[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-507648-105":59,"doc-detail-507648-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","high-ability-program-mission-statement-and-identification-plan","High Ability Program - Mission Statement and Identification Plan","","Union County College Corner Joint School District outlines a systematic High Ability program to identify students performing at, or with the potential to perform at, outstanding levels in language arts and mathematics across diverse student groups. The document defines high ability using Indiana Code criteria, establishes multi-faceted identification using CogAT stanines and SIGS measures, and provides grade-level procedures. It also sets district goals for unbiased identification, varied HA options, educator professional development, and annual program evaluation, including appeals and exit/withdrawal processes.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/high-ability-program-mission-statement-and-identification-plan/507648/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/high-ability-program-mission-statement-and-identification-plan/507648.png","ImageObject",300,407,{"name":92,"@type":93},"Jake","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-07","2026-10-05",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does UCCCJSD define a high-ability student?","Question",{"text":112,"@type":113},"A high-ability student performs at, or shows potential for, outstanding accomplishment in at least one domain compared to peers, and is characterized by exceptional gifts, talents, motivation, or interests per Indiana Code (IC 20-36-1-3).","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What identification measures does the district use?",{"text":117,"@type":113},"Students take the full CogAT. Those scoring in the 8th or 9th stanine are automatically identified, while students scoring in the 7th stanine enter a selection pool using a second normed assessment and/or SIGS completion by the classroom teacher. Final identification is based on all measures, coordinated by kindergarten/grade teachers and HA coordinators and/or administration.",{"name":119,"@type":110,"acceptedAnswer":120},"What is the appeals process if a student is not identified?",{"text":121,"@type":113},"A teacher, parent, or guardian may submit an official written appeal using Appendix A to the relevant building principal. The appeal challenges the identification decision using a process consistent with Indiana Code and Rules.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},507648,1791496586,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962084928904,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Mission Statement  \nUnion County College Corner Joint School District 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 found in all racial, ethnic, and socio-economic groupings of students, and we recognize the need to identify such students through a systematic approach. The high-ability program provides the rigor, responsiveness, and support that will enrich learning so that students will maximize their potential and develop socially and emotionally to be contributing members of society.  \nUCCCJSD High Ability Goals  \n1. Implement an unbiased identification process using multi-faceted quantitative and qualitative measures.  \n2. Create a variety of program options designed to help HA students achieve maximum growth.  \n3. Provide professional development for educators to allow them to meet the unique needs of the HA learner.  \n4. Evaluate, reflect, and revise the HA program annually to provide the most effective programming for the UCCCJSD HA student.  \nTable of Contents  \n\n| Contents | Page Number |\n| --- | --- |\n| Mission Statement | 1 |\n| UCCCJSD High Ability Goals | 1 |\n| UCCCJSD Definition of a High Ability Student | 2 |\n| UCCCJSD Multifaceted Identification Plan Components\u003Cbr>*Appeals Procedure\u003Cbr>* Exit Procedure | 2-4 |\n| Curriculum and Instruction Plan | 4 |\n| Counseling and Guidance Plan | 4-6 |\n| Professional Development Plan | 4-6 |\n| Program Evaluation Plan | 6 |\n| Appendix A: Appeal Process for Placement in a High Ability Class or Program | 8 |\n| Appendix B: Withdrawal Process From a High Ability Class or Program | 9 |\n| Appendix C: Student Improvement Plan | 10 |\n| Appendix D: Letter of Acceptance | 11 |\n| Appendix E: Reassessment Letter | 12 |\n| Appendix F: Letter of Removal from High Ability | 13 |\n| Appendix G: Math High Ability Strands | 14-16 |\n\nDistrict Definition of a High-Ability Student  \nThe UCCCJSD follows the Indiana Code in defining a student with high ability as one who:  \n1. 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:  \n2. Is characterized by exceptional gifts, talents, motivation, or interests (IC 20-36-1-3) .  \nMultifaceted Identification Plan Components  \nUnion County College Corner Joint School District High Ability Identification Plan Kindergarten  \n● All students are administered the full CogAT (Cognitive Abilities Test) .  \n● Any student in the 8th or 9th stanine of the CogAT is automatically identified as high-ability.  \n● Any student in the 7th stanine of the CogAT is placed in the selection pool. A second nationally normed assessment, data and/or the classroom teacher’s completion of the SIGS (Scales for Identifying Gifted Students), is used for these students.  \n● Kindergarten teachers and high-ability coordinators and/or administration meet to make the final identification based on all measures.  \nSecond grade  \n● All students are administered the full CogAT (Cognitive Abilities Test) .  \n● Any student in the 8th or 9th stanine of the CogAT is automatically identified as high-ability.  \n● Any student in the 7th stanine of the CogAT is placed in the selection pool. A second nationally normed assessment, data and/or the classroom teacher’s completion of the SIGS (Scales for Identifying Gifted Students), is used for these students.  \n● Second-grade teachers and high-ability coordinators and/or administration meet to make the final identification based on all measures.  \nFifth grade  \n● All students are administered the full CogAT (Cognitive Abilities Test) .  \n● Any student in the 8th or 9th stanine of the CogAT is automatically identified as high-ability.  \n● Any student in the 7th stanine of the CogAT is placed in the selection pool. A second nationally normed assessment, data and/or the ","cbCaipbKDl1svst4","https://ap.wps.com/l/cbCaipbKDl1svst4","pdf",370665,17,"English","# Mission Statement\n## UCCCJSD High Ability Goals\n# District Definition of a High-Ability Student\n# Multifaceted Identification Plan Components\n## Kindergarten\n## Second grade\n## Fifth grade\n## Middle School\n## High School\n# Appeals Procedure (Appendix A)\n# Appendix A: Appeal Process for Placement in a High Ability Class or Program\n# Appendix B: Withdrawal Process From a High Ability Class or Program\n# Appendix C: Student Improvement Plan\n# Appendix G: Math High Ability Strands","[{\"question\":\"How does UCCCJSD define a high-ability student?\",\"answer\":\"A high-ability student performs at, or shows potential for, outstanding accomplishment in at least one domain compared to peers, and is characterized by exceptional gifts, talents, motivation, or interests per Indiana Code (IC 20-36-1-3).\"},{\"question\":\"What identification measures does the district use?\",\"answer\":\"Students take the full CogAT. Those scoring in the 8th or 9th stanine are automatically identified, while students scoring in the 7th stanine enter a selection pool using a second normed assessment and/or SIGS completion by the classroom teacher. Final identification is based on all measures, coordinated by kindergarten/grade teachers and HA coordinators and/or administration.\"},{\"question\":\"What is the appeals process if a student is not identified?\",\"answer\":\"A teacher, parent, or guardian may submit an official written appeal using Appendix A to the relevant building principal. The appeal challenges the identification decision using a process consistent with Indiana Code and Rules.\"}]","High Ability Program - Mission Statement and Identification Plan | PDF",1791189320,43]