indiana department of education handbook for coordinators...

89
Indiana Department of Education Handbook for Coordinators of High Ability Programs 1 st Edition Spring 2013 Amy Marschand IDOE High Ability Specialist [email protected]

Upload: letram

Post on 03-Jul-2018

214 views

Category:

Documents


0 download

TRANSCRIPT

Indiana Department of Education

Handbook for Coordinators

of High Ability Programs

1st Edition Spring 2013

Amy Marschand

IDOE High Ability Specialist [email protected]

2

3

Table of Contents

Introduction and Rationale ........................................................................................... 5

Requirements for Serving High Ability Students ...................................................... 6

Broad Based Planning Committee .................................................................................. 7

Multifaceted Assessment Plan ......................................................................................... 9

Service Options .................................................................................................................. 24

Curriculum and Instruction Plan ................................................................................. 37

Counseling and Guidance Plan ..................................................................................... 38

Professional Development Plan ................................................................................... 44

Program Evaluation.......................................................................................................... 50

Grants, Reports, and Data Collections ........................................................................ 57

Online Resources for Coordinators of High Ability Programs .......................... 61

Glossary of Terms.............................................................................................................. 62

Advice for New Coordinators ........................................................................................ 70

Indiana Code and Rules Specific to or with Implications for Students with

High Ability .......................................................................................................................... 73

4

5

Handbook for Coordinators of Gifted Programs Introduction and Rationale The purpose of this handbook is to provide coordinators of high ability programs with the Indiana Code requirements pertaining to high ability education and targeted guidance regarding best practice for identifying and serving high ability students that aligns with the Code. While districts retain local control over some facets of high ability programing, coordinators have requested targeted guidance and sample materials for the plans that are required by law. Therefore, the IDOE has created this handbook to provide this guidance. The handbook is organized in the following sections.

A description of the Indiana requirements for high ability identification and programming

A description of the role of the required Broad Based Planning Committee Overview of each of the 5 plans required for high ability programs including

sample plans and templates for creating plans A description of service options for high ability students Guidelines and tips for completing the required high ability grant final report Description of additional resources on high ability education available to

coordinators Glossary of terms from the field of high ability education Advice to new coordinators collected by veteran coordinators and high

ability educators Code language pertaining to high ability programming as well as language

that has implications for high ability students After reviewing the handbook, coordinators who still have questions regarding their role as the high ability coordinators and the requirements for high ability programs should contact the IDOE High Ability Specialist.

Contributors:

Amy Marschand, IDOE High Ability Specialist

Ginny Burney, Ph.D.

Kristie Speirs Neumeister, Ph.D.

6

Requirements for Serving High Ability Students The Indiana Code sets forth certain requirements for Indiana school corporations related to the education of students with high ability. Indiana Administrative Code gives further explanation for some of these requirements. The Indiana Code and Indiana Administrative Code are provided in a separate section of this handbook. The requirements are summarized below. The corporation must:

1. Identify students with high ability in all grades, K-12, in accordance with the Indiana Definition of High Ability Student. The Indiana definition is: “High ability student” means a student who: performs at, or shows the potential for performing at, an outstanding level of accomplishment in at least one (1) domain when compared to other students of the same age, experience, or environment; and is characterized by exceptional gifts, talents, motivation, or interests. While there are additional domains of high ability that may be served (for example, visual and performing arts), the required domains of high ability that Indiana schools must identify for are the General Intellectual and Specific Academic domains. For now, the designations are for students with high ability in Language Arts (HA-LA), students with high ability in Math (HA-Math), and students who have high ability in both Language Arts and Math (HA – General Intellectual)

2. Record the relevant designation on the Student Test Number (STN). HA-LA,

HA – Math, or HA- General Intellectual 3. Provide “appropriately differentiated curriculum and instruction” to

identified students in the relevant core content area(s). 4. Provide professional development in high ability education. 5. Establish a Broad Based Planning Committee that will meet at least once per

year to review the program. 6. Evaluate the program. 7. Align with the strategic and continuous school improvement and

achievement plans under IC 20-31-5-4 for schools within the school corporation.

8. Report annually to the IDOE on the programs and how the state grant to the corporation for high ability programs was used.

9. Report on the results of the program, including student achievement and program effectiveness.

7

Broad Based Planning Committee Composition of Required Broad Based Planning Committee The Indiana Administrative Code defines a Broad Based Planning Committee as the following: “Broad-based planning committee” means a diverse group with representation from:

(1) educators; (2) parents; (3) students; (4) community members; and (5) other stakeholders; organized for the purposes of planning and development of programs.

Members should have an interest in and support for high ability education. Members should also include decision-makers within the corporation. The High Ability Coordinator keeps a record of official members, including contact information. Purpose of the Broad Based Planning Committee The BBPC represents stakeholders and its purpose is to review the continuous development and implementation of the services and programs for high ability students. The committee serves as the:

Representation of key stakeholders Sounding board for programmatic ideas Keeper of the vision for high ability education Assessor of the degree to which program goals are being met Impetus for improvement Ambassador for high ability services in the community

Although the local governing body has ultimate responsibility and authority for all student services, the committee has the role of planning and reviewing policies and services. Suggested roles for the Broad Based Planning Committee include:

Review the 5 required written plans that are to be available for public inspection (511 IAC 6-9.1-1)

o Multifaceted Student Assessment Plan o Curriculum & Instructional Strategies Plan o Counseling & Guidance Plan o Systematic Program Assessment Plan o Professional Development Plan

Review implementation of the 5 required plans

8

Review the results of the programs for students with high ability, including student assessment results, program effectiveness, or student achievement. (IC 20 – 36 – 2)

Prepare an action plan for improvement related to the 5 plans Develop a collaborative relationship between school staff(s) and the

committee. Develop a 3-5 year strategic plan for program development.

The BBPC is required to meet once a year, but it will help to keep committee members more engaged in the process if the committee meets at least two or three times during the school year. If the program is under development or restructuring, it may need to meet more often. Tips for Broad Based Planning Committee

Survey preferences for meeting times, dates, and locations (i.e., evenings, after school, on-line).

Limit meetings to no more than two hours. Send an agenda and any pertinent articles or information to members prior

to meeting. Stick to the agenda! Make a list of additional topics/questions/concerns to

be addressed at a future date. Divide the work by establishing subcommittees that report back to entire

group. Introduce BBPC members at school functions/parent meetings. Educate members by inviting them to go on school visitations, attend

conferences, etc. Provide members with articles related to education of high ability students.

Empower committee members by making sure they do play a role in the program planning.

Share awards, recognition, student products, reports, student-produced plays (i.e., classroom activities).

Following each meeting, send a copy of the agenda and minutes of the meeting to all members.

Send agenda and minutes of the meeting to the superintendent.

9

Multifaceted Assessment Plan Introduction & Rationale Effective July 1, 2007, Indiana schools shall identify students with high ability in the general intellectual and specific academic domains and provide them with appropriately differentiated curriculum and instruction in core content areas, K-12 (refer to IC- 20-36-2-2). Specific identification processes remain a local decision and will vary according to district size, building configurations, demographics, etc. There are, however, best practices for identification; this document is based upon Indiana requirements and those best practices and is meant to be a guide in identifying high ability students for services in the general intellectual and specific academic domains. The term “high ability” is used in Indiana; in this guide sometimes the term “gifted” is used. When that occurs, the related information may have come from the field of gifted education and may reference a somewhat narrower definition of this group of students. The Indiana Code defines a student with high ability as one who:

(1) 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:

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

High levels of performance result from a complex interaction of human qualities - intellectual, emotional, family and cultural relationships, and educational strategies and methods. It is the relationship between an individual with various potentials and a world with various possibilities that may either lead to high performance, or to undeveloped and under-used potentials. The challenge is to find an equitable way to allow all children with high abilities the opportunity to participate in experiences designed to maximize the development of their potential. Well-designed curriculum and well-prepared teachers are essential to providing appropriate educational experiences. Components of a Multifaceted Assessment Plan A multifaceted plan to identify students for high ability services should include the following elements:

The school corporation’s mission statement for its high ability program The school corporation’s definition of a high ability student Instruments used in the identification process at each level (initial

identification in K, for elementary, for middle, and for high school placement).

Selection process Appeals procedure

10

Exit procedure Required Domains for Identification and Services Domain: “High Ability – Language Arts” A High Ability Language Arts student (L-HA) should have this designation on the Student Test Number (STN) if the child performs at, or shows the potential for performing at, an outstanding level of accomplishment when compared to other students of the same age, experience, or environment and whose educational needs and/or individual academic growth cannot be met through typical grade level curriculum and/or instruction in language arts. Students are identified as high ability if they:

Performed at or above the 96th percentile (using local norms) on a norm-referenced test of verbal reasoning ability

OR: Performed at or above the 96th percentile (using local norms) on both the

Reading and Language Arts subtests of an individual or group standardized norm-referenced achievement test.

OR: Performed within the standard error of measure of 96th percentile (using

local norms) on either the norm-referenced measure of verbal reasoning ability or the norm-referenced measure of achievement in language arts AND demonstrated outstanding potential or performance in language arts according to district criteria on a qualitative measure of assessment specific to language arts such as: product or portfolio assessment, rating or observation scales, interviews, or performance assessment

Domain: “High Ability – Math” A High Ability Math student (M-HA) should have this designation on the Student Test Number (STN) if the child performs at, or shows the potential for performing at, an outstanding level of accomplishment when compared to other students of the same age, experience, or environment and whose educational needs and/or individual academic growth cannot be met through typical grade level curriculum and/or instruction in math. Students are identified as high ability if they:

Performed at or above the 96th percentile (using local norms) on a norm-referenced test of quantitative reasoning ability or a composite of BOTH quantitative and non-verbal reasoning

OR: Performed at or above the 96th percentile (using local norms) on the math

portion of an individual or group standardized norm-referenced achievement test.

OR:

11

Performed within the standard error of measure of 96th percentile (using local norms) on the norm-referenced measure of math ability OR the composite of both quantitative and non-verbal reasoning OR the norm-referenced measure of achievement in math AND demonstrated outstanding potential or performance in math according to district criteria on a qualitative measure of assessment specific to math, such as: product or portfolio assessment, rating or observation scales, interviews, or performance assessment

Domain: “High Ability – General Intellectual” A High Ability – General Intellectual student performs at, or shows the potential for performing at, an outstanding level of accomplishment when compared to other students of the same age, experience, or environment and whose educational needs and/or individual academic growth cannot be met through typical grade level core curriculum and/or instruction in both language arts and math. In all districts a student should have the “High Ability – General Intellectual” designation on the Student Test Number (STN) if the child has met the criteria to be identified for both language arts and math. Selection and Use of Qualitative Measures

The instrument needs to match the definition of high ability used by the corporation. (For example, when identifying for high ability in math, the data gathered should reflect math tasks and behaviors.)

The instrument should add information useful for making programming decisions. It is best used as supporting evidence when students’ test scores are “on the bubble” (falling just short of the guideline for inclusion and within the Standard Error of Measure). The additional evidence provided by qualitative data will assist in determining the best placement for the student.

The personnel completing and /or interpreting these instruments need to be trained in their use. If not trained, teachers often overlook qualified students for high ability programs.

When using portfolios, work samples should include indicators of best performance as well as student reflections on their work. Rubrics for evaluating the portfolio should be determined in advance, and raters need to be trained in order to develop reliable evaluations.

Because many qualitative measures are not norm-referenced, school corporations may want to develop their own local norms.

Standardized Rating Scale for Math and Language Arts

Scales for Identifying Gifted Students (SIGS)

12

Alternative Methods of Assessing Student Potential or Performance Portfolios Observation Scales (specific to the subject area) Rating Scales Product Assessment Teacher Referral Self or Parent Referral Interviews

Selection and Use of Quantitative Measures

A norm-referenced test is used to determine an individual’s status with respect to the performance of other individuals on that test.

Norm-referenced tests are appropriate for identification of high ability students. A “norm” group is the large number of examinees who have taken a particular test and whose scores form the basis of the norms reported in the testing manual. The norm group may be national, state, or local. At every level of test usage, it is important to match the scope of the test with the purpose that the test is supposed to perform.

Criterion-referenced achievement tests are used to determine the individual's mastery of specific skills or knowledge. These are usually measures based on grade level standards and may be used for screening (e.g. ISTEP), but have limited utility in identifying high ability students because they do not provide opportunity to demonstrate advanced abilities or performance or show what students know compared to others. Grade level achievement tests do not have a high enough ceiling for identifying high ability students; off-grade level forms of the tests should be administered.

Criterion-referenced achievement measures administered off level, i.e. given above grade level, may be used to see what students may have mastered in content above their current grade placement. These have some utility in determining instructional level, but may also have limits for very high performing students.

Achievement tests measure acquired information and therefore will likely not be good predictors of high ability for K-2 students living in impoverished environments.

Refrain from using a particular instrument just because it is used in another corporation as it may not be useful for your program/definition. Tests and other tools do not determine who is high ability; people determine who is high ability based on a set of established criteria for that particular school corporation. For information on whether a specific test is appropriate for your corporation, please consult with a professional trained in tests and measurements for high ability learners.

13

Non-verbal measures, such as Raven's or Naglieri (NNAT), should not be used as a stand-alone measure of general intellectual ability. Strong non-verbal scores alone are not predictive of achievement in math or language arts. Non-verbal scores only used in conjunction with quantitative scores, can add to the prediction of performance in math. (David Lohman – see http://faculty.education.uiowa.edu/dlohman/)

Measures of Ability (also referred to as measures of aptitude or potential) Screen Only (These measures are quick measures given to all students in the grade level; the top 20-25% of scorers will take identification measure)

Wechsler Abbreviated Scale of Intelligence (WASI) Woodcock-Johnson III-NU Test of Cognitive Abilities Brief Intellectual

Ability Scale Kaufman Brief Intelligence Test Second Edition (KBIT 2) Stanford-Binet Intelligence Test Abbreviated (5th ed).

Identification (These measures have strong enough reliability and validity indicators to

serve as final identifiers) Cognitive Abilities Test (7th ed) (CogAT) InView (Note: Only appropriate for Grades 2-12 because K-1 version

does not have a quantitative subtest). Otis-Lennon School Ability Test (8th ed) (OLSAT) (Note: Only

appropriate for Grades 3-12 because test in earlier grades does not have a quantitative subtest).

Test of Mathematical Abilities for Gifted Students (TOMAGS) Orleans-Hanna Algebra Prognosis Test Wechsler Intelligence Scale for Children (WISC) Woodcock-Johnson III NU Test of Cognitive Abilities Kaufman Assessment Battery for Children (2nd ed) (K-ABC-II) Stanford-Binet Intelligence Test (5th ed)

Measures of Achievement (also referred to as measures of performance)

Screen Only (for districts using a two-step process) Iowa Assessments Survey Battery Wechsler Individual Achievement Test II Abbreviated Kaufman Test of Educational Achievement 2: Brief Form (KTEA 2-

Brief) Stanford Achievement Test Abbreviated (10th ed) Terra Nova (2nd ed) Survey Battery ISTEP

Identification (as a second step for districts using a two-step process or as the measure for districts using a one step process)

Iowa Assessments: Complete Battery

14

Terra Nova (2nd ed) Stanford Achievement Test (10th ed) Metropolitan Achievement Test (8th ed) Northwest Evaluation Association Tests (NWEA) Wechsler Individual Achievement Test (2nd ed) Woodcock-Johnson III NU Tests of Achievement Kaufman Test of Educational Achievement (2nd ed) (KTEA-2)

Appeals Procedure

Each district should develop a formal appeals process for families who would like the district to reconsider their children for identification for high ability services

The appeals process should specify a window of time (for example, three weeks) in which requests for appeals will be considered

The district should administer alternative norm-referenced measures of ability and/or achievement at no expense to the family.

The district should also consider any additional relevant qualitative data A committee of personnel with training in high ability education should

review the additional data and render a decision on final identification and placement for the student.

Exit Procedure

Each district should develop a formal exit procedure to remove students from the high ability program who are not longer benefitting from services.

An initial meeting should take place with the high ability teacher, coordinator, parents, and (if appropriate) the student.

At the initial meeting, the child’s progress to date and concerns over performance should be documented. Interventions should be developed and agreed upon by all parties.

Interventions should be put into place with fidelity for no less than one grading period.

Upon completion of the next grading period, a second meeting should be held during which time the child’s progress under the interventions should be evaluated, and future placement should be determined.

If the child is removed from the high ability program, the high ability. Frequently Asked Questions: Cognitive Abilities Test As a result of the increased demand and use of the Cognitive Abilities Test in Indiana for high ability education, we have compiled a list of the most commonly asked questions and answers below. 1. How do I know if it is worthwhile to do a 2 step process of giving the screener first and then the full CogAT to the top scorers or if I should just give everyone in the targeted grade levels the full CogAT?

15

Answer: This depends. Reasons against using the screener: 1) If you are a small district: The cost of the CogAT screener at the younger grades (e.g. K/1st) is $4.38 per test. The cost of the full CogAT is $6.12 per test. (Note: This is NOT including the cost to have Riverside score the tests). If you have 200 students in your kindergarten, it would cost $876.00 to screen all of these students. Then, if you wanted to take the top 20% of students and give them the full CogAT at $6.12, it would cost an additional $244.80 for a total of $1120.80. It would have cost the district $1224.00 to give all the students the full CogAT. With a savings of only $103.00, it does not make sense from a cost perspective to do the screener and then the full CogAT. 2) When you need local norms (which are recommended for lower and typical performing districts)

You cannot use local norms for the full CogAT unless all students at the grade level take it.

In the absence of local norms, you can rank order the students’ scores on the full CogAT to see if there is a natural break in terms of who needs high ability services and who does not. While this process is a possible workaround when local norms are not available, it is more subjective, blunt, and not as clean as using the local percentiles. Therefore, in this situation, if possible, it would be better to skip the screener and give all students the full CogAT.

Reasons for using the screener: 1) If you are a large corporation: In this case, the cost savings of using the screener may be considerable. 2) If you are a high performing district: In this case, you will be using national norms instead of local norms since your

local norms will be higher than the national norms. (Anyone scoring at the 9th stanine on national norms needs high ability services).

Since you are using national norms, you will be able to use the national percentiles given for the screener to determine your top group of students to take the full CogAT. Then, you can use the national percentiles reported for the full CogAT to determine high ability placement.

3) If instructional time lost due to testing is a significant concern. Total testing time for the CogAT at the younger grade levels is 30 minutes for the

screener and 90 minutes for the full CogAT. 2. If I am using the screener, how do I determine what percentage of our students should take the full CogAT?

16

Answer: First, make sure you are looking at the right set of norms. If you are a low or

typical performing district, you will be looking at your local norms for the screener results. If you are a high performing district you will be looking at national norms.

Next, decide how confident you want to be that you are catching everyone on the screener who is then likely to score well on the full CogAT.

o The publisher’s recommendation was initially anyone scoring at the 88th percentile or higher should be given the full CogAT. However, it should be noted that this guideline will correctly identify 8 out of 10 students who would go on to score highly on the full CogAT. Put differently, it would miss 2 out of 10 students would score highly.

o If you go down to the 80th percentile, you will correctly find 9 out of 10 of the students who would go on to score highly on the CogAT.

Many factors need to be considered when determining this cut score for the screener.

o If you have given the practice materials for the CogAT with fidelity; o If you have a good, norm-referenced achievement measure, o If you have good qualitative measures; and o If you carefully consider the standard error of measure (no rigid cutoffs

but instead for “bubble kids” you really look at the qualitative data to inform your placement), then 88th percentile might be fine.

If, however, you know that you are not doing one of the above and that your ID process is not ideal in some way, then the better recommendation would be that students scoring at the 80th percentile or above would be given the full CogAT.

3. In 6th grade, if we want to just give the verbal battery of the CogAT instead of the full CogAT since we are giving the Orleans-Hanna to find our students who are in need of algebra early, is there a price break for that? Answer: The Riverside representative for Indiana, Stan Wheeler, said that while currently there is currently no process in place for that scenario, Riverside is willing to entertain this possibility and work with districts directly. So, the recommendation would be to call Riverside and make this request if this is what you would like to do for your identification into middle school. 4. Do you need to pay for the practice materials? Answer: No, you do not. The website lists a cost for the practice materials; however, that is only for districts that have not ordered the CogAT. If you have ordered the CogAT, you will be given a password to a secure website with practice materials available to download. 5. How important is it to do the practice materials? I am already worried about how long this is going to take.

17

Answer: It is VERY important to do the practice materials, especially for students in younger grades. They have no experience with taking standardized tests. Without practice, their scores may be depressed simply because they were unfamiliar with the expectations. Please do not overlook these practice materials. Yes, the CogAT is expensive, and yes, it takes time. Therefore, make it worthwhile by getting valid and reliable scores. 6. Do the scores from the screener automatically merge with the rest of the scores from the full CogAT? Answer: Not currently, and this is a real problem if you are a large district. Riverside had

hoped to have this system in place for the fall 2012, but it was delayed as a result of budget cuts. Please mention this inconvenience to the Riverside representative, so the company knows what a problem this is for corporations.

Since the scores do not automatically merge, your options are to: 1) Merge the scores from the screener subtests in with the scores from the rest of the subtests on the full CogAT by hand OR 2) Have the students retake the screener subtests when they take the full CogAT.

Note: if there is a significant time delay between the screener and full CogAT administration, the scores might also be affected because they are based on the age of the student at the time of administration. Please ask the Riverside rep to advise you in this case. 7. Can I use the CogAT screener to also determine who to give the achievement measures to as well as who to give the full CogAT? Answer: Yes, you can, but the cutoff you use on the screener should be more liberal that it would be for who will take the full CogAT. For example, you might have decided anyone taking the full CogAT would need to have scored at the 80th percentile on the screener. You may decide anyone scoring at the 75Th percentile or higher should take the norm-referenced achievement measure. 8. Do I use the Standard Age Score or the Standard Grade Score? Answer: Always use the Standard Age Score. 9. What score do I use to identify in language arts? Answer: You will look at the Standard Age Score and associated percentile for Verbal Reasoning 10. What score do I use to identify in math? Answer: You will use two scores:

18

1) The Standard Age Score and associated percentile for Quantitative Reasoning 2) The Standard Age Score and associated percentile for Quantitative/Nonverbal Partial Composite. Note: You need to request this partial composite if you are having Riverside score your tests. This score is actually the best predictor of which children will do well in mathematics

11. Do I use the composite score to identify my students as General Intellectual? Answer: No. Do your identification process for math and language arts first. Any student who has qualified in both of those areas should be flagged as General Intellectual. On the following page you will find a sample Multifaceted Assessment Plan

19

Name of District and Contact Person

Multifaceted ID Plan Components Description

District Mission Statement for High Ability Program

This school corporation recognizes that some students perform at, or show the potential to perform at, an outstanding level of accomplishment in the core academic areas of language arts and mathematics. These students are found in all socio-economic, cultural, and ethnic backgrounds, and this school corporation recognizes the need to identify such students through systematic, on-going procedures. The high ability program provides a supportive learning climate that will enrich learning so students can maximize academic potential and develop emotionally and socially in order to be contributing members of society.

District Definition of High Ability Student This school corporation defines a high ability student as one who performs at, or shows the potential for performing at, an outstanding level of academic accomplishment in math, language arts, or both, when compared to other students of the same age, experience, or environment; and is characterized by exceptional gifts, talents, motivation, or interests.

District Services for High Ability Students Elementary: Acceleration by grade level:

Early entrance to kindergarten will be considered on an individual basis by a child study team.

Grade skipping: A referral for consideration for skipping a grade can come from any source familiar with the performance or development of the child. Such decisions will be considered on an individual basis by a child study team.

Service Options for students identified as having high ability in one or both domains of math and language arts:

Kindergarten - 5: Identified students are placed in a cluster group in the same classroom with a teacher who has or is seeking licensure in gifted education.

Curriculum is planned and differentiated for all grade levels served so that

20

all identified students can receive an accelerated and enriched articulated sequence in math and/or language arts according to their identification.

Middle: In grades 6-8, students identified as having high ability in the general

intellectual domain are placed in the same class for math and language arts. Students who are high ability in language arts only join the students

identified in the general intellectual domain for language arts instruction. Students identified as high ability in math only join the students identified in

the general intellectual domain for math instruction. Students who exhibit readiness for algebra are placed in algebra in grade 7 or in grade 8.

High School: In grades 9-12, students who are identified as having high ability are encouraged to

take honors courses and Advanced Placement courses

Multifaceted ID Plan Components Grade Level(s) that measure is given Name of Measure

Norm-Referenced Aptitude Measure (also referred to as ability or intelligence measure)

Initial Identification in Spring of K:

Cognitive Abilities Test

End of Primary/Placement for Elementary:

Cognitive Abilities Test

Placement in Middle School:

Cognitive Abilities Test

Placement in High School: PSAT/AP Potential Tool

Norm-Referenced Achievement Measure (or other evidence of ability to perform above grade level)

Initial Identification in Spring of K: Iowa Assessments

End of Primary/Placement for Elementary: Iowa Assessments

Placement for Middle School: Iowa Assessments

Placement in High School: Performance in Honors Classes with above

21

grade level standards

Qualitative Indicators Initial Identification in Spring of K: Scales for Identifying Gifted Students (SIGS)

End of Primary/Placement for Elementary Scales for Identifying Gifted Students (SIGS)

Middle Portfolio and/or Work Samples

High School Self-nomination; Work Samples

Selection Procedures: Please describe the complete process of how the measures and data are used to identify students. o Indicate whether or not the district

tests each child at the grade level, and if not, describe the process by which students are referred to participate in the identification data collection process.

o Describe how data from each of the measures are used in the identification process, including specific guidelines that are used for determining identification.

o State all the pathways by which a student can be identified as high ability

o Indicate if selection procedures are the same or different at the elementary, middle, and high school levels. If different, describe each process separately.

Initial Identification in Spring of K: All Students are given the CogAT

o Students scoring at or above the 96th percentile on Verbal Reasoning subtest are automatically identified as HA: LA

o Students scoring at or above the 96th percentile on Quantitative Reasoning or the Quantitative/Non-verbal partial composite are automatically identified as HA: MA

Students who scored between the 80th-95th percentile on the CogAT Verbal are given the Iowa Assessments Lang. Arts, and Reading

o Students scoring at or above the 96th percentile on BOTH the Lang. Arts and Reading subtests are automatically identified as HA: LA

Students who scored between the 80th-95th percentile on the CogAT Quantitative or CogAT Quantitative/Non-verbal Partial Composite are given the Iowa Assessment in Math

o Students scoring at or above the 96th percentile on the Math subtest of the Iowa Assessment are automatically identified as HA: Math

Students whose actual scores on either the CogAT or the Iowa subtests fell just below the 96th percentile but whose score band would include this percentile when considering the standard error of measure (found in the manual for each subtest), are further considered for identification by giving their teachers the Scales for Identifying Gifted Students to fill out in the respective subject area.

o Students whose scores on the SIGS indicated gifted performance (130 or above) would be identified as High Ability in that subject area

22

Students identified as both HA: LA and HA: Math would receive designation of HA: General Intellectual

End of Primary/Placement for Elementary: In the spring of 2nd grade, the process used for identification in K is repeated. Note:

Students who are already identified as HA do not need to be tested again in their identified area if they have been performing successfully in the program to date.

Placement in Middle School: Any student scoring pass plus on ISTEP+ and any student referred by teachers or

parents who is not already identified will be given the CogAT The remaining identification process used in K and 2 is repeated In 6th grade, all students who scored pass plus on ISTEP+ in Math and who have not

already been identified as HA: Math should be given the Orleans Hanna to determine if they are ready to take algebra early

Placement in High School: Students who have been identified in middle school will keep their HA designation

and receive advanced programming in high school Additional students who did not previously qualify for high ability services yet who

wish to self-select high ability courses should be considered on a case-by-case basis. These students and their parents will sign a waiver acknowledging that the placement was self-selected and not recommended and that the rigor of the course will not be modified.

PSAT scores will be used in conjunction with the AP Potential tool to identify students likely to score a 3, 4, or 5 on AP exams.

Multifaceted ID Plan Components Description

Appeals Procedure An appeal process is in place in the event the identification team does not place a child in services and a teacher, parent, or other person close to the child challenges this decision. The following steps clarify the appeal process: 1. The petitioner contacts the building level consultant who provides an appeal request form.

23

2. Appeal request form is completed and delivered to high ability coordinator within the specified time window for appeals. 3. Coordinator reviews student profile and requests alternative assessments which may include:

InView as alternative to CogAT Approved classroom work samples

4. Building level identification team reconvenes to consider new data. This meeting may include an interview with the student and/or petitioners. 5. Identification team reports results to coordinator. 6. Coordinator reports results to petitioner

Exit Procedure If a student, parent, or teacher believes a high ability placement for services is no longer appropriate, he or she may:

1. Arrange a conference with the parties involved, including the parent and the teacher providing services. This conference may be a telephone conference.

2. Parent, student, and teacher examine issues of concern and discuss interventions that may be implemented.

3. Participants agree on a probationary period not less than one grading period to implement interventions.

4. At the end of the probationary period, the parent, student, and teacher meet to review progress and determine whether or not the student should exit services.

5. If an exit is deemed appropriate, the parent signs permission to “de-flag” student for high ability placement and services.

6. Parent permission for exit and documentation of meetings/ interventions are sent to the high ability coordinator.

7. High ability coordinator removes high ability flag for student in database.

24

Service Options

Introduction and Rationale

The need for comprehensive and continuous levels of services for students of high

ability that are differentiated to meet their academic, social, and emotional needs

has been well documented. According to Reis, Burns, & Renzulli (1992), elementary

students of high ability spend as much as 50% of their time working with

curriculum they have already mastered. When the general education curriculum

fails to provide new learning experiences and skills for students who have already

mastered the standards being taught, these students do not have an appropriate

learning environment and are being denied appropriate educational services. If

students of high ability are to make continuous intellectual growth and “adequate

yearly progress” then students of high ability must be provided curriculum that

ensures they will learn something new every day.

A comprehensive review of the research (Rogers, 2007) indicates that services

leading to the greatest achievement gains for high ability students include the

following:

Acceleration: Opportunities for various forms of subject and grade

acceleration as needed

Differentiation: Differentiation in pace, amount of review and practice, focus

on larger concepts, and interdisciplinary connections

Daily Challenge: Opportunity for daily challenge in identified areas of high

ability

Ability Grouping: Opportunities for high ability learners to socialize and to

learn with like-ability peers

Independent Work: Opportunities to work independently in areas of passion

and talent.

Services for students of high ability must be interrelated with the general education

program. Services must be designed from a theoretical, research-based, and

practical perspective. Programming and services must also reflect the knowledge of

how students of high ability develop and learn. This programming must include

appropriate curriculum, acceleration, instructional strategies, assessment, and

evaluation. One specific type of programming for students of high ability cannot

meet the needs of the many levels and types of talents and abilities evidenced by

these students, K-12. Therefore, a variety of services and programming options are

needed and described below.

25

When planning appropriate programming and services for students of high ability,

corporations must consider:

1. How different students will be grouped, organized, or provided with

individual plans for the most effective learning;

2. What training the teacher has or needs to most effectively teach and plan

learning experiences for students of high ability;

3. What content, standards, and pace are most appropriate for these

students; and

4. What instructional models, strategies, projects, and products are most

appropriate and will promote academic growth.

Services for high ability students are included on the Multifaceted Student

Assessment Plan and are reported on the high ability grant final report submitted to

the IDOE.

Definitions & Research Supported Service Options for Gifted Students

Definition Example Ability Grouping Students are grouped by

ability and sometimes further by readiness level. Groups can be formed and reformed to meet varied instructional purposes. Ability grouping is not synonymous with “tracking.”

High ability students are grouped together for specific subject instruction, most often for language arts or mathematics. Within that ability grouping, some may be ready for more advanced instruction than others. Grouping may be with all students at a grade level or across grade levels. For example, Mr. Green and Mrs. White teach 7th grade students identified as high ability in math, Mr. Green teaches Algebra to those who are ready and Mrs. White teaches Pre-Algebra to the other high ability students in grade seven.

Advanced Placement

These courses at the high school level are of advanced or accelerated content comparable to introductory college level courses. An AP

A student successfully completing the AP course in chemistry in high school and earning the AP test score required by the college of

26

Definition Example course includes the opportunity to take the College Board Advanced Placement (AP) Exam. Performance on those exams is on a scale of 1-5. Colleges may give credit or advanced placement to students who have achieved certain AP exam scores while in high school.

choice receives college credit for college-level coursework upon enrollment. Credit and courses vary and are established by the AP Policy at each institution. All Indiana state-supported colleges must give credit for scores of 3, 4, or 5.

Between-Class Grouping

The practice of “trading students” among teachers at a particular grade level, so that each teacher has a narrower range of abilities for the chosen subject or topic. The groups will require further differentiation in order to meet the needs of the students within them, but this will be easier for the teacher to provide.

Three kindergarten teachers group their students for math. One teacher will instruct the students who are below grade level in their mathematical understanding, one teacher will take those students who have grade-level knowledge of mathematics, and the third teacher will work with the students whose understanding of mathematics is above grade level. Within those groupings, instruction can be further differentiated according to readiness. As the kindergarten students are identified during the year, they can receive services in these ability level groups.

Cluster Grouping The practice of identifying a small group of high ability students at a grade level and placing them in the same classroom at that grade level with the teacher best-suited and qualified to work with high ability learners. This teacher is not given any students of low ability to keep her from having an extreme

A district using cluster grouping has identified seven students in grade three in one elementary as having high abilities. These seven students are all placed in Mrs. Greene’s third grade class, along with 21 other average ability students.

27

Definition Example range of abilities in her classroom. Additionally, she is not given the non-identified above average students, so all teachers in the grade level will have strong students in their classes.

Cross-Grade Grouping

The practice of placing students in a particular subject with other students who are ready for instruction at that same grade level, regardless of their current grade in school.

A school has chosen to use cross-grade grouping for math instruction. All teachers, in grades 1 through 5, teach math at the same time. High ability students are placed together with others of similar math ability, but some may be working on math with other high ability students of a different grade level. For example, Mr. Thomas teaches all high ability students whose math level was measured to be fourth grade. He has high ability students in his class from grades 1, 2, and 3, but all are working at the fourth grade level in reading.

Dual/Concurrent Enrollment

This practice allows a student of high ability to attend classes in more than one building level during the school year and receive credit for a parallel course at a higher level. This can also be when high school students take high school and college classes simultaneously.

A middle school student of high ability attends a high school biology class for part of the school day and receives credit for the course in both middle school and high school. Or a student might attend college for part of the day but will also attend “regular” level high school classes for part of each day.

Early Entrance Students begin their elementary or college education prior to the designated chronological age of entrance.

A 4 1/2-year-old child received a psycho-educational evaluation and the results indicated the child performed at the first to fourth grade in all areas

28

Definition Example tested. After parents and the school consulted the Iowa Acceleration Scale, the student was allowed to begin school prior to his/her fifth birthday and be placed in the first grade. A 16-year-old high school junior has completed all Core 40 courses and/or has demonstrated competency in all academic areas of the Academic Honors Diploma. This student is allowed to graduate from high school and begin college early.

Early Graduation Acceleration options have allowed the number of years a student spends in mastering the K-12 curriculum to be shortened and makes possible early high school graduation.

Students successfully completing high school course requirements through testing out and acquiring advanced credits may accumulate the number of credits required for early graduation from high school. In Indiana, these high ability students do not have to stay a minimum number of semesters to graduate.

Full-time or Self-contained Classroom

A programmatic term defining a classroom of all students who have been identified as having high ability. The class can include multiple grades or ages.

Twenty students with high ability at one grade level or multi-grade levels are placed in one classroom with a high ability specialist for all core content subjects. They may be mixed with other students for art, music, physical education, recess, and lunch. The curriculum is appropriately differentiated and/or accelerated.

Grade Skipping Students progress through grade level instruction skipping one or more grades.

During recent testing, a third grade student who is currently receiving high

29

Definition Example ability services has tested at the fifth to sixth grade level in all academic areas. After the considerations raised in the Iowa Acceleration Scale, the student was moved into a fourth grade class with other high ability students who were also working at the fifth and sixth grade level.

Honors Classes

Honors sections may be offered in traditional middle and high school courses. These classes are taught at a more advanced level than the regular or general classes and may include, but not be limited to, students identified as high ability. Honors classes may need to be further differentiated to provide students of high ability the learning experiences at a level, speed, and depth that meet their needs.

The curriculum should be differentiated and cover more content than the general class. The ninth grade honors English class allows for more discussion, higher order thinking, more reading, and greater academic challenge.

International Baccalaureate (IB)

A rigorous international pre-university course of study, leading to examinations, that meets the needs of highly motivated and academically superior secondary school students.

Advanced high standard course work is offered at the high school level and taught by an IB trained instructor. Over the course of the year, the student experiences college-level curriculum.

Magnet Programs The practice of pulling students with a common interest or ability into one school for a program designed to meet their needs.

A school corporation has seven elementary schools. School C is the magnet school for high ability students and students who have been identified as having high general intellectual ability are all placed in school C rather than in the school they would normally attend.

Mentorships The practice of placing a student with an expert or

A student is extremely interested in sports medicine

30

Definition Example practicing professional in a particular area of interest to the student. The student learns about or studies the interest area intensely with the mentor. This is usually an option that occurs outside of the normal school day.

and is placed with an expert in the field at a local university hospital. The student has an opportunity to conduct research with the professor and present findings at a national conference. The student works with her mentor after school and on Saturdays.

Pull-out Programs

Students with high ability are pulled from their regular classrooms to work with each other and a resource teacher on a daily basis in areas of core content. Note: Because services are required in Indiana, the instruction provided would need to be in the specific core content area associated with the area of identified high ability. This would replace the core instruction for those students.

A school with a cluster group service option for its high ability learners, also has a pull-out program for a group of ten gifted students who meet with a G/T trained teacher in a resource room for two periods a week. (This could also be RtI) The students work on research projects and/or enrichment activities, which result in products, presentations, or performances. The high ability students receive appropriately differentiated curriculum and instruction in their core content areas daily in their cluster classroom.

Subject Skipping Selected high ability students are placed in classes with older students for part of the day (or with materials from higher grade placements) in one or more subject areas.

A high ability fourth grade student was allowed to attend the fifth grade mathematics course within his/her school building.

31

Flowchart for Decision Making About High Ability Service Options

Consider the

students who

have been

identified as

having h igh

ability

A Do any

have

extremely

high

ability?

1Consider

acceleration

options that

reduce the

number of

years in K-

12

2

If the

extreme

strength is

in just one

subject area,

consider

subject

skipping.

B How

many are

HA - G/T ?

1Fewer than

half a class?

2Half a class?

3A full class?

C How

many are

L - HA (or

M- HA)

1 Fewer

than half a

class?

2 Half a

class?

3 A full

class?

Put these together

as a cluster in

one class with a

G/T licensed

teacher

Put them into a

split class with the

HA G/T kids from an

adjacent grade with

a G/T licensed teacherPut them together

in a full-time G/T

classroom with a

G/T licensed

teacher

Can they go to a

G/T class for this

subject? If not,

can they go to a

different grade

for this subject?

If not, group them in

one classroom with

differentiated content

and instruction in the

area of strength.

Is there a G/T group

that matches their

instructional level?

Put them together

with a G/T

licensed teacher

Flowchart for Decision Making

About High Ability Service

Options

HA - G/T means High Ability

General Intellectual

(both HA-L and HA-M)

L-HA means High Ability

Language Arts

M-HA means High Ability

Math

32

Grades K – 5 Service Options

Options for services Considerations Flexibility is key; different options might

work in different grades for different students. Avoid having one “Program”

which is the only option.

Added Cost

Early entrance to kindergarten

Good for student who is HA, academically advanced, socially mature, independent, and motivated. Child may also need advanced curriculum and instruction in new grade placement. Use Iowa Acceleration Scale to facilitate decision making.

None

Skipping kindergarten for direct placement in first grade Grade skipping

Subject skipping Good for student who is achieving well beyond others in a single subject.

None

Cluster groups This can be a practical solution when there are not enough students of high ability for a separate class. It is best that this class not also have another special needs group.

None

Ability grouped classes for students of high ability by subject area with HA licensed teachers

This can combine students who are of high ability in general intellectual area with those who are of high ability in a specific academic area.

None

Resource room – Students of high ability are “pulled out” for regular instruction in math and language arts; resource teacher is G/T licensed.

This can produce academic gain when the daily and it replaces core content in the other classroom for the specific subject areas; if it has a general enrichment focus, there are unlikely to be substantial academic effects. Minimum contact time is recommended to be 150 minutes per week per subject area.

Cost of additional staff

Self-contained multi-age split

Fulltime placement with other students of high ability and differentiated curriculum and instruction by a High Ability licensed teacher produces the greatest academic gains for HA- students.

None if class sizes remain same

Fulltime, self-contained class with High Ability licensed teacher Magnet school for students of high ability

Usually found in larger districts or in cooperating districts. This has the same advantages listed above and the additional advantage of having “special” subjects taught at an advanced level.

Transportation and perhaps additional class costs

Individual options: internships, mentorships, distance learning, IEP

Can be used in combination with other options.

None

33

Grades 6 – 8 Service Options

Options for services Considerations

Flexibility is key; different options might work in different grades for different

students. Avoid having one “Program” which is the only option.

Added Cost

Early entrance to high school Some students can skip a full year or do a semester in seventh grade and a semester in eighth grade.

None

Grade or subject skipping - Some may be ready to skip a level or two of math, science, or foreign language.

The student should be allowed to go to the high school for certain subjects if needed; this option is called dual enrollment.

None

Distance learning classes from universities or Advanced Placement courses

These require a student who is self-directed and a teacher who can monitor progress and provide onsite help.

Tuition for online options; AP exam fees

Special advanced classes or “honors” classes by subject with G/T licensed teachers

This can combine students who are HA in general intellectual with those who are HA in a specific academic area.

None

A HA cohort or team of students that travels together for all core subjects with teachers having High Ability licenses

This works well for schools that use teams.

None

Individual options: internships, mentorships, IEP

Can be used in combination with other options.

None

Grades 9-12 Service Options

Options for services

Considerations Flexibility is key; different options might

work in different grades for different students. Avoid having one “Program”

which is the only option.

Added Cost

Graduation before the senior year

Useful when a student can demonstrate academic functioning at the college level or has exhausted the most rigorous courses offered at the high school. Often these students have many years of college and advanced degrees ahead of them and have the maturity to begin that work early.

None, but revenue is lost for per pupil enrollment in grade 12

34

Credit by examination

This is credit without seat time if proficiency is demonstrated.

None

Advanced or “Honors” classes by subject

The curriculum and expectations are more rigorous than the regular option.

None

Special classes that are interdisciplinary, teach subjects not usually taught in high school, or are seminars especially designed for students of high ability

Examples of these might include a double class in American history and literature or a philosophy course.

None

Distance learning classes from universities or Advanced Placement courses through distance learning

These require a student who is self-directed and a teacher who can monitor progress and provide onsite help.

Tuition for online courses

Dual enrollment in high school and college

Investigate the course requirements and any tuition required for credit. Be certain this is a better option than the more widely accepted Advanced Placement.

Tuition for university credit

Advanced Placement courses

Curriculum, teacher training, and exams offered by the College Board. These should be available prior to the senior year.

AP exam fees

International Baccalaureate Program

Because of the cost and rigorous nature of these offerings, they are usually found only at large high schools.

IB program fee for the school

Indiana Academy for Science, Mathematics, and Humanities

This is a residential public school for Indiana residents in grades 11 and 12. It has advanced offerings for all subjects.

None

Individual options: internships, mentorships, foreign study, IEP

Can be used in combination with other options.

None

35

Cluster Grouping as One Service Option or Model for Services Cluster grouping is a very popular service option in Indiana due to its versatility and ability to be used in small schools. As a result, a description of this service option is expanded upon below. When identifying students for the cluster groups, it is important to remember not to identify on the basis of achievement alone but rather to consider both high performance as well as the potential for high performance as required in the mandate for identifying and serving high ability students. Best practice would be to complete the formal identification process first and then determine cluster group placement after students have been formally identified. The following diagram is an example for how three classrooms of 25 students each would be configured before grouping (assuming ability is normally distributed).

This second diagram illustrates the classroom configurations after purposeful grouping according to the Cluster grouping model.

Teacher 1High Ability Learners (2)

Above Average (2)

Average (17)

Below Average (2)

Far Below (IEP) (2)

Teacher 2High Ability Learners (2)

Above Average (3)

Average (16)

Below Average (3)

Far Below (IEP)(1)

Teacher 3High Ability Learners(1)

Above Average (3)

Average (17)

Below Average (2)

Far Below (IEP) (2)

Teacher 1All Learners Identified as

High Ability in One or More Specific Academic Areas

Average Learners

Teacher 2Above Average

Average Learners

Below Average

Teacher 3Above Average

Average Learners

All far below learners

36

Features:

All students are purposefully placed to reduce the number of instructional groups for all

classrooms.

All classes have strong students.

All classes have average learners. When new students move in who are in the average

range (68% of students are within one standard deviation of the mean), they could be

placed in any of the classes thereby making sizes of classes able to be kept fairly even.

The class that includes the lowest students is likely to have additional assistance available

for those students in their core instruction (IEP's).

No teacher has more than 3 instructional groups or the full range of learners.

The class with the gifted learners should have only two instructional groups as that teacher

will need to further differentiate within the gifted group and usually has the additional

responsibility for developing curriculum for that group

If a student is identified as needing services just in language arts, depending on their math

performance they could stay in the gifted classroom receiving instruction with the average

math group during math time or they can go to one of the other classrooms for math with

the above average math group during math time. Similarly for those just gifted in math and

not in language arts.

Only one teacher would have to have training in gifted education.

37

Curriculum and Instruction Plan Introduction and Rationale The Plan for Curriculum and Instruction is constructed at the district level and details specifically how the curriculum and instruction are differentiated in breadth, depth of content, and materials used to meet the needs of one or more high ability students within each grade level. At a minimum, it should include English Language Arts and Math, K-12. It shows how the curriculum for high ability students is differentiated from the general education curriculum to promote such things as higher order thinking, creative problem solving, and effective researching. This should include a Scope and Sequence or Curriculum Map to show the K-12 articulation of the curriculum for high ability students. When looking at the Plan, an interested party could see what was provided for students with high ability at each grade level and how the learning progresses in a purposeful way from K-12. Regardless of the particular format used, the Plan should demonstrate clearly:

Content is both accelerated and enriched Students are given opportunities to pursue individual areas of choice Materials used are written at levels of complexity appropriate for students with high ability Standards include many that are above grade level Assessments call for demonstration of advanced understanding and the skills of synthesis,

analysis, and evaluation Careful attention has been paid to vertical articulation

Partial Sample Template for English Language Arts Grades 2 - 4 Subject/Grade 2 3 4

Reading

Language Arts

Standards

Materials

Interdisciplinary

Connections

Skills

Research

Technology

Field Trips/

Speakers

Major Projects

or Assessments

38

Counseling and Guidance Plan Introduction and Rationale Each child, regardless of ability, has his/her own personality characteristics that lead to certain

social and emotional needs. In addition, each child has needs that arise because of the situation or

environment in which he/she lives. Children with high abilities, however, may have additional

affective needs resulting from their increased capacity to think beyond their years, greater

intensity in response, combinations of unique interests, personality characteristics, and conflicts

that are different from those of their age mates. It is important to provide a systematic and

differentiated program of affective services, K-12, for these students; this proactive approach will

facilitate development of their high potential and promote their positive adjustment. This

differentiated affective curriculum plan should include the following:

A K-12 scope and sequence documenting coverage of common social/emotional issues

faced by high ability students

College and career readiness topics and activities

Description of how the high ability affective curriculum interfaces with the Indiana

guidance and counseling standards.

The plan will be most effective if the construction is a collaborative effort among the high ability

coordinator, teachers of gifted students, and guidance counselors.

Social and Emotional Issues

The social and emotional issues below are common among high ability students and, as such,

would be important to include in the affective curriculum. Some topics may be covered in multiple

years with an increasing degree of sophistication or through addressing a different facet of the

same issue.

Overexcitabilities Gifted students may have “intensities” that may manifest themselves in one or more of these areas (Dabrowski’s Theory):

Intellectual intentness and focus on a particular topic. Greater sensitivity to environment (appreciation for music or art, sensitivity to loud noises

or bright lights, more allergies, etc.). Surplus of physical energy Vivid imagination and creativity Heightened emotional sensitivity (reaction to criticism, perfectionism, empathy,

attachment). Asynchronous Development Physical, cognitive, and emotional development may be at different places within the same child:

Presents a number of problems for the child with exceptional abilities.

39

o Adults, accustomed to advanced verbal reasoning from the child, may fail to understand emotional outbursts more typical of his/her chronological age.

o The child may find it difficult to communicate with age mate peers who are considerably below her intellectual level, even if they are at the same level emotionally.

In general, the greater the level of ability, the greater the discrepancies. Perfectionism

High ability students may place unrealistically high standards for performance on themselves. May result in anxiety, frustration, or self-blame for less-than-perfect performance.

Feel as though others (parents or teachers) have unrealistically high expectations. This may result in fear of failure, avoidance of challenges, depression, and connection of self-worth to performance.

Develop unrealistically high standards for the performance of others. Self-esteem/Identity issues High ability students may experience difficulty constructing their identities, which may lead to lowered self-esteems. Difficulty with identity development may result from any of the following:

Lack of understanding of higher abilities and their implications Feeling different from one’s same-age peers Behaviors inconsistent with gender role expectations (e.g., sensitivity in gifted boys,

assertiveness in gifted girls) Being identified as learning disabled as well as having high abilities Differences resulting from cultural, linguistic, or SES differences

Other topics to be included that, although not specific to gifted individuals, are still important to overall affective development and may interact with giftedness in the following ways: Introversion: gifted individuals are more likely to be introverted than the general population (50% of gifted population compared to 25% of general population). Peer pressure: high ability children may struggle more with peer pressure; they are already feeling different from their peers as a result of their ability differences, yet still want to fit in socially. Bullying: high ability children may be targets for bullying, and they may also bullies themselves. Competitiveness: high ability children are frequently accustomed to doing well and may need guidance in developing healthy attitudes toward competition with others. Social skills: because of advanced vocabulary, increased intensity, and/or different interests, high ability children may experience difficulty interacting socially with the same-age peers.

40

Dealing with stress: high ability students may feel stress from perceived expectations and demands from others. Responsibility: high ability children may be given more responsibilities by teachers and parents and therefore need guidance in learning how to manage these responsibilities to self and others. Acceptance: high ability children need guidance in developing appreciation for others with different abilities. Family dynamics: high ability may influence family dynamics with regard to expectations and parental pressure. Study habits: high ability students often lack good study skills, as they frequently can earn solid grades without effort. In later grades, when faced with challenging coursework for the first time, high ability students lacking study skills may avoid the challenge, fail, or experience undue stress and self doubt from lack of preparation. Leadership skills: as high ability individuals often seek out, or are called upon to assume leadership positions, they need guidance in developing these skills. College and Career Readiness High ability learners are often multi-talented, and this can cause more difficulty in making career decisions. Special care should be taken to ensure students the opportunity to explore career possibilities and to assist them in aligning these possibilities with interests and abilities. Assistance is often needed to recognize where interests and abilities might be used in college planning and career decision-making. Such assistance many include:

Mentoring opportunities Career shadowing opportunities Pre-college opportunities, such as dual enrollment in college courses or academic summer

programs/ camps in the college setting Knowledge of college selection and application process Knowledge of financial assistance opportunities Information on talent search programs and opportunities for gifted students, such as

Midwest Talent Search through the Center for Talent Development at Northwestern University (http://www.ctd.northwestern.edu/)

Examples of Strategies to use in Addressing Affective Issues for High Ability Students Discussion Groups It is important that general guidance discussions at all levels include such topics as respecting others, accepting differences, conflict resolution, managing stress, setting goals, being a good friend, valuing community service, developmentally appropriate concerns, etc. These are not specific to the needs of children with high abilities, but they help all children get along with others and develop in a healthy way. However, it will be important for there to be opportunities for high

41

ability students to be together and discuss those issues that specifically relate to being different from others. Guided Reading or Guided Viewing Guided reading, also referred to as bibliotherapy, is the use of reading specific, targeted selections to promote personal growth and development. Guided viewing is a natural extension to guided reading, and it has several more advantages to offer: many movies targeting adolescents portray gifted characters; movies may be more appealing to visual learners than books; and movies are a central part of American culture, so students may be more receptive to discussing topics through films. Role Playing With this strategy, groups or pairs of students are given scenarios dealing with an affective problem in which they assume the roles of the characters, act out the scenario, and devise a solution to the problem. Role playing provides a psychologically safe venue for high ability students to explore values and beliefs regarding social and emotional dilemmas. Pair Problem Solving1 In this strategy, one student is designated the listener, while the other assumes the role of solving the problem aloud. The listener’s role is to encourage dialogue from the problem-solver by asking for the next step, paraphrasing to ensure understanding, requesting clarification, providing suggestions for alternative viewpoints, and checking for accuracy. The pair then switches roles. Eventually, the external dialogue becomes internalized. Students begin to internally dialogue as they listen to a discussion or read to themselves without the need for the external listener to be prompting the dialogue. Journal Writing School counselors or teachers of high ability students may want to consider journal writing a strategy for unpacking these students’ thoughts and feelings on affective issues. Corresponding back and forth through journal prompts can be a way to open up channels of communication between high ability students and their teachers or counselors regarding sensitive topics. Spatial Strategies Mind maps, also called concept maps, can be an effective strategy to facilitate high ability students’ comprehension of social and emotional issues as well as a means through which they can brainstorm solutions to problems. Mode Switching Mode switching involves using multiple methods of representation to explore topics and facilitate understanding. Such methods may include figures, symbols, words, musical interpretations,

1 Permission for the use of paired problem solving, journal writing, spatial strategies, and mode

switching, was given by Prufrock Press, Inc. The strategies were adapted from: Cohen, L. & Frydenberg, E. (1996). Coping for capable kids: Strategies for parents, teachers, and students: Parent/teacher edition (pp.184-188). Waco, TX: Prufrock Press.

42

feelings, or even actions. This transformative process is effective because it requires deeper mental processing of information which leads to better understanding and synthesis of information. Additional Resources Available

“Guiding Students with High Abilities: Social and Emotional Considerations” is an IDOE

resource available for download in a PDF in the Learning Connection and the IDOE High

Ability website. This resource includes the following:

o Chart of common characteristics of high ability students and their possible negative

classroom manifestations.

o Descriptions of Common Social and Emotional Issues faced by high ability students

o Tips for parents, teachers, and counselors of high students

o Resources for addressing the social and emotional needs of high ability students

“Activities and Resources for Affective Education of High Ability Students in Indiana” is an

IDOE resource available for download in a PDF in the Learning Connection. This document

includes examples of activities to use with high ability students in small groups at

elementary, middle and high school levels.

Sample Affective Curriculum for High Ability Students at the Elementary Level: This sample

curriculum includes quarterly lessons for high ability students grades K-5 that address

social/emotional needs and career guidance. It is available for download in the Learning

Connection.

The Indiana Association for the Gifted provides resources for high ability coordinators and

parents and teachers of high ability students. Visit www.iag-online.org.

The organization SENG (Supporting the Emotional Needs of the Gifted) has resources for

addressing the social and emotional needs of high ability students. Visit www.sengifted.org

43

Sample Affective Curriculum Map

Grade

Level

1st 9 weeks 2

nd 9 weeks 3

rd 9 weeks 4

th 9 weeks

Topic:

Strategy:

Place:

Resources Needed:

Topic:

Strategy:

Place:

Resources Needed:

Topic:

Strategy:

Place:

Resources Needed:

Topic:

Strategy:

Place:

Resources Needed:

Topic:

Strategy:

Place:

Resources Needed:

44

Professional Development Plan Introduction and Rationale When designing professional development related to students with high ability, all facets of the program, as well as all individuals with a vested interest in the program, need to be targeted. A well thought out plan for professional development will move the district services forward. Groups or individuals that will need professional development:

District High Ability Coordinator Teachers assigned to work with students with high ability Building principals and other administrators Counselors All other teachers Parents

The Coordinator and the K-12 teachers who are assigned to provide core content instruction for students identified as having high ability will need the most in-depth knowledge of gifted education. These individuals should have or be working toward having a Gifted and Talented License. This license is added to an existing teaching license in the State of Indiana. Professionals seeking this License need to take the coursework required by a university accredited to provide such coursework by the Indiana Department of Education and to pass a proficiency exam determined by the IDOE. All coordinators and teachers of high ability students need to demonstrate their understanding of the characteristics and needs of gifted children, identification practices and procedures that are based on best practice and consistent with Indiana Code, how to structure services for students with high ability that will demonstrate program effectiveness, and how to develop and assess curriculum and instruction that is appropriately differentiated for students with high ability. Building principals and other administrators need professional development as they have the following responsibilities related to students with high ability:

Understanding the identification process that has been developed at the district level

Aligning the implementation of student services with the district design Facilitating delivery of services for students, such as scheduling classes to

facilitate differentiation of student instruction through grouping and collaboration

Providing leadership in analysis of student achievement data Providing in-depth training opportunities in gifted education to maximize

both teacher and student performance. Addressing parental concerns for the appropriate academic challenge for

individual students.

45

Counselors need an understanding of the characteristics and needs of students with high ability. They need an understanding of how those may manifest in terms of behavior and the associated issues faced for those students; this includes students who are both high ability and have another area of difference that may cause them to go unrecognized as having advanced potential (referred to as Twice Exceptional Learners). They need to know appropriate strategies for addressing those needs and issues and then to build an affective curriculum across grade levels that will systematically address those concerns. In addition, students with high ability have different needs for college and career guidance; the counselors need to know how to differentiate the guidance for these students in order for them to develop to their advanced potential. Classroom teachers not specifically assigned to high ability need a basic understanding of the characteristics and possible behavioral manifestations of students who are gifted as well as how students in the district are identified for services. This will help them spot students who may have been overlooked in the identification process. Parents of students who are identified as having high ability need professional development. They need to know how and why students are identified and the programs and services available to them in the district. They need to know the characteristics and needs of these students as well as how to facilitate the development of the advanced potential. They also need to know common issues and how to assist their child.

Order of Priority and Implementation

Group Type of Professional

Development

Notes

Coordinator

Teachers of

students with high

ability

License in Gifted and

Talented The IDOE sometimes provides

some support for this in terms of

tuition reimbursement for a

course or completion of the

license. If support is available,

the application will be in the

IDOE Teachers of Students with

High Abilities Community on

the Learning Connection.

It is recommended that all core

content teachers of students with

high ability be required to have

a license or have three years to

complete the license.

Corporation

Coordinator

Assistance from an expert in

gifted education as needed to To be evaluated in accordance

with the district Program

46

fulfill these responsibilities:

Aligning the philosophy,

goals, and commitment

for the development of

students with high ability

with district goals for the

development of all

students.

Creating flexible policies

regarding student

placement to meet the

needs of individual

students

Ensuring that the five

required plans are

developed according to

best practice and

implemented K-12

Organizing services,

programs, classes,

personnel, and student

placements to facilitate

the delivery of advanced

and differentiated

curriculum.

Using student outcomes

to demonstrate program

effectiveness

Involving the

stakeholders in the

planning of services, in

communicating about the

program, and designing

the evaluation of

effectiveness of those

services.

Evaluation Plan

Principals and

Other

Administrators

Teachers of

students with

High Ability

Professional Development on

the Following Topics:

Characteristics and

possible behavior

manifestations of students

with high ability

Issues and needed

supports for students with

high ability

Indiana Code and Rules

This may be able to be done

onsite by the Coordinator or by

an Outside Consultant approved

by the IDOE as knowledgeable

about implementation of Indiana

Code and Rules.

The IDOE has modules for

professional development on

these topics available on the

Learning Connection.

47

related to High Ability

Identification & Services

Recognizing traditionally

underrepresented

populations of students

with high ability

Basics of Gifted

Education, including

curriculum and

instruction

Use of the student

performance data to

inform curriculum and

instruction and to inform

content for professional

development

The annual conference of the

Indiana Association for the

Gifted may be addressing some

of these topics.

Counselors

Classroom

teachers not

specifically

assigned to high

ability

Professional Development on

the Following Topics:

Characteristics and

possible behavior

manifestations of students

with high ability

Issues and needed

supports for students with

high ability

Overview of Indiana

Code and Rules related to

High Ability

Identification & Services

This may be able to be done

onsite by the Coordinator or by

an Outside Consultant

knowledgeable about gifted

education and Indiana Code and

Rules.

The IDOE has modules for

professional development on

these topics available on the

Learning Connection

Counselors Professional Development on

the development of an

Affective Curriculum

The result of this should be the

development of the Guidance &

Counseling Plan for the district

Parents Professional Development on

the Following Topics:

Characteristics and

possible behavior

manifestations of students

with high ability

Issues and needed

supports for students with

high ability

Parent education for

fostering positive

development

These can be delivered by the

Coordinator or local high ability

licensed individuals

An outside expert in gifted

education may be brought in for

parent sessions

An annual plan for this should

be developed and included

within the Guidance &

Counseling Plan

Teachers of

Students with

Professional Development on

special topics within gifted After teachers are becoming

licensed and services are in

48

High Ability education, e.g,

Use of particular models

for developing critical

thinking

Use of particular models

for developing creative

thinking

Developing assessments

of learning for students

with high ability

Writing curricular units

for students with high

ability

Evaluating materials for

use with students of high

ability

Development of vertical

articulation through

mapping or scope and

sequence documents

place, then teachers can receive

further professional

development that delves more

deeply into one or more aspects

of gifted education

An outside expert in gifted

education may be able to assist

in this more advanced

development

The annual conference of the

Indiana Association for the

Gifted may be addressing some

of these topics

Professional Development Plan The district should consider the above list of priorities for professional development and establish a timeline for implementation of those. Some events and types of professional development will need to be done annually, some are ongoing, and some will need to be repeated on a cyclical basis. A Plan will have to be updated as the needs of the district and specific personnel change. The timeline and description may look something like this:

Sample Professional Development Plan

Year Group Timeline

Year 1 Encourage teachers of

students with high ability

to earn licensure;

determine the timelines for

individual staff members

and notify those affected

Inquire about incentives for

encouraging licensure in high ability

education

Year 1 (and

repeated when

groups contain

new members)

Principals and Teachers of

students with high ability –

Basic High ability

education

Inquire about possibility for teachers to

have 1 full day of professional

development and principals have one

half day sessions of professional

development on the topics above

Provide after school professional

development using high ability modules

49

available in IDOE Moodle site.

Year 1 and each

year

Teachers of students with

high ability and selected

others

The annual conference of the Indiana

Association for the Gifted may be

addressing salient topics

Year 1 (repeated

when needed)

Counselors Either join the group above or have a

separate day of basic education related

to students with high ability and their

social and emotional needs

Year 2 and each

year thereafter

Parents Hold 2 - 3 evening sessions of one hour

plus Q & A per year on the following

topics:

Characteristics and issues of gifted

students after the identification

notifications go out

Programs and services available in

the district when there will be

different program options open to

particular age groups

An additional topic of interest such

as perfectionism, enrichment

activities, parenting for success, etc.

This could rotate and be different

each year

Year 2 and

repeated for new

faculty annually

or on some other

regular basis

General faculty Provide professional development

using high ability modules available in

IDOE Moodle site on characteristics,

classroom behaviors, and an overview

of the identification and services in the

district

Year 2 Counselors and selected

teachers of students with

high ability

Provide professional development

using high ability modules available in

the IDOE Moodle site on

characteristics and social and emotional

issues facing high ability learners.

Year 3 Teachers of High Ability Construction of a Scope and Sequence

or Curriculum Map

50

Program Evaluation Introduction and Rationale To develop and maintain optimal cognitive, social, and emotional development for their gifted students, districts need to continually assess their programs to look for areas of strengths, challenges, and potential recommendations for improvement. To that end, the Indiana Code calls for school districts who receive a grant for high ability programming to provide an annual report to the department with results of the programs for which the grant is used, including student general assessment results, program effectiveness, or student achievement. In addition to this annual report of program effectiveness, best practice in gifted education advises that programs and services for gifted students undergo formal evaluation by outside experts in the field approximately every five years (National Association for Gifted Children, 2001). Indicators of Program Effectiveness through Student Achievement At the elementary level and all levels, program effectiveness would be demonstrated by high ability students’ performance on above grade level achievement measures. Ideally, there should be accountability for each child’s individual achievement growth in the form of a Full Spectrum Growth mode. This model would mean that we would need to be accountable for academic growth for all students, even those who were proficient on grade level standards at the beginning of the school year. At the middle school level program effectiveness can be assessed in part by noting how many middle school students receive high school credit for math courses or how many participate in academic talent search opportunities such the Northwestern University Midwest Academic Talent Search. Participation rates and results from other academic competitions such as History Day an Science Fair at the local, state, and national levels could also be included. At the high school level success in advanced courses, including dual credit (high school and college credit) and AP and IB programs could be considered. Indicators of Program Effectiveness at Classroom, Building, and District Levels Program effectiveness can also be examined through the lens of program accountability at the classroom, building, and district levels. In the classroom, are there opportunities for students to achieve above grade level? Are classroom activities and assessments differentiated for students who can achieve at advanced levels? At the building level, are teachers effective in differentiating to meet the needs of high ability students? Are measures of growth for high ability students documented, and is professional development in high ability education provided or supported for teachers?

51

Finally, at the district level policies can be reviewed to determine what is in place with regard to identification and services for gifted learners. The curriculum can also be reviewed for vertical articulation, K-12, that includes both accelerated and enriched opportunities for high ability learners. Master Checklist of Program Elements The master checklist included below is designed to assist coordinators in completing an internal district assessment of their high ability program. While this checklist is not intended to take the place of a formal program evaluation, the data gleaned for the checklist can be used as a starting point in identifying program areas requiring attention. The data may also assist the coordinator in preparing a report on program effectiveness.

Master Checklist of Gifted Program Elements for Self -Assessment

Program Design Items No

Evidence

Some

Evidence

In

Place

Comments

1. There is a written philosophy

and/or mission statement related

to gifted students.

2. There is a written definition of

which students the district

considers to have what particular

needs that require specialized

services.

3. There are written goals and

objectives for these services.

4. There is a written description of

the services to be provided for the

described students at each grade

level and in each area served.

5. Services provided align with how

giftedness is defined.

6. Gifted students are grouped

together for instruction in their

area(s) of talent.

7. Services are constructed so that

there is a continuum of services

to meet the broad range of needs

of individual gifted students.

52

8. Policies are in place to allow

early entrance, grade skipping,

subject skipping, early credit, and

early graduation according to

individual student need.

9. The roles of personnel at the

district, the building and the

classroom are clearly defined.

10. A district-wide stakeholder group

exists and meets on a regular

basis to review the district

services for gifted students.

Identification Items No

Evidence

Some

Evidence

In

Place Comments

11. The district uses a norm-

referenced measure of ability in

each of the areas for which

program services are offered (i.e.

math, language arts).

12. The district uses a norm-

referenced measure of

achievement with adequate

ceilings to assess achievement

above grade level in each of the

areas for which program services

are offered.

13. The district uses qualitative

indicators of achievement in each

of the areas for which program

services are offered.

14. Students are identified in all

grade levels for which services

are provided.

15. The formal identification process

is repeated at targeted grade

levels including (but not limited

to) kindergarten, 2nd

grade, prior

to placement for middle school,

and prior to placement in high

53

school.

16. The appeals process is publicized.

17. The appeals process allows for

students to take alternative

ability, achievement, and/or

qualitative measures at no cost to

the family.

18. The exit procedure includes

period of intervention no less

than one grading period to

determine of student can be

successful in the program with

supports.

Curriculum and Instruction Items No

Evidence

Some

Evidence

In

Place Comments

19. There is a written curriculum in

core subject areas and other areas

served by the district that is

specific to students identified as

gifted K-12.

20. Student learning goals are clear,

and evidence of how the learning

will be demonstrated is clearly

stated.

21. The written curriculum has clear

evidence of vertical articulation

from grade to grade and K-12.

22. There is clear evidence of

acceleration of curriculum in

areas served.

23. There is clear evidence of

enrichment of curriculum in areas

served.

24. Instruction and learning

experiences are clearly

differentiated to focus on higher

54

order thinking.

25. There is evidence of teaching of

communication, collaboration,

research, critical thinking,

problem solving.

26. The pace of instruction is

appropriate for gifted students.

27. There is evidence of student use

of technology for creating

content, learning content, and

communicating content.

28. Assessments are aligned to

curriculum goals.

29. Pre-assessment is used to

determine individual instructional

plans.

30. Post-assessment is used to

demonstrate student growth and

attainment of stated learning

goals.

Affective Needs Items No

Evidence

Some

Evidence

In

Place

Comments

31. A written, differentiated,

affective curriculum is available

and used by teachers that

addresses social and emotional

needs of gifted students.

32. Affective curriculum teaches

students about social and

emotional characteristics as well

as potential issues they may face.

33. Documentation of differentiated

college guidance for gifted

students is available (e.g.

fieldtrips, independent study

projects, speakers, or shadowing

experiences pertaining to college

55

exploration).

34. Documentation of differentiated

career guidance for gifted

students is available (e.g.

fieldtrips, independent study

projects, mentors, speakers, or

shadowing experiences pertaining

to college exploration).

Professional Development Items No

Evidence

Some

Evidence

In

Place Comments

35. Personnel working with programs

and services for gifted students

have licensure in gifted

education.

36. Personnel working with gifted

students are provided with

opportunities for continuing

professional development in the

area of gifted education.

37. Parents of gifted students are

provided with opportunities for

professional development about

the characteristics and needs of

this population.

Program Evaluation Items No

Evidence

Some

Evidence

In

Place Comments

38. The district uses multiple

strategies to assess gifted student

performance and growth.

39. All components of the high

ability program are periodically

reviewed by individuals

knowledgeable about gifted

learners and who have

competence in the evaluation

process. The results are used for

continuing program

56

improvement.

40. The evaluation report for all

educational services involving

gifted students includes both

strengths and areas of challenge

of the program and is

accompanied by a plan with

implications for improvement and

renewal over time.

41. The results of the program

evaluation are presented to the

local school board, the

stakeholder group, and

accessible to all constituencies of

the program.

Checklist is adapted from the NAGC’s Administrator Tool kit available on their website http://www.nagc.org/administratortoolbox.aspx . The checklist was originally published in Speirs Neumeister, K. & Burney, V. (2012). Gifted Program Evaluation: A Handbook for Administrators & Coordinators. Waco, TX: Prufrock Press.

57

Grants, Reports, and Data Collections High ability funds come from a designated line item in the state budget. All public school corporations are eligible for the non-competitive grant. Grants are based on a formula with a set base for all corporations and then a per pupil amount. The funding formula is determined by the IDOE.

The fiscal year for high ability grant funds is July 1 – June 30 of the current

school year. For example, for the 2013-2014 school year, the fiscal year is

July 1, 2013 – June 30, 2014, Fiscal Year (FY) 14.

Funds must be spent or encumbered/obligated by June 30 of the fiscal year.

Encumbered funds must be paid out by September 30.

There is no carryover for state funds. Any encumbered funds not paid out by

September 30 must be returned to the state.

All coordinators receive email communications from the Office of High

Ability Education with the link for the online application, instructions for

completion of the grant, and due date.

Once approved, a cash request will be provided for payment. This is not a

reimbursement program. Corporations should project monthly expenses.

Revisions to the grant proposal are allowed. A revision must be requested if

the change alters any line item by 10% or more, or if the use of funds was not

in the original proposal. All revisions must be filed and approved prior to

June 30.

High Ability Grant Application – Summer - Fall The high ability grant application is online. It collects basic contact information and a proposed budget/use of funds. The link and detailed instructions about how to complete the grant will be emailed to all coordinators as soon as the application is ready. This is generally available to schools mid-summer to early fall.

Once the grant proposal is completed online, the assurances pages and

budget profile page should be printed and signed.

The assurances pages require signatures from the Superintendent, High

Ability Coordinator, School Board President, and a member of the Broad-

Based Planning Committee (BBPC).

The budget pages require the signatures of the Superintendent and

Treasurer.

These signed pages should then be scanned and emailed to the High Ability

Specialist at [email protected].

Receipt of the signed pages is the ONLY way the High Ability Specialist knows

that the grant proposal is complete and ready for review online.

58

Grant proposals are reviewed in the order in which they are received. Some

email exchanges may be needed during review.

Use of grant funds: High ability grant funds must be used for mandated programs and services only. This includes the domains of general intellectual, specific academic ELA, and specific academic math, and the core academic content areas. Corporations may identify and serve in the “other” domains (interpersonal, visual and performing arts, practical and technical arts, creativity), but currently high ability funds may not be used to support these areas. Questions to think about when deciding on expenditures:

Is the corporation in compliance with the high ability mandate?

o Are students identified and served in all grade levels, K – 12 in the

domains of general intellectual, specific academic math, and specific

academic ELA?

o Are these students designated on the STN (DOE-AD Collection)?

o Does the corporation have a multifaceted student assessment plan

(multiple measures of different kinds – potential, achievement, and

qualitative/additional information)

o Is appropriately differentiated curriculum and instruction provided

for identified high ability students?

o Are the five required plans (multifaceted student assessment,

curriculum and instruction, guidance and counseling, professional

development, and systematic program evaluation) written and

available for public inspection?

How does this expense support student learning?

How will this expenditure support high ability metrics/program

effectiveness?

How are expenses specific to high ability?

o Salaries

Are teachers licensed in high ability education?

What percentage of time do teachers teach identified high

ability students?

Do teachers paid by the grant have additional training in high

ability education?

o Materials

Are materials above grade level?

Will materials be used only with identified high ability

students?

Are expenditures appropriate for use with high ability

students?

o Professional Development

59

Is the topic/content of the workshop geared toward high

ability students or does it apply to all students?

Is the presenter an expert in high ability /gifted education?

Revisions to the high ability grant – after approval - June 30 Once approved, the grant proposal may be revised as needed.

A revision is required if the change alters any line item in the budget by 10%

or more, or if the use of funds was not in the original proposal.

To request a revision, use only the budget profile page of the grant

application online.

o Do not alter the itemized budget page.

o Manipulate the two middle columns on the budget profile page

indicating the increase /decrease for the line items.

o Provide a rationale for the revision in the textbox. Make sure to

include how funds will now be used.

o Save/update the information online, print the budget profile page, get

signatures, and scan/email the signed budget page to the High Ability

Specialist at [email protected].

o All revisions must be requested and approved by 4:00 p.m. EST on

June 30.

DOE-AD Collection – May-June The DOE-AD is the collection in which high ability students are reported and counted. It is important to find out who enters this data for the corporation. The high ability coordinator should work closely with the person(s) so that the appropriate students are designated each year. In order to be designated on the DOE-AD as an identified high ability student, a student

1. Must have been identified by the corporation multifaceted student

assessment plan

AND 2. Must have received high ability services during the current school year.

Link to the collection: http://www.doe.in.gov/improvement/accountability/where-data-are-collected Additional information, layout, FAQ about the collection may be found in the “IDOE – Data Collection and Reporting” Learning Connection Community. High Ability Final Report – 2 sections – Summer – Early Fall The high ability final report is online. The link and detailed instructions about how to complete the report will be emailed to all coordinators near the end of the school year. There are two sections to this report with different due dates. Section I is due

60

by July 31 of the current fiscal year. Section II is not released until after June 30 (the end of the current fiscal year) and can only be completed and submitted once all funds have been paid out of the account. Section II is due no later than October 31. SECTION 1 – Due online by July 31 of current fiscal year. Pages 1 – 4 are submitted only online. These pages cover the programmatic information. There is no need to scan these pages and email them. Once saved online, please email the high ability specialist at [email protected]. This is the ONLY way the specialist will know that your report is complete and ready for review. The budget pages will be released at the above link after June 30, 2012. SECTION 2 – Online information and scanned signed budget page are due no later than October 31, 2012. http://mustang.doe.in.gov/GT/gt_final_2011/gt_login.cfm Pages 5 and 6 are the budget pages. These pages will not be available until after June 30 or the end of the fiscal year. At this time all funds have been encumbered. Page 5 should be completed when all funds (encumbered funds) have been paid out. The first three columns of page 6 will be loaded from the budget page of the grant application page at 4:00 p.m. EST on June 30. The state funds expended column will be populated with information from page 5. Once complete, scan and email the signed budget page (page 6). This indicates that all funds have been spent and that there is a $0 balance in the account. The signed budget page may be submitted at any time after June 30 and is due no later than October 31 (encumbered funds must be paid out in full by September 30). If there is a remaining balance (the corporation did not use all of the high ability grant funds or funds were not encumbered by the June 30 deadline), the business office should mail the signed budget page indicating the actual amount spent and a check for the unspent funds. The check is made payable to the Indiana Department of Education. Make sure to indicate the project number on the memo of the check. Mail to the High Ability Specialist at: Amy Marschand High Ability Education Indiana Department of Education 115 West Washington Street Indianapolis, IN 46204

61

Online Resources for Coordinators of High Ability Programs IDOE High Ability Education Website

www.doe.in.gov/highability High Ability Education Toolkit – Moodle

http://moodler.doe.in.gov/ Enrollment key = criticalthinking Learning Connection Communities

IDOE – High Ability Coordinator Community – closed community for high ability coordinators only

IDOE – Teachers of Students with High Abilities Identification of High Ability Students – Online high ability identification

discussion forum Organizations

Indiana Association for the Gifted www.iag-online.org

National Association for Gifted Children www.nagc.org

62

Glossary of Terms Ability Grouping: Students are grouped by ability and readiness level. Groups can be formed and reformed to meet varied instructional purposes. Ability grouping is NOT synonymous with "tracking." Ability Test (also called a measure of potential or aptitude): Evaluating the potential performance of high ability students usually through the use of intelligence or cognitive ability tests that test more than one reasoning ability: verbal, quantitative and nonverbal.

Academic Excellence: Expecting each student to work at maximum level toward a set of external standards as defined by state, district, and/or school. Learning and performing for each student should be at a challenge level commensurate with each student's skills and developed abilities. Accelerated Learning: Pacing students through the curriculum at a rate commensurate with their advanced ability. Students may or may not be formally identified as high ability to participate in some forms of accelerated learning. Gifted students need more than just acceleration; they need enrichment of their learning experiences as well. Achievement Test: A test that measures the extent to which a student has mastered the skills and knowledge of a particular subject and/or grade level. Advanced Placement (AP): Any of the approximately 35 classes endorsed by the College Board in which a secondary student can earn college credit by successfully meeting criteria established by higher education institutions on a nationally given and scored Advanced Placement examination. Students also earn high school credit upon successful completion of the course(s). AP Scores are in the range of 1-5, with scores of 3, 4, or 5 being highly correlated with college graduation. Affective Learning: Incorporating into the curriculum opportunities for students to address social and emotional issues, attitudes, and appreciations of self and others. Alternative Assessment: Assessments that provide additional information about a child's ability beyond what may be gleaned from traditional testing. Also referred to as other forms of assessment. At-Risk: Students who may underachieve or who may drop out of school. Unmet economic, physical, emotional, linguistic, and/or academic needs may inhibit a student's ability to learn or attend school. Authentic Assessment: Process of evaluating student learning using student products or performance instead of traditional standardized tests.

63

Behavioral Rating Scale/Checklist: A checklist or scale that reports the frequency or extent to which an individual demonstrates specific actions or characteristics. Caution: When using these for identification, it is important that the items on the scale or checklist be relevant to the specific services to be provided. Between-Class Grouping: The practice of “trading students” among teachers at a particular grade level so that each teacher has a narrower range of abilities for the chosen subject or topic. Cluster Grouping: The practice of identifying a small group of high ability students at a grade level and placing them in the same classroom at that grade level with a teacher who is best suited and qualified to work with high ability students. Core Curriculum: The common knowledge and skills to be learned by all students of a particular grade; reading, writing, mathematics, history, social studies, and science constitute the core curriculum. Credit by Examination: The student is awarded advanced standing credit or the ability to be placed in a higher level class) by successfully completing some form of mastery test or activity. Criterion-Referenced Test: A test to determine whether the student has achieved specific skills or concepts, such as grade level standards. Each individual is compared with a preset standard for acceptable achievement, not compared to other students. This type of test may limit the demonstration of knowledge for students with high ability.

Cross-Grade Grouping: The practice of placing students in a particular subject so that they are with other students who are ready for instruction at that particular grade level, regardless of their current grade in school. Curriculum Compacting: A process used to give students validation for what they already know. It allows students who demonstrate mastery to omit portions of assigned curriculum, or to move more quickly through curriculum than would be typical. Students are thus able to "buy time" which can be used to accelerate content or to pursue enrichment activities while the unit is being taught to other students. Curriculum & Instructional Strategies Plan: A plan that details how the curriculum and instruction are differentiated in breadth or depth of content to meet the needs of one or more high ability students in each grade level, K-12. It also indicates how the curriculum for high ability students is differentiated from the general education curriculum to promote such things as higher order thinking, decision making, creative problem solving, and effective researching. This should include a Scope and Sequence or Curriculum Map to show the K-12 articulation of the curriculum for high ability students.

64

Differentiation: Adapting the curriculum to meet the unique needs of learners by making modifications in complexity, depth, and pacing. It may include selecting, rather than covering all, the curriculum areas dependent on the individual needs of students. Differentiation in general can be by readiness, interest or learning style. However, when differentiating for students with advanced potential, curriculum and instruction should be at an appropriately high level of challenge first, and then can be further differentiated along other dimensions. Disaggregated Data: Data that is separated by race, ethnicity, free/reduced lunch, language proficiency, gender, presence of an IEP, or accommodations. Domain: "Domain" includes the following areas of aptitude and talent frequently covered in state definitions: general intellectual, creativity, specific academic, visual and performing arts, and leadership. Additional domains of talent may be mentioned in specific state definitions. Dual/Concurrent Enrollment: This practice allows a student of high ability to attend classes in more than one building level during the school year and receive credit for a parallel course at a higher level. This can also be when high school students take high school and college classes simultaneously. Early Entrance: Students begin their elementary school or college education prior to the designated chronological age of entrance. Early Graduation: Acceleration options have allowed the number of years a student spends in mastering the K – 12 curriculum to be shortened and makes possible early high school graduation. Early Matriculation: Enrollment in college before completion of the usual seven or eight semesters of high school. This usually involves meeting diploma requirements through a combination of course completions and demonstration of proficiency in one or more required areas. Enrichment: Activities that supplement the core curriculum. Such activities may or may not be specified in the curriculum; they are frequently selected by the teacher and/or students in a given classroom. Enrichment, by itself, is not enough for high ability students. However, both enrichment and acceleration are elements of a good curriculum for high ability students. General Intellectual: “General intellectual” means understanding facts and concepts, developing skills and generalizations, and evaluating their relationships as they apply to a broad array of disciplines. Gifted and Talented: There is no single, widely accepted definition of “gifted” or “talented.” Identification criteria used to determine who will participate in services or programs may vary by state and/or by local district.

65

Governing Body: Local Education Agency or board of education (school board). Grade Skipping: Students progress through grade level instruction skipping one or more grades. Guidance and Counseling Plan: The plan outlines the differentiated services within the district to meet the specific affective needs and educational career plans of the students of high ability. It may include topics such as:

academic program planning, career & life planning, organization & management skills, the meaning of giftedness, stress management, and individual-, small-, or large- group counseling sessions.

Heterogeneous/Homogeneous Grouping: Grouping heterogeneously generally occurs by chronological age level and without regard for the diverse needs of students. Homogeneous grouping is based on common criteria such as the students' interests, special needs, or academic abilities. High Ability Student: This is sometimes a relative term; a sample definition would be: "high ability student" means a student who performs at, or shows the potential for performing at, an outstanding level of accomplishment in at least one (1) domain when compared to other students of the same age, experience, or environment; and is characterized by exceptional gifts, talents, motivation, or interests. Honors Class: Classes at the middle school/junior high or high school level in which content, pace, or depth of instruction is accelerated and/or enriched when compared to the general education curriculum. Traditionally, students who meet prerequisite criteria are accepted into these courses. These courses may include students other than those identified as high ability by the school district. Independent Study or Self-Directed Study: Allowing students to follow individual or self-selected areas of interest and specific aptitude by designing and implementing their own study plans. Close monitoring by teachers is an essential component of independent study. It is good to have carefully constructed outlines of expectations and product rubrics to ensure rigor and the meeting of program goals. Individualization: Providing a specific program that meets the particular needs, interests, and/or abilities of an individual student for some part of his/her educational experience. It does not mean, however, that every child is working in isolation on a different level or a different subject at all times. It does mean that

66

students are working on levels commensurate with their assessed ability, needs, and/or interests. Individualized Education Plan/Program (IEP): A written document that describes how a student will access a variety of high ability services that may include the use of several service options. Intelligence Quotient (IQ): A measure of ability or aptitude at a given point in time, comparing children of the same chronological age. It is a test designed to measure one's potential for learning including abstract thinking and reasoning, knowledge acquisition, and problem-solving abilities. Originally it was considered to be the sole way of measuring student ability. Current thinking now accepts IQ as one of the many ways to measure a student's academic potential. International Baccalaureate (IB): A rigorous international pre-university course of study, leading to examinations, that meets the needs of highly motivated and academically superior secondary school students. IB has a comprehensive classics curriculum (languages, sciences, mathematics, and humanities) that allows its graduates to fulfill education requirements of various nations. Only schools approved by the IB organization may offer the program. Also, school fees are charged by the IB organization. Programs are available for elementary and middle school, but these are not part of the diploma program. Magnet School or Magnet Program: Many school districts, especially those with large student enrollments, select individual schools to emphasize particular programs or services. Some magnet programs focus on specific learning areas such as math, science, or performing arts. Others are designed to serve a specific student population such as high ability students. Since space is usually limited, special entrance requirements may apply. Mandated Program: A legally required program or action authorized by law. Mentorships: The practice of placing a student with an expert or practicing professional in a particular area of interest to the student. The student would learn about or study the interest area intensely with the mentor. This is usually an option that occurs outside of the normal school day. Multifaceted Assessment: means collecting and analyzing data to identify the educational needs of high ability students through the following:

Performance-based assessment, which includes evaluating the performance of students involved in complex learning opportunities usually through the use of achievement tests.

Potential-based assessment, which includes assessing verbal, quantitative, and nonverbal reasoning to evaluate the potential performance of high

67

ability students. This evaluation can be through the use of instruments, such as standardized intelligence or cognitive ability tests.

Other forms of assessment, frequently descriptive in nature and known as qualitative assessments. Qualitative measures such as rating scales, portfolios, structured observations or interviews can provide important information about advanced performance or advanced ability if they are selected/designed to provide information about abilities in areas of services provided.

Multifaceted Assessment Plan: outlines the instruments used to identify students of high ability and must include at least one norm-referenced performance-based measure, one norm referenced potential-based measure, and one other form of assessment. Nomination: A referral process for consideration of a student into a specialized program. Norm-Referenced Test: A test used to determine an individual's status with respect to the performance of other individuals on that test. A "norm" group is the large number of examinees who have taken a particular test and whose scores form the basis of the norms. Such a test may be based on national norms, state norms, or local norms. At every level of educational test usage, it is necessary to match the scope of the test with the purpose that test is supposed to perform. Off-Grade Level Tests: A test that is one or more grade or age level(s) above the student's actual grade placement or age used to assess a student's ability or achievement. Portfolio Assessment: A collection of student products used to measure student progress and achievement. A collection of student products is often used to determine the appropriateness of placement. This practice allows students to demonstrate a wide variety of abilities and talents that traditionally are not measured well by standardized tests. Material in a portfolio may be student selected. Potential-Based Assessment: Evaluating the potential performance of students of high ability through the use of instruments, such as: standardized intelligence tests or tests of verbal, quantitative and non-verbal reasoning. Professional Development Plan: The plan describes the opportunities provided by the school district to promote professional growth in all areas of high ability services. This plan may include: assistance for personnel to attain university coursework or licensure in gifted

education district in-services for teachers, administrators, paraprofessionals, and

volunteers;

68

staff release time for attending workshops, seminars, conferences, etc; resources within the corporation; and study groups within the corporation. Program for Students of High Ability: “Program” means the range of educational services differentiated in depth and breadth designed to meet the needs of one or more students of high ability through activities such as compacting, acceleration, enrichment, critical thinking, and problem solving. Pull-out Program: Students with advanced potential are pulled from their regular classrooms to work with each other and a resource teacher to facilitate accelerated and/or enriched learning experiences. To be effective in increasing student achievement in a particular subject area, this option needs to replace the regular grade level instruction in one or more areas of core curriculum and occur on a daily basis. Qualitative Assessment: Measures that provide more descriptive information about a child’s ability or performance in a given area such as portfolio, rating scales. They are not tests. Reliability: The consistency of an instrument/test over time; the accuracy and repeatability of a measurement. Screening Measure: A brief, less reliable instrument used to find the top 20-25% of each demographic subgroup that will take a longer identification measure.

Self-Contained Classroom: A programmatic term defining a homogeneous setting of students with common needs and/or abilities. The class can include multiple grades or ages. Socio-emotional: The social and emotional needs of the student; affective domain. Specific Academic: One of the domains of high ability. “Specific academic” means understanding facts and concepts, developing skills and generalizations, and evaluating their relationships as they apply to specific disciplines, such as English language arts, social studies, foreign languages, mathematics, and sciences. Stakeholder: Persons with interest in the programming for students of high ability; e.g. administrators, school board members, community members. Stakeholder Planning Committee: means a diverse group with representation from educators, parents, students, community members, and other stakeholders; organized for the purposes of planning and development of programs for students of high ability.

69

Standardized Test: A standardized test is one that is administered under standardized or controlled conditions that specify where, when, how, and for how long children may respond to the test items. Standardized tests should meet acceptable standards for technical qualities in construction, administration, and use.

Subject-based Acceleration: Any option that allows a gifted student to gain exposure to advanced content and skills beyond the average curriculum standards that are expected for a certain age or grade. Subject Skipping: Allows a student to be placed in classes with older students for part of the day (or with materials from higher grade placements) in one or more subject areas. Systematic Program Assessment Plan: The plan shows the procedures for assessing the effectiveness of the district's program for high ability services. It may include topics such as: schedule for reviewing and updating the current program, instruments and methods for evaluating program effectiveness, procedures for data collection, and recommendations for change. Twice-Exceptional: Students with needs and characteristics of more than one special population, e.g. gifted and learning disabled. Underachieving: A discrepancy between recognized potential and actual academic performance. The causes of underachievement may be social, emotional, physical, and/or academic. Validity: The degree to which a test/assessment measures what it purports to measure.

70

Advice for New Coordinators

Step 1: Getting a Handle on High Ability in your District 1. Join the Learning Connection and the IDOE- High Ability Coordinator

Community. You will find important information there. 2. Locate philosophy and mission statement for HA for your school district—K-

12 3. Read the Indiana Code for High Ability and the Administrative Code

Guidelines. These can be found on the IDOE website at http://www.doe.in.gov/exceptional/gt/welcome.html

4. Seek any written documentation of the HA program for your school district and check to see if it is current.

5. Find the most current HA grant application and the previous year’s final report. Find the corporation number and password.

6. Prepare a list of questions about the identification process: committee, instruments, grade levels, timeline, appeals, exits procedures

7. Prepare a list of questions about the services: what happens in each grade, who are the teachers, what is the curriculum, policies on early admission, grade skipping, credit in middle school

8. Prepare a list of questions about accountability: student growth, AP scores, ECAs, information for the DOE-AD report, state grant and final report

9. Request a “Handoff “ meeting with the previous coordinator (if the person is available). Ask the questions you have and what he/she saw as the strengths and the challenges.

10. Request minutes of the meetings of the BBPC for the past year; consider meeting with the previous BBPC or specific members of that group.

11. Ask if there is Board Policy, Administrative Guidelines or a Handbook with Procedures for identification and program design, etc. for HA students.

12. Look at previous financial records to find what Professional Development the faculty has had in the past 5 years. Solicit documentation of what specific professional development has been done and by whom.

13. Find the ID protocols. Check to see if supplies are adequate for your needs. 14. Look for samples of parent communications. Has there been any parent

orientation/education? 15. Attend State’s New Coordinator Meetings. Find PD opportunities sponsored

by the state. 16. Find a fellow coordinator in a similar district or call the High Ability

Specialist at the IDOE to guide you. 17. Report your early progress in directing programs and services to your

superintendent. The superintendent must be in the loop to maintain advocacy.

18. Develop an advocacy plan and implement with your BBPC and others. 19. Join IAG (check with IAG to see if your district is a member) and register for

the IAG conference as soon as registration opens (it fills quickly).

71

20. Develop a calendar for the year to establish timelines for various events pertaining to High Ability. (e.g. Grant application, Identification, BBPC, Parent Meetings, curriculum writing, Professional Development, DOE - AD report, Grant final report)

Step Two: Developing a Plan for Improvement

After working with 116 Indiana School Corporations from 2005 - 2010, the Indiana Department of Education sponsored Field Coach Project identified two primary goals for long range program improvement and six other goals where districts had the greatest success in making an immediate impact.

Goals for Long Term Program Improvement

Stability in the personnel assigned to lead the program, implement the

program, and teach students fosters growth and momentum (especially the

assignment of program coordinator). Understanding what the high ability

program is and how it is implemented takes experience with the program in

action. Having the same people in leadership positions and the same

teachers in the classrooms for students with high abilities allows

professional development to have an effect.

Written policies allow the program to continue regardless of changes in

personnel. Written policies with school board approval that become part of

the administrative code allow for consistency and continuity.

More Immediate Goals for Program Improvement Establish a written district mission/philosophy statement and accompanying

goals and objectives that address the needs for high ability education programming.

Establish written policies and/or procedures for student identification, placement, continuation, appeals, and removal from services.

Establish a High Ability Identification Committee of personnel knowledgeable in high ability education, including the HA Coordinator that meets at regular intervals to determine eligibility, identification and placement of individual candidates, including transfer students.

Verify that selected assessments for identification of high ability students are valid, reliable and equitable for use with high ability students. The assessment system must include measures of both ability and achievement. Quality assessments and the correct use of local norms will ensure responsivity to students’ economic conditions, gender, cultural differences, handicapping conditions, and other factors that mitigate against fair assessment practices.

Provide teachers, families, administrators, and school services personnel with information regarding the characteristics of students with high abilities,

72

their related socio-emotional development, and associated problem behaviors.

Provide annual professional development or support for progress toward licensure for teachers of high ability students in the area of appropriate curriculum and instruction specific to high ability learners. This is an ongoing need and is the foundation for a K-12 Curriculum Plan for High Ability Students.

73

Indiana Code and Rules Specific to or with Implications for Students with High Ability Article 36. High Ability Students IC 20-36-1 Chapter 1. Definitions Sec. 1. The definitions in this chapter apply throughout this article. Sec. 2. "Domain" includes the following areas of aptitude and talent: (1) General intellectual. (2) General creative. (3) Specific academic. (4) Technical and practical arts. (5) Visual and performing arts. (6) Interpersonal. Sec. 3. "High ability student" means a student who:

(1) performs at or shows the potential for performing at an outstanding level of accomplishment in at least one (1) domain when compared with other students of the same age, experience, or environment; and (2) is characterized by exceptional gifts, talents, motivation, or interests.

Sec. 4. "Satisfactory score" means a score of 3, 4, or 5 on an advanced placement exam sponsored by the College Board's Advanced Placement Program.

IC 20-36-2 Chapter 2. Programs for High Ability Students State resources program; grants for high ability programs Sec. 1. (a) The department shall establish a state resources program using designated state resources that: (1) supports school corporations in the development of local programs for high

ability students; (2) enables educational opportunities that encourage high ability students to

reach the highest possible level at every stage of the students' development; and

(3) provides state integrated services that include the following: (A) Information and materials resource centers. (B) Professional development plan and programs. (C) Research and development services. (D) Technical assistance that includes the following: (i) Student assessment. (ii) Program assessment. (iii) Program development and implementation.

(E) Support for educators pursuing professional development leading to endorsement or licensure in high ability education.

(b) In addition to the program established under subsection (a), the department shall use appropriations to provide grants to school corporations for programs for high ability students under section 2 of this chapter in an amount determined by the department that is based upon a set minimum

74

amount increased by an additional amount for each student in the program. A school corporation's program must align with the strategic and continuous school improvement and achievement plans under IC 20-31-5-4 for the schools within the school corporation. A school that receives a grant under this subsection shall submit an annual report to the department that includes the following: (1) The programs for which the grant is used. (2) The results of the programs for which the grant is used, including

student general assessment results, program effectiveness, or student achievement.

School corporation high ability programs; criteria Sec. 2. A governing body shall develop and periodically update a local plan to

provide appropriate educational experiences to high ability students in the school corporation in kindergarten through grade 12. The plan must include the following components: (1) The establishment of a broad based planning committee that meets

periodically to review the local education authority's plan for high ability students. The committee must have representatives from diverse groups representing the school and community.

(2) Student assessments that identify high ability students using multifaceted assessments to ensure that students not identified by traditional assessments because of economic disadvantage, cultural background, underachievement, or disabilities are included. The assessments must identify students with high abilities in the general intellectual domain and specific academic domains. The results of an assessment under this subdivision must be recorded with the student test number assigned to a student.

(3) Professional development. (4) Development and implementation of local services for high ability

students, including appropriately differentiated curriculum and instruction in the core academic areas designated by the state board for each grade consistent with federal, state, local, and private funding sources.

(5) Evaluation of the local program for high ability students. (6) Best practices to increase the number of participants in high ability

student programs who are from racial and ethnic groups that have been underrepresented in those programs.

IC 20-36-3 Chapter 3. Advanced Placement Courses Sec. 1. As used in this chapter, "advanced course" refers to an advanced placement

course for a particular subject area as authorized under this chapter. Sec. 2. As used in this chapter, "advanced placement examination" refers to the

advanced placement examination sponsored by the College Board of the Advanced Placement Program

Sec. 2.8. As used in this chapter, "preadvanced placement" education refers to set

75

professional development resources and services that equip all middle school, junior high school, and high school teachers with the strategies and tools they need to engage students in active, high level learning to ensure the students develop skills, habits, and concepts needed to succeed in advanced placement courses.

Sec. 3. As used in this chapter, "program" refers to the advanced placement program established by section 4 of this chapter.

Sec. 3.2. As used in this chapter, "vertical team" refers to a group of teachers from different grade levels in a given discipline who work cooperatively to develop and implement a vertically aligned program aimed at helping students from diverse backgrounds acquire the academic skills necessary for success in advanced placement courses.

Sec. 4. (a) The advanced placement program is established to encourage students to pursue advanced courses, particularly in math and science. The program shall be administered by the department. (b) Unexpended money appropriated to the department to implement the program at the end of a state fiscal year does not revert to the state general fund.

Sec. 5. (a) Each school year: (1) each school corporation may provide the College Board's science

and math advanced placement courses; and (2) each school corporation may provide additional College Board

advanced placement courses; in secondary schools for students who qualify to take the advanced placement courses.

(b) Each school corporation shall provide the College Board's science and math advanced placement courses in secondary schools for students who qualify to take the advanced placement courses.

(c) In addition to the College Board's math and science advanced placement tests, the state board may approve advanced placement courses offered by a state educational institution in collaboration with a school corporation if the state educational institution and the collaborating school corporation demonstrate to the state board that the particular advanced placement course satisfies the objectives of this chapter.

Sec. 6. (a) Each student who enrolls in an advanced course may take the advanced placement examination to receive high school credit for the advanced course. (b) Any rule adopted by the department concerning an academic honors

diploma must provide that a successfully completed mathematics or science advanced course is credited toward fulfilling the requirements of an academic honors diploma.

(c) If a student who takes an advanced placement examination receives a satisfactory score on the examination, the student is entitled to receive: (1) a certificate of achievement; and

76

(2) postsecondary level academic credit at a state educational institution that counts toward meeting the student's degree requirements, if elective credit is part of the student's degree requirement. The state educational institution may require a score higher than 3 on an advanced placement test if the credit is to be used for meeting a course requirement for a particular major at the state educational institution.

Sec. 7. (a) Teachers who are assigned to teach an advanced course may participate in summer training institutes offered by the College Board.

(b) For a teacher to be eligible for a stipend under section 8 of this chapter, the training in subsection (a) must do the following:

(1) Provide teachers of advanced placement and teachers who instruct preadvanced placement courses with the necessary content knowledge and instructional skills to prepare students for success in advanced placement courses and examinations and other advanced courses.

(2) Provide administrators, including principals and counselors, with professional development that enables them to create strong and effective advanced placement programs in their respective schools.

(3) Provide middle school, junior high school, and high school teachers with advanced placement vertical team training and other preadvanced placement professional development that prepares students for success in advanced placement.

(4) Support the implementation of an instructional program for students in grades 6 through 12 that provides an integrated set of instructional materials, diagnostic assessments, and teacher professional development in reading, writing, and mathematics that prepares all students for enrollment and success in advanced placement courses and in college.

Sec. 8. (a) Money appropriated to the department to implement the program shall be distributed for purposes listed in the following order: (1) To pay the fees for each math or science advanced placement

examination that is taken by a student who is: (A) enrolled in a public secondary school; and (B) a resident of Indiana. Priority shall be given to paying the fees for each math or science

advanced placement examination that is taken by a student in grade 11 or 12.

(2) To pay stipends for teachers assigned to teach a math or science advanced course to attend the institutes under section 7 of this chapter.

(3) To pay school corporations for instructional materials needed for the math or science advanced course.

(4) To pay for or rent equipment that a school corporation may need to develop a math or science advanced course.

(5) To pay the fees for the costs incurred in implementing the advanced placement program for the subjects other than math and science as authorized under section 5 of this chapter.

77

(b) The department shall establish guidelines concerning the distribution of funds under this chapter, including guidelines to ensure that money distributed under this chapter is distributed as evenly as possible throughout Indiana. In establishing these distribution guidelines, the department shall consider the following factors: (1) The number of students and teachers participating in the program. (2) Even geographic representation. (3) Financial need of students participating in the program. (4) Any other factor affecting the distribution of money under this

chapter. (c) The department may seek funding to carry out the purposes of this chapter

through the following federal programs: (1) The Advanced Placement Incentive Program. (2) The Math-Science Partnership Program.

(d) The department may give priority in the distribution of funds to a school that serves a high concentration of low income students.

Sec. 9. (a) The department shall develop and provide each public middle school, junior high school, and secondary school with curriculum guidelines designed to satisfy the requirements of this chapter. (b) The guidelines developed under subsection (a) shall include a plan for

increasing the: (1) availability of advanced placement program in schools with a high

concentration of low income students; and (2) participation of low income students in advanced placement

programs; through information dissemination through print, electronic, and broadcast media that informs parents and students of the importance of advanced placement and preadvanced placement courses to a student's ability to gain access to and to succeed in postsecondary education.

Sec. 10. The department shall prepare an annual report concerning the implementation of the program and shall submit the report to the board before December 1 of each year. The report must include the pertinent details of the program, including the following: (1) The number of students participating in the program. (2) The number of teachers attending a summer institute offered by the

College Board. (3) Recent trends in the field of advanced placement. (4) The distribution of money under this program.

(5) Gender and minority participation. (6) Other pertinent matters. Sec. 11. The department and the commission for higher education shall work with

each state educational institution on implementing and communicating the state educational institution's policy for awarding advanced placement credits under IC 20-32-3-10 and section 6 of this chapter. The plan to implement each policy must be developed by March 1, 2011.

Sec. 12. The state board shall adopt rules under IC 4-22-2 to implement this chapter.

78

IC 20-36-4 Chapter 4. Governor's Scholars Academy

Sec. 1. As used in this chapter, "academy" refers to the governor's scholars academy established by section 3 of this chapter.

Sec. 2. As used in this chapter, "advisory board" refers to the advisory board for the governor's scholars academy established by section 5 of this chapter. As added by P.L.1-2005, SEC.20.

Sec. 3. The governor's scholars academy is established to administer and operate a public, residential, coeducational school to be held in the summer for high school students in Indiana who are high ability students as described in IC 20-36-1.

Sec. 4. (a) The department shall operate the academy under guidelines that are established by the advisory board and in consideration of the recommendations that are made by the advisory board under section 6 of this chapter. (b) The department shall:

(1) employ personnel necessary to operate the academy; (2) select the students who will attend the academy; (3) hire the faculty for the academy; (4) enter into contracts with postsecondary educational institutions

or other similar entities for establishing the location or locations of the academy;

(5) determine the courses that are to be offered at each academy site; and

(6) take any other action necessary to operate the academy under this chapter.

Sec. 5. (a) An advisory board for the academy is established. (b) Fifteen (15) members shall be appointed to the advisory board as

follows: (1) The state superintendent as an ex officio member. (2) The chairman of the curriculum committee of the state board as an

ex officio member. (3) The commissioner of the commission for higher education as an ex

officio member. (4) Seven (7) members appointed by the state superintendent as

follows: (A) Two (2) members who are classroom teachers. (B) Two (2) members who are public school administrators. (C) One (1) member who represents the parents of public

school students. (D) Two (2) members who are former students of the academy. (5) Five (5) members appointed by the governor as follows: (A) Two (2) representatives from state educational institutions. (B) One (1) representative from a private postsecondary

educational institution in Indiana.

79

(C) Two (2) individuals representing business and industry. (c) At the expiration of the terms of the initial appointees, their successors

shall be appointed to four (4) year terms beginning on July 1 in the year of their appointments. A member may be reappointed to the advisory board.

(d) A vacancy in any appointive term under this section shall be filled for the unexpired part of the term by appointment of the officer who appointed the person creating the vacancy.

(e) On July 1 of each year, the state superintendent shall designate a member to serve as chairperson. The advisory board shall elect other officers annually to serve terms from July 1 through June 30.

(f) An advisory board member is not entitled to the minimum salary per diem as provided in IC 4-10-11-2.1(b) while performing the member's duties. A member is entitled to reimbursement for traveling expenses and other expenses actually incurred in connection with the member's duties, as provided in the state travel policies and procedures established by the Indiana department of administration and approved by the budget agency.

(g) The chairperson shall call the meetings of the advisory board. (h) A majority of the advisory board constitutes a quorum for the purpose

of doing business. Sec. 6. (a) The advisory board shall establish the following guidelines:

(1) The criteria for admission to the academy. (2) The maximum number and grade levels of students to be admitted

to the academy. (3) Rules for selecting students based upon county student

populations with the goal of gathering a diverse student body representing as many high schools in the state as possible.

(4) Criteria and procedures for evaluating the academy. (b) The advisory board may make recommendations to the department of

education concerning the following: (1) The curriculum to be offered at the academy. (2) The location or locations for the operation of the academy. (3) The length of time during the summer that the academy is to be

operational. (4) Any other matter that the advisory board determines to be pertinent

to the operation of the academy. Sec. 7. The academy shall provide free tuition, room, and board to students accepted

to attend the academy. IC 20-36-5 Chapter 5. Alternate Methods of Earning High School Academic Credit Receiving credits by demonstrating proficiency; methods Sec. 1. A student shall receive credits toward graduation or an academic honors

diploma by demonstrating the student's proficiency in a course or subject area required for graduation or the academic honors diploma, whether or

80

not the student has completed course work in the subject area, by any one (1) or more of the following methods: (1) Receiving a score that demonstrates proficiency on a standardized

assessment of academic or subject area competence that is accepted by accredited postsecondary educational institutions.

(2) Receiving a high proficiency level score on an end of course assessment for a course without taking the course.

(3) Successfully completing a similar course at an eligible institution under the postsecondary enrollment program under IC 21-43-4.

(4) Receiving a score of three (3), four (4), or five (5) on an advanced placement examination for a course or subject area.

(5) Other methods approved by the state board. Sec. 2. A student who demonstrates proficiency in one (1) or more courses or

subject areas under section 1 of this chapter may not be required to complete a minimum number of semesters to graduate or to receive an academic honors diploma.

Sec. 3. The department shall develop guidelines and the state board shall adopt rules under IC 4-22-2 to implement this chapter.

IC 20-31 ARTICLE 31. ACCOUNTABILITY FOR PERFORMANCE AND IMPROVEMENT IC 20-31-2 Chapter 2. Definitions Sec. 1. The definitions in this chapter apply throughout this article. Sec. 2. "Annual report" refers to the school corporation annual performance report

required by IC 20-20-8. Sec. 3. "Charter school" refers to a public school created and operating under IC 20-

24. Sec. 4. "Committee" refers to the committee that develops the strategic and

continuous school improvement and achievement plan under IC 20-31-5. Sec. 5. "Cultural competency" means a system of congruent behaviors, attitudes,

and policies that enables teachers to work effectively in cross-cultural situations. The term includes the use of knowledge concerning individuals and groups to develop specific standards, policies, practices, and attitudes to be used in appropriate cultural settings to increase students' educational performance.

Sec. 6. "Exceptional learner" refers to the following: (1) A child with a disability (as defined in IC 20-35-1-2). (2) A high ability student (as defined in IC 20-36-1-3).

Sec. 7. "Plan" refers to a strategic and continuous school improvement and achievement plan established under this article for a school or school corporation.

Sec. 8. "School" refers to a public school or an accredited nonpublic school. Sec. 9. "Special management team" means an entity that manages a turnaround

academy. Sec. 10. "Turnaround academy" means a school that is subject to IC 20-31-9.5 and

for the purpose of federal funding only, is considered a local educational agency.

81

IC 20-31-5 Chapter 5. Strategic and Continuous School Improvement and

Achievement Plan (section relevant to High Ability is highlighted) Sec. 1. (a) The principal of each school shall coordinate:

(1) the development of an initial three (3) year strategic and continuous school improvement and achievement plan; and

(2) an annual review of the plan. (b) The initial plan and annual review must be made with input from a committee

of persons interested in the school, including administrators, teachers, parents, and community and business leaders appointed by the principal. Teacher appointments to the committee must be made in accordance with IC 20-29.

Sec. 2. (a) This section applies to a charter school. (b) A charter entered into under IC 20-24-4 may be used as a charter school's three (3) year plan.

Sec. 3. (a) The committee must submit a school's initial plan to the superintendent by March 1 of the school year before the year of implementation. The superintendent:

(1) shall review the plan to ensure that the plan aligns with the school corporation's objectives, goals, and expectations;

(2) may make written recommendations of modifications to the plan to ensure alignment; and

(3) shall return the plan and any recommendations to the committee by April 1 of the school year before the year of implementation.

(b) A committee may modify the plan to comply with recommendations made by the superintendent under subsection (a). (c) A committee shall submit:

(1) the plan; and (2) the written recommendations of the superintendent; to the

governing body by May 1 of the school year before the year of implementation.

(d) An initial plan must be established by June 1 of the school year before the year of implementation by approval of the governing body. The governing body shall approve a plan for each school in the school corporation. When a plan is presented to the governing body, the governing body must either accept or reject the plan and may not revise the plan. A plan is established when written evidence of approval is attached to the plan.

Sec. 4. (a) A plan must: (1) state objectives for a three (3) year period; and (2) be annually reviewed and revised to accomplish the achievement

objectives of the school. (b) A plan must establish objectives for the school to achieve. These

achievement objectives must be consistent with academic standards and include improvement in at least the following areas: (1) Attendance rate.

82

(2) The percentage of students meeting academic standards under the ISTEP program (IC 20-31-3 and IC 20-32-5).

(3) For a secondary school, graduation rate. (c) A plan must address the learning needs of all students, including

programs and services for exceptional learners. (d) A plan must specify how and to what extent the school expects to make

continuous improvement in all areas of the education system where results are measured by setting benchmarks for progress on an individual school basis.

(e) A plan must note specific areas where improvement is needed immediately.

Sec. 5. (a) A plan may include a request for a waiver of applicability of a rule or statute to a school. (b) The governing body may waive any rule adopted by the state board for

which a waiver is requested in a plan, except for a rule that is characterized as follows: (1) The rule relates to the health or safety of students or school

personnel. (2) The rule is a special education rule under 511 IAC 7. (3) Suspension of the rule brings the school into noncompliance with

federal statutes or regulations. (4) The rule concerns curriculum or textbooks.

(c) Upon request of the governing body and under a plan, the state board may waive for a school or a school corporation any statute or rule relating to the following: (1) Curriculum. (2) Textbook selection.

Sec. 6. (a) A plan must contain the following components for the school: (1) A list of the statutes and rules that the school wishes to have

suspended from operation for the school. (2) A description of the curriculum and information concerning the

location of a copy of the curriculum that is available for inspection by members of the public.

(3) A description and name of the assessments that will be used in the school in addition to ISTEP program assessments.

(4) A plan to be submitted to the governing body and made available to all interested members of the public in an easily understood format.

(5) A provision to maximize parental participation in the school, which may include providing parents with:

(A) access to learning aids to assist students with school work at home; (B) information on home study techniques; and (C) access to school resources. (6) For a secondary school, a provision to do the following: (A) Offer courses that allow all students to become eligible to receive

an academic honors diploma. (B) Encourage all students to earn an academic honors diploma or

83

complete the Core 40 curriculum. (7) A provision to maintain a safe and disciplined learning environment

for students and teachers that complies with the governing body's plan for improving student behavior and discipline developed under IC 20-26-5-32.

(8) A provision for the coordination of technology initiatives and ongoing professional development activities.

(b) If, for a purpose other than a plan under this chapter, a school has developed materials that are substantially similar to a component listed in subsection (a), the school may substitute those materials for the component listed in subsection (a).

Sec. 7. The department shall act as a clearinghouse for plans and shall make effective plans available to school corporations as models to use in developing and carrying out plans.

IC 20-43-10 Chapter 10. Other Tuition Support Grants (section relevant to High Ability is highlighted) Sec. 0.5. This chapter does not apply to a virtual charter school. Sec. 1. In addition to a basic tuition support distribution, a school corporation is

eligible for the grants provided under this chapter. Sec. 2. (a) A school corporation's honors diploma award for a calendar year is the

amount determined under STEP FOUR of the following formula: STEP ONE: Determine the number of the school corporation's eligible

pupils who successfully completed an academic honors diploma program in the school year ending in the previous calendar year.

STEP TWO: Determine the result of: (A) the number of the school corporation's eligible pupils who

successfully completed a Core 40 diploma with technical honors program in the school year ending in the previous calendar year; minus

(B) the number of eligible pupils who would otherwise be double counted under both clause (A) and STEP ONE.

STEP THREE: Determine the sum of the number of eligible students determined under STEP ONE and the number of eligible students determined under STEP TWO.

STEP FOUR: Multiply the STEP THREE amount by nine hundred dollars ($900).

(b) An amount received by a school corporation as an honors diploma award may be used only for: (1) any:

(A) staff training; (B) program development; (C) equipment and supply expenditures; or (D) other expenses;

directly related to the school corporation's honors diploma program;

84

and (2) the school corporation's program for high ability students.

(c) A governing body that does not comply with this section for a school year is not eligible to receive an honors diploma award for the following school year.

INDIANA ADMINISTRATIVE RULES Rule 9.1. Waiver of Curriculum and Graduation Rules for Programs for High

Ability Students 511 IAC 6-9.1-1 Definitions Authority: IC 20-19-2-8; IC 20-31-4-7 Affected: IC 20-31-4; IC 20-36-1 Sec. 1. (a) The definitions in this section apply throughout this rule.

(b) “Broad-based planning committee” means a diverse group with representation from: (1) educators; (2) parents; (3) students; (4) community members; and (5) other stakeholders; organized for the purposes of planning and development of programs.

(c) “Differentiated” means providing tiered levels of services for all educational needs.

(d) “Domain” includes the following areas of aptitude and talent: (1) General intellectual. (2) General creative. (3) Specific academic. (4) Technical and practical arts. (5) Visual and performing arts. (6) Interpersonal.

(e) “General creative” means understanding facts and concepts, developing skills and generalizations, and evaluating their relationships as they apply to activities, such as: (1) problem finding; (2) divergent thinking; (3) flexibility; (4) elaboration; and (5) originality.

(f) “General intellectual” means understanding facts and concepts, developing skills and generalizations, and evaluating their relationships as they apply to a broad array of disciplines.

(g) “Governing body” means the township trustee and township board of a school township, the board of school commissioners, board of school

85

trustees, or any other board charged by law with the responsibility of administering the affairs of a school corporation.

(h) “High ability student” means a student who: (1) performs at, or shows the potential for performing at, an

outstanding level of accomplishment in at least one (1) domain when compared to other students of the same age, experience, or environment; and

(2) is characterized by exceptional gifts, talents, motivation, or interests.

(i) “Interpersonal” means understanding facts and concepts, developing skills and generalizations, and evaluating their relationships as they apply to areas, such as: (1) leadership; (2) mediation; (3) counseling; and (4) communication.

(j) “Multifaceted assessment” means collecting and analyzing data to identify the educational needs of high ability students through the following: (1) Performance-based assessment, which includes evaluating the

performance of students involved in complex learning opportunities through the use of instruments, such as the following: (A) Rating scales. (B) Observation or interviews. (C) Portfolios. (D) Structured observations or interviews.

(2) Potential-based assessment, which includes evaluating the potential performance of high ability students through the use of instruments, such as the following: (A) Standardized intelligence tests. (B) Standardized achievement tests. (C) Behavior rating scales.

(3) Other forms of assessment, which includes [sic., include] using procedures designed to reduce any assessment biases that may be inherent in other assessment methods used to evaluate the levels of services needed for high ability students.

(k) “Program” means educational services differentiated in depth and breadth designed to meet the needs of one (1) or more high ability students through activities, such as: (1) compacting; (2) acceleration; (3) enrichment; (4) problem solving; and (5) creative thinking.

86

(l) “Specific academic” means understanding facts and concepts, developing skills and generalizations, and evaluating their relationships as they apply to specific disciplines, such as: (1) English language arts; (2) social studies; (3) foreign languages; (4) mathematics; and (5) sciences.

(m) “Technical and practical arts” means understanding facts and concepts, developing skills and generalizations, and evaluating their relationships as they apply to disciplines, such as: (1) vocational-technical education; (2) business technology education; (3) family and consumer sciences; and (4) technology education.

(n) “Visual and performing arts” means understanding facts and concepts, developing skills and generalizations, and evaluating their relationships as they apply to disciplines, such as: (1) art; (2) dance; (3) music; and (4) theater arts.

Sec. 2. (a) To qualify as a program for high ability students under this rule, each school corporation shall meet all of the criteria in this section. (b) The school corporation shall develop and periodically update a level of

services program to provide educational opportunities to encourage high ability students to reach the highest possible level at every stage of development.

(c) The differentiated program for high ability students must include the following: (1) A multifaceted student assessment plan, including the following:

(A) Performance-based assessment. (B) Potential-based assessment. (C) Other forms of assessment.

(2) A curriculum and instructional strategies plan. (3) A counseling and guidance plan. (4) A systematic program assessment plan. (5) A professional development plan.

(d) Educational experiences offered outside the school day may be used to supplement, but not to supplant, the levels of services provided for high ability students offered during the school day.

(e) The governing body shall create a broad-based planning committee to design and monitor the continuous development and implementation of the levels of services program for high ability students.

(f) The program must be approved by the governing body.

87

(g) The plans described in subsection (c) must be available for public inspection and filed with the department.

Sec. 3. (a) Upon proper submission of the appropriate forms by a school corporation, the department may waive, for programs for high ability students, any of the following curriculum or graduation rules:

(1) 511 IAC 6-7-1(d), 511 IAC 6.1-1-2(d), and, for summer school, 511 IAC 12-2-6(a) to allow gifted and talented students to earn credit through performance assessment without completing the required amount of instructional time.

(2) 511 IAC 12-2-6(b) to allow school corporations to be reimbursed for the cost of instruction for more than two (2) credits in summer school for high ability students.

(3) 511 IAC 6.1-6-1(a) to allow school corporations to utilize adults who have the demonstrated expertise in an area, but not the prerequisite teacher certification, to deliver nonstandard education programs for high ability students, such as: (A) internships; (B) mentorships; or (C) clinical experiences.

(b) The school corporation may appeal a denial of a waiver to the state board. Rule 10. Postsecondary Enrollment Program Sec. 1. “Eligible institution” means an accredited public or private college or

university located in Indiana that grants a baccalaureate or associate degree. “Program” refers to the postsecondary enrollment program established

under IC 20-30-11. “Secondary credit” means credit toward graduation requirements granted by

a student's school corporation upon the successful completion of a course taken under the program.

Sec. 2. (a) A student may, upon approval of that student's school corporation, enroll in courses offered by an eligible institution under the program on a full-time or part-time basis during grade 11, grade 12, or both. A student who participates in the program shall be considered a student enrolled in the school corporation in computing average daily membership as defined in IC 21-3-1.6-1.1(d). (b) If a course has been approved for secondary credit by the school

corporation, a student is entitled to credit toward graduation requirements for each course the student successfully completes at that institution. The student's school records must indicate that the credits were earned at an eligible institution.

(c) Before February 1 each year, the school corporation shall provide each student in grades 10 and 11 with information concerning the program.

(d) Each student who intends to enroll in an eligible institution under the program shall notify the principal of the school in which the student is enrolled. A representative of the school corporation shall meet with

88

each student who intends to participate in the program and discuss the following: (1) The student's eligibility to participate in the program. (2) The courses in which the student is authorized to enroll. (3) The secondary and postsecondary credit the student earns upon

successful completion of a course. (4) The consequences of a student's failure to successfully complete a

course. (5) The student's schedule. (6) The financial obligations of the student and the school under the

program. (7) The responsibilities of the student, the student's parent or

guardian, and the school under the program. (8) Other matters concerning the program.

(e) The representative of the school corporation shall make a recommendation to the principal concerning the student's participation in the program.

(f) The principal shall make a determination, based on the recommendation received under subsection (e) of this section and the policy adopted under 511 IAC 6-10-4, concerning: (1) the student's eligibility to participate in the program; and (2) the courses approved for secondary credit.

(g) The principal shall notify the student and the superintendent of the school corporation, in writing, of the determination under subsection (f) of this section. If the principal determines that: (1) the student is not eligible to participate in the program; or (2) a course in which the student intends to enroll is not approved for

secondary credit; the principal must state, in writing, the reasons for that determination.

Sec. 3. (a) If a student disputes a determination made by the principal under 511

IAC 6-10-2(f), the student may appeal the determination to the governing body by submitting to the governing body, in writing, the reasons the student objects to the determination. The governing body shall review a determination made under 511 IAC 6-10-2(f) and render a decision concerning that determination. The governing body shall notify the student and the principal, in writing, of its decision. (b) If the student or the principal disputes the decision of the governing body

under subsection (a) of this section, that individual may appeal to the state board of education. The decision of the state board of education is final.

Sec. 4. (a) The governing body of each school corporation shall adopt policies to implement the program, based on 511 IAC 6-10 and guidelines established by the department of education. The policy shall include:

(1) The criteria for determining eligibility to participate in the program, which may include:

89

(A) A provision that a student is ineligible to participate if participation would delay the student's progress toward high school graduation.

(B) A provision that a student is ineligible to participate in the program if the request is for enrollment in a course offered by the student's school and participation would result in cancellation of the course due to low enrollment.

(2) The criteria for determining the courses approved for secondary credit, which may include a provision that a course in which the student intends to enroll is not approved for secondary credit if the course is so unlike any of the approved courses listed in 511 IAC 6-2-5(d) [511 IAC 6-2-5 was repealed filed Nov 8, 1990, 3:05 p.m.: 14 IR 663.] that appropriate secondary credit cannot be given.

(b) The adopted policy may not prohibit a student from enrolling in or attending an education program when the student is not required to be in attendance at the student's school corporation.

(c) In addition to adopting a policy to implement the program, the governing body of a school corporation may: (1) establish a supplemental postsecondary education program for

students of the school corporation; (2) establish procedures to permit students, including students in

grades below grade 11, to enroll in and attend courses at eligible institutions during the regular school day or regular school year; and

(3) establish procedures to award secondary credit for courses completed by students at eligible institutions.

Sec. 5. (a) For each of its students enrolled in the program, a school corporation shall make and maintain records of the following:

(1) The courses and credit hours in which the student enrolls. (2) The courses that the student successfully completes and fails to

complete. (3) The secondary credit granted to the student. (4) Other information requested by the department of education.

(b) At the end of each school year, each school corporation shall submit to the department of education the following:

(1) A list of students in the school corporation who are enrolled in the program.

(2) A list of the courses successfully completed by each student who is enrolled in the program.