HIGH ABILITY STUDY

TEAM

RECOMMENDATIONS

MSD Lawrence Township

School Board Meeting

February 9, 2015

CURRENT REALITY

ELEMENTARY

● Self Contained Classrooms ● Multi aged:BP, OE, some at MC, AB ● Considered High Ability General Intellectual ● Housed in four different elementaries

○ Brook Park ○ Mary Castle ○ Oaklandon ○ Amy Beverland

CURRENT REALITY

ELEMENTARY

CURRENT REALITY

MIDDLE SCHOOLS

● Stretch for Language Arts, Science and Social studies ● Math: grouped by ability with 7th graders taking Algebra ● Pre-AP: Partnership with the National Math and Science

Initiative and University of Notre Dame (AP-TIP Grant): o 3 year training process, o Some instructional strategies to be used to increase

the academic rigor for all students, o Pre-AP classes (students meet ISTEP requirement)

with a curriculum to prepare for future AP coursework.

CURRENT REALITY

MIDDLE SCHOOLS

CURRENT REALITY

HIGH SCHOOLS

Pre - AP/Honors - Language Arts (9th-11th), Geometry H, Algebra II H, and PreCal H, Biology H

Advanced College Project - Dual Credit at IU (10th -12th Grade)

Advanced Placement (9th -12th Grade) International Baccalaureate (11th - 12th Grade) Electives - ex. Performing Arts: Ability

CURRENT REALITY

HIGH SCHOOLS

CURRENT REALITY

HIGH SCHOOLS

STUDY TEAM GOALS

1. Develop recommendations that will address the demographics of MSDLT high ability programs/classes.

2. Develop recommendations that will address the academic achievement of students enrolled in MSDLT high ability programs/classes.

WORK TEAMS

• Study Team consisted of 50+ Participants made up of teachers, parents, administrators and community members.

• K-2 Work Team

• 3-5 Work Team

• Middle School Work Team

• High School Work Team

STATE DEFINITION OF

TERMS

High Ability – A student 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. Cluster Groups – students identified as high ability in at least one academic area (Math, Language Arts, etc.). General Intellectuals – High ability in both Language Arts and Math. CogAT - Cognitive Ability Test Localized Norms – Norm the test based on the performance of a grade level of students within the district and identify for high ability using those norms (results).

GRADES K-2

WORK TEAM

GOAL #1 IDENTIFICATION

RECOMMENDATIONS

1. Administer the CogAT screener to all students enrolled in Kindergarten and First Grade. • All students in Kindergarten and First Grade, who

score at the 80th percentile and above, will complete the full CogAT.

• Administer the full CogAT to all students enrolled in Second Grade. Students who score at the 92nd percentile and above will be recommended for the high ability program.

• The required score may be adjusted, based on the established local norms, according to how the students score.

GOAL #1 IDENTIFICATION

RECOMMENDATIONS

2. Have a two-tiered program • One that provides instruction for general intellectuals (high

ability students in all areas) in self-contained classes that would

be comprised of students who test the strongest in all areas.

• A second teir that provides instruction for students who are high

ability in either Language Arts, Math or both, in cluster groups.

Teachers would have flexibility to cluster and differentiate

instruction for students as needed.

3. Develop localized norms based on the demographics of

MSDLT.

GOAL #1 IDENTIFICATION

RECOMMENDATIONS

4. Include teacher recommendations, which can

be enhanced through classroom activities

designed to identify high ability students using

qualitative measures (planned experiences).

5. Hold informational meetings for families at the

beginning of the process to explain the

program and answer any questions.

6. Diversify the teaching staff. (Male/female,

racially, etc…)

GOAL #2 ACHIEVEMENT

RECOMMENDATIONS

1. Provide more choices for families by expanding

the location of the program.

2. Eliminate multi-aged/grade level classrooms.

Have self-contained classrooms with at least

two teachers per grade level, in the same

building.

GRADES 3-5

WORK TEAM

GOAL #1 IDENTIFICATION

RECOMMENDATIONS

1. Use of multiple identification areas (chart)

1. Testing for all students at grades K and 2 2. Top 10% of students in every subgroup (white,

black, Hispanic, multi-racial, Asian) identified and invited into HA

GOAL #2 ACHIEVEMENT

RECOMMENDATIONS

1. Self-contained for very high ability 2. Cluster options at all elementary schools (two

identified teachers at all grade levels for support)

3. Pre-AP training for self-contained and cluster teachers

4. At self-contained sites there are either two teachers for each grade level or two multi-age teachers for each group (i.e – 2 ½ teachers, 2 ¾ teachers, 2 5/6 teachers)

GENERAL RECOMMENDATIONS

1. Resources established for parents (parent meetings - to explain program, testing)

2. Listserve to send out information to HA parents

3. HA information at Magnet Fair 4. Cultural Sensitivity support for staff and

families

MIDDLE SCHOOL

WORK TEAM

GOAL #1 IDENTIFICATION

RECOMMENDATIONS

1.Use a combination of achievement measures (ISTEP, placement tests, lexile levels, grades) to place incoming 7th graders in advanced classes. Consider each content area (math, language arts, science, social studies, Spanish, Project Lead the Way) separately. Do not use the CogAT Ability Test to determine eligibility.

GOAL #1 IDENTIFICATION

RECOMMENDATIONS

2. Appoint a work team of teachers, parents and administrators in January 2015 for implementation in the 2015-16 school year, who would determine and create the data tools that will be used for each content area.

3. Develop a clear and concise written process for identification in each content area to share with parents beginning at the middle school open houses in March, 2015 for implementation in the 2015-16 school year.

GOAL #1 IDENTIFICATION

RECOMMENDATIONS

4. Automatically schedule all students who meet the requirement into the advanced class. A student may “opt out” of an advanced class through parent conversation with a counselor and/or administrator.

GOAL #2 ACHIEVEMENT

RECOMMENDATIONS

1. Develop a Pre-AP curiculum for Pre-AP classes in math, science, language arts and social studies utilizing the following resources: ● National Math and Science Initiative’s (NMSI)

Laying the Foundation Program, ● CollegeBoard (Springboard curriculum for math

and LA,) ● Vertical articulation with the high schools, ● IDOE’s resources for high ability students.

GOAL #2 ACHIEVEMENT

RECOMMENDATIONS

2. Appoint a curriculum team to develop a scope and sequence for each content area during the Summer, 2015.

3. Teachers should continue to participate in the National Math and Science Initiative’s professional development for the Pre-AP curriculum and instructional resources. A systemic plan for teacher participation should be developed.

4. The term Pre-AP should replace the term STRETCH at the middle level.

Middle School Course Structure

Course Level 1

(regular grade

level)

Level 2

(Pre-AP)

Level 3

(High School

credit)

Math 7th: Pre-Algebra

2 yr

8th: Pre-Algebra

7th: Pre-Algebra 1

yr

8th: Algebra

7th: Algebra

8th:

Geometry

Science 7th: 7th grade

science

8th: 8th grade

science

7th: 7th Pre-AP

science

8th: 8th Pre-AP

science

7th: 8th Pre-

AP science

8th: Honors

Biology

Languag

e Arts

7th: 7th grade LA

8th: 8th grade LA

7th: 7th Pre-AP LA

8th: 8th Pre-AP LA

Social

Studies

7th: 7th grade SS

8th: 8th grade SS

7th: 7th Pre-AP SS

8th: 8th Pre-AP SS

HIGH SCHOOL

WORK TEAM

GOAL #1 IDENTIFICATION

RECOMMENDATIONS

1. Teacher Recommendation -PLC Process with use of indicators of success

2. Scholastic Reading Inventory (SRI) Testing 3. Progress Monitors 4. PSAT (AP Potential) • In January of 2015, a work team should

determine indicators of success in AP, IB, ACP and Certification courses.

• Data of current students’ semester grades, SRI Testing, Progress Monitors, and PSAT results should be utilized.

GOAL #1 IDENTIFICATION

RECOMMENDATIONS

Scheduling Process Recommendation ● Indicators of student success should be used

by teachers to appropriately recommend students for high ability (Pre-AP, AP, IB, ACP, and certification) classes. Students would have to opt-out of these classes through a conversation with either the grade level administrator or his/her school counselor.

● Utilize three campus model (LC, LN, and McKenzie) to remain fiscally responsible with class sizes. Also allowing flexibility for access to all high ability classes offered in LT.

IDENTIFICATION OF SUCCESS IN

HIGH ABILITY RECOMMENDATION

● A team of parents, students, teachers, and administrators should develop a rubric for recognizing top students to replace the Top 30 recognition.

● Review the Carmel “Distinguished Graduation” program as a possible model for rethinking of how to honor high achieving graduating Seniors.

GOAL #2 ACHIEVEMENT

RECOMMENDATIONS

● Continue to use the Pre-AP, AP, IB, ACP, and certification class course guides as the curricular map (ex. College Board, International Baccalaureate, and Colleges/Universities, and Advisory Groups)

● The committee needs to continue to develop a RTI process for assisting students who need additional support to be successful in high ability classes. (ex. AP-TIP IN Grant and Saturday sessions)

● A broad-based work team comprised of teachers, parents, students, administrators and university representatives should be formed to determine the optimal course structure for AP, IB and ACP courses. Each course/content area should be considered individually.

FINANCIAL IMPLICATIONS

1. Cost to administer the CogAT Screener (Approximately $25,000 – depending on how many students/grades are being tested)

2. Cost of professional development for teachers in “cluster” classrooms, AP, Pre-AP, etc. (Approximately $50,000)

3. Cost of moving to single grade classrooms (Approximately 10 FTE)

4. Cost of print materials for families ($2500)

RECOMMENDATIONS

& TIMELINES

2014-15 School Year

• Screen all Kindergarten and First Grade Students and move the identification cut-off to 92% (From 98%)

• Discontinue the testing of 6th Graders with CogAT – move to the model outlined by the Middle School Study Team based on elementary portfolio

• Continue Pre-AP and AP Training for Middle and High School Teachers and begin Pre-AP training for select elementary teachers

• Conduct Professional Development with Elementary Teachers on effective practices for cluster models

• Move STRETCH from Brook Park School of Environmental Studies to alleviate over-crowding

RECOMMENDATIONS

& TIMELINES

2014-15 School Year (Cont.) • Use multiple measures to determine

placement in self-contained Stretch (standardized tests, planned experiences, common assessments, recommendations, and observation)

• District level Decision Team comprised of educators who mirror the demographics of the district will determine placement

RECOMMENDATIONS

& TIMELINES

2015-16 School Year

• Eliminate multi-age and move to single grade classrooms

• Pilot an elementary cluster model

• Provide Pre-AP training for elementary teachers

• Develop curriculum based on Pre-AP training for cluster and self-contained High Ability students

• Establish an identification process based on local norms

RECOMMENDATIONS

& TIMELINES

2016-17 School Year

• Implement norms based identification process

• Fully implement the cluster model at the elementary level

• Continue professional development and content development