Multifaceted Student Assessment Plan
Middle school students must meet at least one of the following to be identified as high ability:
1. 96% in either Verbal or Quantitative OR as an average of Quantitative and Nonverbal on Cognitive Abilities Testing (CogAT)
2. 96% or higher on norm‐referenced NWEA testing; can test in for Math, Reading or both if both domains are higher than 96%
Note that we require two qualifying scores within the past two years in grades 1 and up
3. Teacher recommendation if any of the above scores are within the Standard Error of Measurement
4. Excellent classwork if any of the above scores are within the Standard Error of Measurement
District Implementation for High Ability Middle School Students:
Below you will find many educational options. If you have specific questions about any of these options, please contact us!
Acceleration to next level
Individualized Education Plan
Extension of content
Above-Grade Level Materials
Critical and Creative Thinking
Classroom teachers, especially those with high clusters, are expected to differentiate instruction for HA students. Instruction should go further and deeper, depending upon content. For most subjects, students must take a pretest and demonstrate 85 – 90% mastery of the topic before getting more challenging work as a replacement. Differentiated instruction provides multiple approaches to content, process, product, and assessment in a blend of whole class, group, and individual instruction in order to accommodate the differing needs of students. In differentiated classrooms, teachers are continually increasing their capacity to challenge each student with instruction that provides opportunities for growth.