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is the Indiana definition of a high ability student used in this program?","Question",{"text":63,"@type":64},"A high ability student performs at, or shows the potential to perform at, an outstanding level of accomplishment in at least one domain compared to peers, and is characterized by exceptional gifts, talents, motivation, or interests.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How are students identified and placed in the High Ability Program?",{"text":68,"@type":64},"The program uses a multi-faceted identification plan with a defined identification and nomination process, specified instruments, selection process, qualifying criteria, and a timeline for placement decisions, followed by procedures for exit and appeals.",{"name":70,"@type":61,"acceptedAnswer":71},"How does the tier system determine what services students receive?",{"text":72,"@type":64},"Students receive services based on placement in one of four tiers: Tier I provides limited services to the general 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 \nCORPORATION OVERVIEW-GUIDING PRINCIPLES  \nFTCSC Mission Statement 3  \nFTCSC High Ability Mission Statement 3  \nHigh Ability Core Values 3  \nDefinition of High Ability 3  \nRequirements for Serving High Ability Students 3  \nBroad-Based Planning Committee 4  \nProgram Goals 4  \nTier System 5  \nMULTIFACETED IDENTIFICATION PLAN  \nIdentification Process 6  \nNomination Process 6  \nInstruments Used in Identification 6  \nSelection Process 7  \nQualifying Criteria 7  \nTimeline for Placement Decisions 7-8  \nExit Procedure 8-9  \nAppeals Process 10  \nRELATED TOPICS  \nIdentification Process for Students New to FTCSC 10  \nSchedule for Assessing New Students 11  \nGrade Skipping or Subject Acceleration 11  \nCredit for Courses Completed Before Students Enter Grade 9 11  \nSocial/Emotional Plan 12  \nHIGH SCHOOL  \nCourse Options/Program Development 13  \nCORPORATION OVERVIEW – GUIDING PRINCIPLES  \nFTCSC Mission Statement  \nOur mission is to instill in all students a passion for lifelong learning and to inspire each one to contribute as a responsible citizen to the future of our interconnected world.  \nFTCSC High Ability Mission Statement  \nFranklin Township Community School Corporation’s (FTCSC) goal is to equip all students with the skills and knowledge they will need to flourish in a global society. FTCSC recognizes that some students perform at, or show the potential to perform at, an outstanding level of accomplishment in the core academic areas of language arts and mathematics. These students are in in all socioeconomic, cultural, and ethnic backgrounds, and FTCSC recognizes the need to identify such students through systematic, ongoing procedures. The high ability program provides a supportive learning climate that will enrich learning so students can maximize academic potential and develop emotionally and socially in order to be contributing members of society.  \nHigh Ability Core Values  \nWe are committed to    \n● providing high ability students the inherent right to pursue development of their full potential in accordance with learning needs unique to high ability students.  \n● challenging students with academic rigor at a pace and depth appropriate for high ability students.  \n● assisting in the social and emotional developmental needs which may be different from those of agemates.  \n● collaborating as a dedicated team of educators, parents, community members, and students to strive for academic excellence.  \n● ensuring program decisions that are based on data, standards, and effective research-based strategies.  \nDefinition of High Ability  \nThe Indiana definition is: “high ability student” means a student 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. (IC 20-36-1-3)  \n❖ The required domains of high ability education that Indiana schools must identify and serve are the General Intellectual and Specific Academic domains. The designations are for students with high ability in Language Arts (HA-LA), students with high ability in Math (HA-Math), and students who have high ability in both Language Arts and Math (HA-General Intellectual) . There are also additional domains of high ability described in Indiana Code that may be served, such as visual and performing arts. Students who are high ability in other domains are not required for services and are designated as HA-Other.  \nRequirements for Serving High Ability Students  \n❖ A Multi-Faceted Student Identification Plan  \n❖ A Curriculum and Instructional Strategies Plan  \n❖ A Differentiated Guidance and Counseling Plan  \n❖ A Professional Development Plan  \n❖ A Program Evaluation Plan  \nBroad-Based Planning Committee  \n● Purpose: The broad-based planning Committee is a d","cbCairgYNBJKqg1o","https://ap.wps.com/l/cbCairgYNBJKqg1o","pdf",508204,"English","# Corporation Overview - Guiding Principles\n## FTCSC Mission Statement\n## FTCSC High Ability Mission Statement\n## High Ability Core Values\n## Definition of High Ability\n## Requirements for Serving High Ability Students\n# Multifaceted Identification Plan\n## Identification Process\n## Nomination Process\n## Instruments Used in Identification\n## Selection Process and Qualifying Criteria\n## Timeline for Placement Decisions\n## Exit Procedure\n## Appeals Process\n# Related Topics\n## Identification Process for Students New to FTCSC\n## Schedule for Assessing New Students\n## Grade Skipping or Subject Acceleration\n## Credit for Courses Completed Before Students Enter Grade 9\n## Social/Emotional Plan\n# High School\n## Course Options/Program Development","[{\"question\":\"What is the Indiana definition of a high ability student used in this program?\",\"answer\":\"A high ability student performs at, or shows the potential to perform at, an outstanding level of accomplishment in at least one domain compared to peers, and is characterized by exceptional gifts, talents, motivation, or interests.\"},{\"question\":\"How are students identified and placed in the High Ability Program?\",\"answer\":\"The program uses a multi-faceted identification plan with a defined identification and nomination process, specified instruments, selection process, qualifying criteria, and a timeline for placement decisions, followed by procedures for exit and appeals.\"},{\"question\":\"How does the tier system determine what services students receive?\",\"answer\":\"Students receive services based on placement in one of four tiers: Tier I provides limited services to the general population, while Tiers II and III provide high ability services for identified high ability/high achievement students through differentiated curriculum strategies and increased complexity and depth.\"}]","HIGH ABILITY PROGRAM - Manual - October 2023 | PDF",1791199596,48]