High Ability Learners (HAL)
Amy Pepplitsch
HAL Coordinator
The mission statement of Lexington Public Schools is “To develop capable and responsible lifelong learners.” Critical to accomplishing this mission is recognizing a student’s unique and specific needs and providing appropriate educational opportunities to meet those needs.
Some students possess unique characteristics resulting in exceptionally high-quality thought and work. Talented and gifted students must be challenged through a curriculum designed to meet their needs and given time to pursue its offerings. Lexington Public Schools focuses on higher-level thinking through Bloom’s Taxonomy. The goal is to support identified high-ability learners in an inclusive setting. The High Ability Learning (HAL) coordinator serves primarily as a consultant to classroom teachers rather than solely providing direct pull-out services.
These students must be given opportunities to share their talents and learning outcomes while receiving guidance in understanding their uniqueness.
Amber Nichols
HAL Facilitator
Lexington Public Schools aligns with the definition provided by LB 647 and Rule 3: Learner with high ability shall mean a student who gives evidence of high-performance capability in such areas of intellectual, creative, or artistic capacity or in specific academic fields and who requires services or activities not ordinarily provided by the school in order to develop those capabilities fully.
Definition of High Ability Learner
Lexington defines a gifted and talented youth as young people who confidently exhibit one or more of the following:
- Elements of Creativity
- Measured high mental ability utilizing higher levels of abstract thinking
- Special academic or artistic talent
- Leadership skills and resource management toward a specified goal, while demonstrating inner motivation and task commitment
Identification
All students in target grade levels (3-12th grade) receive universal consideration through regular district-wide screening, using standardized assessment data (e.g. NWEA, MAP, NSCAS) administered to all students. Resuts are systematically reviewed to ensure equal access to identification without relying solely on nominations. Both qualitative measures and quantitative measures are utilized in identification.
An identification committee rather than a single person makes placement decisions based upon students’ needs. The committee includes teachers, administration, HAL coordinator, school psychologists and/or school counselor and parent(s)/guardians.
The primary emphasis is on students in grades 3rd-12th. As students advance to the high school level, their abilities become challenged through a wide variety of course selections including honors and dual-credit courses.
HAL identification letters will be sent within 30 school days of identification.
In accordance with Rule 3, HAL identification is portable across Nebraska school districts. Students exiting the HAL program will follow a formal review process in accordance with Rule 3.
Goals of the High Ability Learners Program
- Identify and enroll students with exceptional talents and/or abilities through equitable, multi-criteria procedures.
- Identify the specific academic and affective needs of individual learners.
- Provide opportunitites for HAL students to meet, interact, and collaborate with intellectual peers.
- Provide alternative, differentiated learning opportunities within the regular classroom, supplemented by summer learning opportunities.
- Support staff in understanding HAL student needs and adapting instructional methods to benefit high-ability learners.
- Recognize student achievements in the HAL program.
- Evaluate student academic progress and overall program effectiveness annually and comprehensively every five years.
- Engage the community, families, and stakeholders in the HAL program.
Services and Supports
Lexington Public Schools employs a certified teacher to facilitate classroom supports and enrichment activities. HAL services will be provided during the school day and are designed to provide appropriate challenges and to support continued academic growth. The facilitator acts as a consultant, rather than providing direct services to students.
Services may include:
- Differentiated instruction within the classroom
- Small group instruction focused on advanced content
- Enrichment and extension activities aligned to grade-level standards
- Guide parents and students to opportunities within and outside of the school district
Enrichment opportunities may include:
- STEM Day through local educational entity
- Academic competitions such as Quiz Bowl
- Additional enrichment experiences as available
- Career Exploration field trips
- Enrollment in dual credit classes
*These opportunities are intended to supplement, not replace, instructional services provided during the school day.