elementary high ability programming information for parents and students april 2, 2013
TRANSCRIPT
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 [email protected]
High Ability Webpage BCSC homepage>Departments>High
Ability