High Ability Learner program

High Ability Learners (HAL) Program Plan 2025-2026
Aligned with Rule 3 and Embedded in the MTSS Framework

Philosophy

Southwest Public Schools is committed to recognizing and nurturing the potential of all students. We believe High Ability Learners (HALs) require intentional, differentiated learning experiences to challenge their intellect and support their development. Rooted in equity, our HAL services begin in kindergarten and are embedded in the district’s Multi-Tiered System of Supports (MTSS) to ensure every student receives the instruction and support they need to thrive.

Operational Definition

In alignment with Nebraska Rule 3, High Ability Learners are those who perform—or show potential to perform—at high levels of accomplishment in intellectual, creative, or academic domains when compared to others of the same age, experience, or environment.

Integration Within Southwest MTSS

The HAL program is a core part of our MTSS system. Supports are tiered to ensure access and appropriate challenge for all students:

• Tier 1 (Universal): High-quality core instruction that includes enrichment strategies, flexible grouping, and differentiated tasks.
   
• Tier 2 (Targeted): Small group instruction, cluster grouping, or short-term extensions based on student need.
   
• Tier 3 (Intensive): Individualized plans including subject or grade acceleration, mentorship, or independent study.

MTSS teams regularly review data to ensure HAL students are supported academically and socially.

Identification Criteria

Identification begins in Kindergarten and uses a multi-measure approach aligned with Rule 3. At least three data points are used, including one quantitative measure:

Quantitative Measures:

• MAP Growth (K–12)
   
• NSCAS (grades 3–8)
   
• DIBELS (K–5)
   
• ACT (high school)
   

Qualitative Measures:

• Teacher input: observations, checklists, anecdotal records
   
• Classroom performance: student work, engagement, enrichment participation
   

Percentile Benchmark:

Students who score at or above the 90th percentile in one or more quantitative measures (e.g., MAP, NSCAS, ACT) may be considered for HAL identification. Additional evidence from teacher observations, classroom performance, and creativity is also used to build a holistic view of the student’s abilities.

Process:

• Universal Screening is conducted using academic data.
   
• MTSS/HAL Team Review considers all data points and determines eligibility.
   
• Appeals: Parents may appeal identification decisions through a written request to the principal or HAL coordinator.

Talent Pool and Supplemental Assessment

Southwest Public Schools maintains a Talent Pool for students who demonstrate potential for high ability but do not currently meet formal HAL identification criteria. Students in the Talent Pool receive enrichment and monitoring to support their growth. The MTSS/HAL team reviews Talent Pool students regularly and may recommend formal HAL evaluation as appropriate.

Students in the Talent Pool may be administered the Cognitive Abilities Test (CoGAT) to provide additional data regarding their cognitive potential. A CoGAT score at or above the 90th percentile supports consideration for formal HAL identification. The MTSS/HAL team uses this data, along with other academic and qualitative indicators, to make eligibility decisions.

Program Model

HAL services vary by grade level and are designed to grow with the learner. Services may include:

Kindergarten – Grade 2

• Differentiated instruction in the classroom
   
• Enrichment tasks and centers
   
• Early literacy/math extensions
   

Grades 3–5

• Pull-out enrichment groups
   
• Cluster grouping for core subjects
   
• Acceleration in content areas as appropriate
   
• Inquiry-based and creative learning opportunities
   

Grades 6–12

• Advanced coursework, honors, or AP options
   
• Dual enrollment or early college
   
• Mentorships or independent study
   
• Leadership development and competitions
   

Staff Development

All educators receive ongoing professional learning in:

• Characteristics of high-ability learners
   
• Differentiated instruction for ALL learners

Parental Involvement

Purpose:  To actively engage parents as partners in supporting the academic growth and well-being of their high-ability learners.

•  Provide regular updates to parents about their child’s progress, program opportunities, and upcoming events through newsletters, emails, and parent-teacher conferences.
   
•  Ensure parents are informed of the HAL identification process, including notifications about assessments, eligibility, and placement decisions.
   
• Invite parents to provide feedback on student learning goals during conferences or meetings.
   
• Share resources and strategies with parents to support their child’s learning and enrichment at home.
   
• Create avenues for parents to provide feedback on the HAL program and participate in family engagement events.

Program Evaluation