Elementary Challenge Program
Frequently Asked Questions
Do the placement tests tell me whether or not my child is truly gifted?
It is very difficult to ascertain a student’s level of giftedness because there are many definitions of giftedness.
However, the Indiana Department of Education instructs districts to identify those students who perform, or show
potential to perform, at an outstanding level of accomplishment when compared to students of the same age,
experience, or environment. These students require differentiated curriculum, instruction and/or programming
options during regular school hours in order to best meet their academic needs. While we have many high
performing students in Carmel Clay Schools, most of their needs can be effectively met within the general
education classroom even though they may perform very well on standardized tests, which compare them to other
students in the state and nation. We recognize that our students are gifted in a variety of ways, but the focus of the
Challenge program is to identify and serve students who have a high general intellect as well as strengths in
language arts and math.
What does my child’s score mean?
The raw score (number of questions answered correctly on the test) for each test is converted to a percentile rank
(PR). A PR is an indicator of where a student’s performance fits within the performance of other students of the
same age or grade. PRs are placed on a scale of 1 to 99 that indicates the percentage of students of the same age or
grade group who obtained the same score or lower on a test. For example, a student scoring at the 40th percentile
rank scored as well as, or better than, 40 percent of students in the norm group. It also means that 60 percent of the
students exceeded this score. PRs do not indicate the percentage of questions a student answered correctly.
PRs are placed on a curve, so it is important to keep in mind that PRs are much more compactly arranged in the
middle of the curve since that is where the majority of students fall. For example, the difference of 5 percentile
points between a PR of 50 and a PR of 55 is insignificant; however, a difference of 5 percentile points between a
PR of 90 and a PR of 95 is very significant.
A percentile rank is useful in identifying students for high ability programs because it represents how well a
student performs compared to other students in the test’s nationwide norm sample. Students qualify for placement
in the Carmel Clay Schools’ Elementary Challenge Program with a PR of 96 on the Challenge Ability Test and a
PR of 96 on the Challenge Reading Test. Students with both of these scores possess a level of skills and
knowledge that is significantly beyond that of their peer group and require a unique educational experience to
develop their full potential.
What does each test measure? What is the format of the tests?
Elementary Challenge Ability Test
This test is a group administered ability test designed to measure students’ learned reasoning abilities in the three
cognitive domains most closely related to success in school: verbal reasoning, quantitative reasoning, and
nonverbal reasoning. These reasoning abilities play an important role in reading comprehension, critical thinking,
writing, and problem solving. The ability test is a timed test in grades two through five and takes approximately 90
minutes to complete. It is untimed for first grade students and takes approximately 120 minutes to complete.
Elementary Challenge Reading Test
This is a group administered reading test that is divided into two sections: a vocabulary test that measures the
student’s reading vocabulary and a comprehension test that measures the student’s ability to read and understand
passages. On the vocabulary test, the student’s task is to choose the one word or phrase that most closely matches
the definition of the test word. The students are allowed 20 minutes to complete 45 questions. On the
comprehension test, the students have 35 minutes to read several passages and answer a total of 48 questions
covering many reading comprehension skills.
My child earned a 96 percentile rank or higher on the ability test or the reading test, but not both. How will the
school meet my child’s needs without placing him/her in the Challenge program?
High ability students who do not meet the criteria for the Challenge program receive responsive instruction within
the regular classroom. In this classroom environment, students are provided with differentiated small group
instruction with peers of similar intellect and skill, above grade level reading selections, rigorous collaborative
learning experiences, and meaningful independent application of skills and content. In addition, teachers closely
monitor students’ progress and performance in mathematics to determine if placement in Advanced Math is
appropriate.
If my child doesn’t qualify for the Challenge program, how will that affect his/her opportunities next year?
Your child will receive a strong academic experience in the regular classroom and, if he/she excels, may have an
opportunity to test for the Challenge class next year. Each year standardized test scores are reviewed and students
with exceptional performance and ability scores (as compared to other students in our district) will be contacted.
Sometimes additional time to mature and develop improves a student’s performance on the Challenge placement
tests. Tests for placement in the Challenge program may be administered only one time per school year.
What if my child finds the regular classroom too easy?
Our placement procedures are designed to be very accurate in determining the appropriate level of instruction for
students; however, sometimes a student is not advanced sufficiently to meet the rigor of the Challenge program,
but he/she may already have attained mastery of some of the content in the regular classroom. In that case, the
parent should discuss the child’s achievement level with the classroom teacher. If needed, regular classroom
instruction may be differentiated to better meet your child’s needs.
What if my child goes into the Challenge program and finds it too difficult?
Again, our placement procedures are designed to be very accurate! The ability and achievement tests are
comprehensive and provide ample evidence of your child’s knowledge and skills. If, however, your child finds the
Challenge placement too demanding, the school counselor and teacher will work with you and your child to
determine the best next steps for meeting your child’s needs.
What do I do if I feel that my child’s scores do not reflect his/her true talent?
The Challenge Ability Test and the Challenge Reading Test are standardized, nationally normed assessments, but
as with all tests, a student might earn a slightly higher or lower score if he/she retook the same test again.
Therefore, the Challenge identification process involves consideration of the test’s reliability by taking into
account its standard error of measurement. The standard error of measurement is a psychometric term that
indicates the degree to which a student’s test score reflects his or her true ability. In order to account for this error,
the Challenge identification process includes an additional analysis of the students who perform at or above the
95th percentile rank on both tests. This analysis includes an evaluation of additional information, such as a
standardized teacher rating scale and student performance on classroom assessments. Students who perform at the
94th percentile rank or lower are not within the standard error of measurement for either the Challenge Ability Test
or the Challenge Reading Test.
If you feel that your child’s scores do not accurately portray his/her talent, there is a process to appeal a placement
decision on behalf of your child if he/she does not qualify for the Challenge program. This process requires that
you provide evidence that your child’s knowledge, skills, and abilities are significantly superior to those
demonstrated on the Challenge placement test. You must submit documentation and/or samples of student work
that demonstrate your child’s competency in aptitude and/or reading achievement as outlined in the appeal process
instructions within 2 weeks of testing results notification. Testing from an outside source will be considered, but
Carmel Clay Schools is not responsible for any costs incurred if a parent chooses to obtain information in this way.
A form to begin the appeal process may be obtained from your elementary school counselor or on our website at
http://www1.ccs.k12.in.us/district/gifted-talented/appeal-process
Please note that placement decisions are reversed only in instances where extensive documentation is presented
providing significant evidence that your child’s knowledge, skills, and abilities are superior to those
demonstrated on the above tests. The decision of the appeal committee is final.