1 / 17

M.S.D. of Pike Township High Ability Program

M.S.D. of Pike Township High Ability Mission Statement. The High Ability Program of the Metropolitan School District of Pike Township seeks to provide our most academically talented students with developmentally appropriate, enriched and accelerated experiences to actively engage them in learning

brigid
Download Presentation

M.S.D. of Pike Township High Ability Program

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

    1. M.S.D. of Pike Township High Ability Program Parent Information Meeting October 29, 2009 For a copy of this PowerPoint go to the Pike website: www.pike.k12.in.us

    2. M.S.D. of Pike Township High Ability Mission Statement The High Ability Program of the Metropolitan School District of Pike Township seeks to provide our most academically talented students with developmentally appropriate, enriched and accelerated experiences to actively engage them in learning. The richly differentiated curriculum is well integrated and solidly based on tenets of critical thinking. The development of critical thinking is the basis of all learning. The ability to think critically is imperative to prepare students to acquire the skills and the mindset to be life-long learners and to accept the challenges and the responsibilities of a global society. Recognized as a leader in the state for GT education. Presented at the state GT conference for the past 3 years including being invited to present for 2 days in March of 2007. Presented for the past 3 years at the Indiana Curriculum and Instruction Association Meetings. Have an extremely comprehensive and rigorous program Recognized as a leader in the state for GT education. Presented at the state GT conference for the past 3 years including being invited to present for 2 days in March of 2007. Presented for the past 3 years at the Indiana Curriculum and Instruction Association Meetings. Have an extremely comprehensive and rigorous program

    3. M.S.D. of Pike Township High Ability Program The Indiana Code defines a student with high abilities as one who: performs at, or shows the potential for performing at, an outstanding level of accomplishment when compared to other students of the same age, experience, or environment is characterized by exceptional gifts, talents, motivation, or interests

    4. M.S.D. of Pike Township High Ability Program Characteristics of Students with High Abilities Early reading and or quick mastery of reading Learns new things quickly and easily Has extensive vocabulary, background knowledge, and memory Grasps math concepts quickly; solves problems involving critical thinking; enjoys logic & puzzles Has more intense energy level or ability to concentrate, may talk fast

    5. M.S.D. of Pike Township High Ability Program Characteristics of Students with High Abilities Extremely sensitive and/or introverted Thinks differently; is creative Great sense of humor Curious, observant Perfectionist Displays interest in complex games, fantasy, non-fiction Sensitive to environment

    6. M.S.D. of Pike Township High Ability Program Program Locations 09-10 Elementary Guion Creek, Eagle Creek Grades 1 - 5 Middle Guion Creek, New Augusta Grades 6 - 8 High School Pike High School Grade 9 Honors Grades 10 Honors and AP Grades 11 and 12 Honors, AP, IB Expanded the HA program to include an elementary and middle school continuous calendar sites for the 2007-08 school year. Expanded the HA program to include first grade in all HA magnet sites for the 2007-08 school year. (Continue to address the challenges of Kindergarten programming with 06-07 committee). Expanded another tier of GT service to all elementary schools in 2008-09 (cluster classrooms) Questions posed by the committee required further investigation, data review and compilation. Needs to address: Cont. cal. students do not have a GT option available to them More Pike students qualify for GT programming but space is limited in current structure. Data indicates a need to expand another tier of services at all elementary schools to increase opportunities for high ability students. The Expansion sub committee reviewed this extensively. Pike’s program currently begins at 2nd grade. While this is lower than many Marion County schools, the research strongly supports the benefits of early intervention (as it does with ENL and Sp. Ed.) As a result of the research, the sub committee reviewed expansion to lower grades. The research and DOE support a shift away from 1 cut score to identify students for GT programming. The identification committee researched and reviewed research-based selection processes which we will hear about later. Difference between GT and Honors Both G/T and honors students participate in challenging, rigorous language arts classes. In general, however, G/T students move at a faster pace, study curricular material with a higher degree of complexity, are held to higher performance standards, and are expected to write with a higher degree of sophistication. Expanded the HA program to include an elementary and middle school continuous calendar sites for the 2007-08 school year. Expanded the HA program to include first grade in all HA magnet sites for the 2007-08 school year. (Continue to address the challenges of Kindergarten programming with 06-07 committee). Expanded another tier of GT service to all elementary schools in 2008-09 (cluster classrooms) Questions posed by the committee required further investigation, data review and compilation. Needs to address: Cont. cal. students do not have a GT option available to them More Pike students qualify for GT programming but space is limited in current structure. Data indicates a need to expand another tier of services at all elementary schools to increase opportunities for high ability students. The Expansion sub committee reviewed this extensively. Pike’s program currently begins at 2nd grade. While this is lower than many Marion County schools, the research strongly supports the benefits of early intervention (as it does with ENL and Sp. Ed.) As a result of the research, the sub committee reviewed expansion to lower grades. The research and DOE support a shift away from 1 cut score to identify students for GT programming. The identification committee researched and reviewed research-based selection processes which we will hear about later. Difference between GT and Honors Both G/T and honors students participate in challenging, rigorous language arts classes. In general, however, G/T students move at a faster pace, study curricular material with a higher degree of complexity, are held to higher performance standards, and are expected to write with a higher degree of sophistication.

    7. M.S.D. of Pike Township High Ability Program Cluster Classrooms For students who do not meet HA self-contained program criteria or who choose to stay in their home school Offers instruction in peer groups of similar ability Challenges and enriches students needing more rigor Typically 3-5 students in a classroom Definition “A method of organizing a heterogeneous grade level by purposefully assigning high ability students with similar readiness levels and/or abilities in the same classroom.” Definition “A method of organizing a heterogeneous grade level by purposefully assigning high ability students with similar readiness levels and/or abilities in the same classroom.”

    8. M.S.D. of Pike Township High Ability Program Curriculum Enhancements Ongoing Professional development sessions for HA teachers Inquiry projects – collaboration with media specialists Parallel Curriculum Model used with the support of one of the authors, Jann Leppien 1) Core curriculum 2) Curriculum of connections 3) Curriculum of identity 4) Curriculum of Practice We’ve had many curriculum development sessions for HA teachers. We read the book the Parallel Curriculum Model and had one of the authors, Jann Leppien spend 2 full days helping us to develop rigorous curriculum that included the 4 parallels defined in the book: 1) Core curriculum – key facts, concepts, principles and skills of the topic and discipline 2) Curriculum of connections – connect to prior learning (research shows that when we do this learning shifts from short term to long term memory 3) Curriculum of identity – Extends the focus to include affective components: interests, appreciations, values, attitudes, a life outlook and a global perspective 4) Curriculum of Practice – orchestrate experiences through which students can construct understanding in much the same way a professional constructs understanding. Math – accelerated 6th grade – pre Algebra; 7th grade- Algebra; 8th Grade – Honors Geometry – Summer math camp for 5th graders entering 6th – highlight slope, graphing, surface area, probability, geometry, measuring 2 dimensional figuresWe’ve had many curriculum development sessions for HA teachers. We read the book the Parallel Curriculum Model and had one of the authors, Jann Leppien spend 2 full days helping us to develop rigorous curriculum that included the 4 parallels defined in the book: 1) Core curriculum – key facts, concepts, principles and skills of the topic and discipline 2) Curriculum of connections – connect to prior learning (research shows that when we do this learning shifts from short term to long term memory 3) Curriculum of identity – Extends the focus to include affective components: interests, appreciations, values, attitudes, a life outlook and a global perspective 4) Curriculum of Practice – orchestrate experiences through which students can construct understanding in much the same way a professional constructs understanding. Math – accelerated 6th grade – pre Algebra; 7th grade- Algebra; 8th Grade – Honors Geometry – Summer math camp for 5th graders entering 6th – highlight slope, graphing, surface area, probability, geometry, measuring 2 dimensional figures

    9. M.S.D. of Pike Township High Ability Program Identification Use ISTEP+ and NWEA test scores to create a pool of students Achievement tests, Cognitive tests, teacher rating, parent nomination Follow a Case Study Format – team of teachers, counselors, and administrators use DOE guidelines, components of giftedness and standards to make a decision on each individual child. K-2 student pool will be determined by: NWEA scores Naglieri test Teacher Rating Scales Parent Rating Scales 3-7 student pool will be determined by: NWEA scores ISTEP+ Teacher Rating Scales Parent Rating ScalesK-2 student pool will be determined by: NWEA scores Naglieri test Teacher Rating Scales Parent Rating Scales 3-7 student pool will be determined by: NWEA scores ISTEP+ Teacher Rating Scales Parent Rating Scales

    10. M.S.D. of Pike Township High Ability Program The importance of the Parent role Support your child Give your child time Encourage their individuality Don’t expect too much – home responsibilities should fit their chronological age not mental age Provide consistent rules and expectations Encourage questions, experiments and risk taking Be a good role-model Will enhance testing consistency and reliability by having the same testing conditions and environment for all. The appeals process will give parents the opportunity to review the testing practices and get further information regarding the case study committee decision.Will enhance testing consistency and reliability by having the same testing conditions and environment for all. The appeals process will give parents the opportunity to review the testing practices and get further information regarding the case study committee decision.

    11. M.S.D. of Pike Township High Ability Program Ongoing Evaluation Seek input from parents, students, and teachers through surveys. The district improvement committee will review the survey data and make recommendations for program adjustments Follow the Pike comprehensive formal program evaluation for the HA program every 6 years (as are all other programs)

    12. M.S.D. of Pike Township High Ability Program Testing Timeline Grades K-2 November 30 – Dec. 10 – Naglieri January 6 – January 27 – Winter NWEA testing These scores will determine students who qualify for 2nd round of testing Feb. and Mar. – Teacher & Parent feedback forms April 6-12 – OLSAT Testing K-2 May – Case Study Identification Process Parents notified in mid May Parents will be notified in mid MayParents will be notified in mid May

    13. M.S.D. of Pike Township High Ability Program Testing Timeline Grades 3-5 Dec. 1 – Dec. 15 - Winter NWEA testing NWEA and ISTEP scores will determine students who qualify for 2nd round of testing Jan. – Teacher & Parent feedback forms Feb. 1 – 5 – Naglieri and OLSAT tests March – Case Study Identification Process Parents notified in mid March Parents will be notified in mid MarchParents will be notified in mid March

    14. M.S.D. of Pike Township High Ability Program Testing Timeline Grades 6-8 NWEA and ISTEP scores will determine students who qualify for 2nd round of testing Oct. and Nov. - Teacher & Parent feedback forms Feb. 1 – 5 – Naglieri and OLSAT tests March – Case Study Identification Process Parents notified in mid March

    15. M.S.D. of Pike Township High Ability Program High School Offerings Donna Cracraft – IB coordinator

    16. M.S.D. of Pike Township High Ability Program Panel Discussion Student Perspective Parental Insight Teacher Thoughts Questions

    17. Contact Information Beth Niedermeyer, Ph.D. Assistant Superintendent of Curriculum and Instruction K-12 bhnieder@pike.k12.in.us Curriculum Dept. 387-2216

More Related