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Coordinator outlines Silver Creek’s high‑ability program, screening and services K–12
Summary
The district’s high‑ability coordinator described identification methods, cluster grouping, teacher licensure supports and state grant funding for testing and professional development.
Abby Kaufman, Silver Creek’s high‑ability coordinator, told the school board on April 12 that Indiana law requires the district to identify and serve high‑ability students in grades K–12, and she described how the district screens, serves and supports those learners.
“Indiana code requires that we identify and serve high ability kids in grades K through 12,” Kaufman said, explaining the legal basis for the program and the district’s practice of universal screening in kindergarten, second and fifth grades, with additional referral screening in eighth grade.
Kaufman described a multifaceted identification approach that uses aptitude testing (the Cognitive Abilities Test/CogAT), achievement testing (Ilearn checkpoints) and referrals from parents, teachers and students. After screening, the district notifies families and invites them to meetings about service options and curriculum placement.
For grades 1–5 the district uses a cluster‑grouping model—placing multiple high‑ability students together with a teacher trained in differentiation. Middle and high‑school services include honors, advanced and AP/dual‑credit courses and a venture program at the high school. Kaufman said the state high‑ability grant helps pay for testing materials and professional development, and she praised the district for covering licensure costs for teachers who pursue high‑ability endorsements.
Kaufman also noted that “twice‑exceptional” students—those who are both high ability and have disabilities—are identified and served through the district’s processes, and she urged board members to consider high‑ability students when making budget and policy decisions.
She said teachers and administrators are evaluating curriculum materials to ensure instruction in high‑ability classrooms is appropriately rigorous and applicable, and that recent temporary statewide grant reallocations allowed the district to purchase classroom resources teachers had requested.
Kaufman closed by asking board members to advocate for adequate state funding for high‑ability grants; she said funding has fluctuated year to year and local advocacy can affect legislative outcomes.
No formal action was taken on the program at the April 12 meeting.
