High Ability Coordinator Handbook - Best Practices for Identifying and Serving High Ability Students

Sep 30, 2026

Handbook provides Indiana school districts with best-practice guidance for high ability coordination, covering identification, programming, and ongoing support for high ability students. It outlines coordinator responsibilities, key district and stakeholder roles, and the planning requirements tied to Indiana Code and Indiana Administrative Code. The document details required and optional identification domains, methods for quantitative and qualitative measures, appeals and exit procedures, and sample assessment and notification plans. It also includes service options, program evaluation, grant budgeting, online resources, glossary terms, and relevant legal citations.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages72

Reading Time3 h 1 min

AccessFree to download

Introduction and Rationale

Requirements for Serving High Ability Students

Broad-based Planning Committee

Multifaceted Identification Plan

Required and Optional Domains for Identification and Services

Selection and Use of Quantitative Measures

Selection and Use of Qualitative Measures

Appeals Process and Exit Procedure

Frequently Asked Questions on Identification

Sample Multifaceted Assessment Plan

Purpose of Identification and Parent Notification

Service Options for Students with High Ability

Considerations for Underrepresented Populations

Curriculum and Instruction Plan

Counseling and Guidance Plan

Professional Development Plan

Program Evaluation Plan

Program Checklist

Grants, Reports, and Data Collections

High Ability Grant Budget Planning

Online Resources

Advice for Coordinators

Glossary of Terms

Indiana Code and Rules Affecting High Ability Student Education

High Ability Coordinator Handbook | Table of Contents | | --- | | Introduction and Rationale | | Requirements for Serving High Ability Students | | Broad-based Planning Committee | | Multifaceted Identification Plan | | Required Domains for Identification and Services | | Optional Domains for Identification and Services | | Selection and Use of Quantitative Measures | | Selection and Use of Qualitative Measures | | Appeals Process | | Exit Procedure | | Frequently Asked Questions on Identification | | Sample Multifaceted Assessment Plan | | Purpose of Identification and Parent Notification | | Service Options for Students with High Ability | | Considerations for Students from Underrepresented Populations | | Curriculum and Instruction Plan | | Counseling and Guidance Plan | | Professional Development Plan | | Program Evaluation Plan | | Program Checklist | | Grants, Reports, and Data Collections | | High Ability Grant Budget Planning | | Online Resources | | Advice for Coordinators | | Glossary of Terms | | Indiana Code and Rules Affecting High Ability Student Education | 2 - INTRODUCTION AND RATIONALE This handbook was created to support Indiana schools as the Indiana Department of Education aspires higher, taking high ability education to new heights! The handbook provides Indiana high ability coordinators best practices for identifying and serving high ability students, as well as provides the Indiana Code requirements pertaining to high ability education. The High Ability Coordinator for the district is designated by the Superintendent of Public Instruction and communicates directly with the following groups: IDOE Office of High Ability Education – The High Ability Coordinator is the primary point of contact for the IDOE Office of High Ability Education. All important information will be sent via email. It is the coordinator ’s responsibility to share with the appropriate personnel at the corporation. When emailing the Department, please designate the LEA number in the subject line. Business Office Personnel – Meet with this department to complete the cash request form and update funds spent/remaining for any amendments and the final report. Data Person(s)– Connect with this department to ensure that the DOE-AD is submitted correctly. Provide a list of identified students and domain categories to the correct data person. Superintendent/School Leader – Inform the leadership team of high ability professional development opportunities, as well as high ability programs, services, and updates. Broad-Based Planning Committee – Meet with this committee to review the continuous development and implementation of the district’s high ability services and programs. Principals – Provide a list of identified high ability students and inform of professional development opportunities specific to high ability. NOTE: Identification is done at the corporation level and not the building level. Teachers – Provide a list of identified high ability students with the HA-STN designation, and notify them of high ability specific professional development opportunities. Parents –Respond to questions/concerns about the district’s high ability programs and services. Provide current information on the high ability website and schedule informational meetings throughout the year. Counselors – Consult with them about their role in providing affective education and college/career readiness skills to high ability students. High Ability Section on the Corporation Website – Ensure that the high ability information posted is current and easily accessible. The handbook is organized as follows: ● A description of the Indiana requirements for high ability identification and programming ● An overview of each of the five plans required for high ability programs, including sample plans and templates for creating plans ● Code language pertaining specifically to high ability programming, as well as language that has implicatio

FAQs

What is the purpose of the High Ability Coordinator Handbook?

The handbook supports Indiana schools by providing best practices for identifying and serving high ability students and by summarizing Indiana Code requirements related to high ability education.

Who is responsible for key coordination activities in the district?

The Superintendent of Public Instruction designates the district High Ability Coordinator, who communicates with offices, business personnel, data contacts, school leaders, principals, teachers, parents, counselors, and the corporation website section for high ability information.

What planning components are required for a high ability program under Indiana requirements?

A qualifying high ability program must include multiple filed plans such as a multifaceted student assessment plan, curriculum and instructional strategies, counseling and guidance, systematic program assessment, and a professional development plan, along with broad-based planning and local governing body approval.

Sep 30, 2026

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