Elementary High Ability Programming Information for Parents and Students April 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 ).

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 12 th )  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

Questions? Allie Tyler, High Ability Coordinator  Call the High Ability Office at  High Ability Webpage  BCSC homepage>Departments>High Ability