thoughtful questions in key academic areas such as reading, writing, math, science, social studies, and world languages.
Appeals and Exit Procedures
The Appeals and Exit Procedures outlines what to do if you disagree with a decision about high ability, such as identification, advanced learning plans, or programming. Check your district’s high ability website or contact your district’s high ability staff to learn more.
Additional Resources for Families