Elementary High Ability

ProgrammingInformation for Parents and

StudentsApril 2, 2013

Universal Design for Learning Principles for curriculum development that give all individuals equal opportunities to learn

Blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all solution Flexible approaches that

can be customized and adjusted for individual needs

Definition of a High Ability Student The Indiana Code defines a student with

high abilities as one who: 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:

Is characterized by exceptional gifts, talents, motivation, or interests (IC 20-36-1-3).

Programming Options in BCSC Self-Contained Classrooms

Parkside and Southside Cluster Grouping Multi-Age Rooms Grade Advancement, Subject

Skipping

Appeals

A two-step process is used to reevaluate students who have not been identified as high ability by the Selection Committee. Any student is welcome to submit an appeal.

Step 1: Fill out the appeal form online (by April 12th) After the deadline, any appeal requests that were submitted

will be evaluated by the Appeals Committee. This committee is tasked with reviewing the portfolio (test scores, writing sample, teacher rating scale, and other pertinent information) of each student who chose to appeal.

For students whose portfolios/information are not indicative of high ability, the appeals process is complete. For students that committee would like more information on, an interview will be requested. Families will be made aware of the committee’s decision via mail.

Step 2: Student interview (not every student appealing will be interviewed) A time will be set for the student to meet with the committee if an

interview is deemed necessary in order to make a final decision on placement and identification.

Differentiation

Differentiation is key to meeting the individual needs of each student

Process

Product

Content

Process Differentiation

Emphasis on higher level thinking skills and problem solving

Open-ended questions and activities Collaboration, group interaction Multi-disciplinary Student choices Study skills

Organization Research Questioning strategies

Product Differentiation

Purpose

Expectations

Audience

Method

Refined

End

Product

Advanced

Research

Skills Communication

Techniques

Content Differentiation

COMPACTING Less drill and practice Shorten amount of time to cover knowledge

base ACCELERATION

Mastery level Go above grade level restrictions

EXTENSION In-depth study Independent study

Subject Differentiation

READING Literature-based, whole book

approach Discussion groups Oral and Written literary

analysis Emphasis on interpretation,

author study, and appreciation Higher-level thinking, variety of

questioning strategies Peer interaction, experience

sharing MATHEMATICS

Conceptually based Logic and problem solving

emphasized Pacing based on skill mastery

LANGUAGE ARTS Emphasis on communication

skills: writing, speaking, vocabulary development

Advanced research skills and data-gathering

SOCIAL STUDIES Emphasis on cause, effect,

social implication Often theme oriented Connected to literature Peer interaction, open-ended

activities, projects SCIENCE

Unit approach Discovery Higher cognitive process

Goals: Self-Contained Classrooms To develop in the students, their academic skills and

higher level thinking skills of analysis, synthesis, and evaluation through an accelerated and enriched program.

To enhance students’ self-concepts by providing opportunities to interact with peers of similar abilities.

To systematically identify students who demonstrate outstanding achievement or the potential ability to achieve in academic areas.

To continually revise and improve the self-contained program (AC) through a systematic evaluation process.

To encourage broad based community participation and support in the planning, implementation, and evaluation of the self-contained program.

Realities of the Self-Contained High Ability Program (AC) Needs Expectations Time management Homework Independence Responsibility Making an informed decision

Transportation

Some CSA Fodrea/Lincoln and parochial students ride these routes

Drivers do a good job of looking out for the elementary students

Drivers mostly keep the elementary in the front of the bus

Some drivers may assign a “buddy” Any issues that arise from the HS/MS students

are dealt with swiftly Most HS/MS students look out for the younger

ones Questions?

Contact Karen Wetherald, Transportation Manager at 812.376.4246

Questions?

Allie Tyler, High Ability Coordinator Call the High Ability Office at 375.2793 E-mail tylera@bcsc.k12.in.us

High Ability Webpage BCSC homepage>Departments>High

Ability