Program Handbook

Philosophy of High Ability Education

It is the philosophy of the Delaware Community School Corporation that each learner should have the opportunity to develop the fundamental skills and processes essential to being productive members of a changing society. Appropriate educational placement and experiences that match intellectual, social, and emotional needs with the curriculum are critical. Students with high academic ability need extensions for learning that enable them to develop their talents, thinking, and learning processes in a manner that is suitable to their intellectual ability and encourages them to develop their full potential. Providing an appropriate learning environment is essential to creating life-long learners. Delaware Community School Corporation recognizes that high ability students are found in all racial, ethnic, and socioeconomic populations.

Definition ofHigh Ability Students

The term “high ability” has been defined in various ways. 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).

The Indiana Code defines a student with high abilities as one who:

  • Performs at, or shows the potential for performing at, an outstanding level of accomplishment in at least one domain when compared to other students of the same age, experience, or environment; and:
  • Is characterized by exceptional gifts, talents, motivation, or interests (IC 20-36-1-3).

In addition to definitions, it is often helpful to know what “high ability” looks like. Many charts and checklists are available which list the commonly accepted characteristics of high ability children. The following charts are examples of some of the commonly associated characteristics of high ability students.

High Ability Program Goals

  • Students will have a strong knowledge base and mastery of basic academic skills.
  • The environment will encourage students to develop their potential while interacting with their intellectual peers.
  • The climate will foster and enhance intellectual ability, talent, creativity, and decision-making skills.
  • The students will be involved with their own learning, as demonstrated by self-assessment, recognition of personal talent, and establishing short and long-term goals.
  • Leadership skills, social awareness, and responsibility will be developed.
  • Students will be encouraged to develop independent study, self-directed learning, and research skills.
  • Students will use and expand their higher level thinking skills.
  • Students will develop skills in critical thinking and problem solving.
  • An appreciation for aesthetic values and creative expression will be encouraged.
  • Opinions, responses, and questioning processes that lead to divergent thinking will be nurtured and rewarded.
  • Students will be provided with ideas, theories, and concepts that require reflective, critical, and creative thinking.
  • A focus on developing positive self-esteem, self-discipline, and a desire for excellence will be promoted.

High Ability Identification Process

Delaware Community School Corporation

Grade Level / Test / Time of Year
Kindergarten / CogAt Screener
-All students will be tested.
-Any student who receives above the 80th percentile on the CogAt Screener will be given the full battery
-If they score above the 95th percentile on the full battery CogAt, then the student is eligible for High Ability: General Intellect.
-If they score between the 80th and 95th percentile, then NWEA is given. If they score above the 95th percentile on the achievement measure, then the student is eligible for High Ability – Math and/or High Ability - Language Arts. / Beginning of Spring Semester
1st grade / CogAt Screener
-Any new students / Fall/Spring
2nd grade / CogAt Screener
-All students will be tested.
-Any student who receives above the 80th percentile on the CogAt Screener will be given the full battery
-If they score above the 95th percentile on the full battery CogAt, then the student is eligible for High Ability: General Intellect.
-If they score between the 80th and 95th percentile, then NWEA is given. If they score above the 95th percentile on the achievement measure, then the student is eligible for High Ability – Math and/or High Ability - Language Arts. / End of Fall Semester
3rd grade / CogAt Screener
-Any new students / Fall/Spring
4th grade / CogAt Screener
-All students will be tested.
-Any student who receives above the 80th percentile on the CogAt Screener will be given the full battery
-If they score above the 95th percentile on the full battery CogAt, then the student is eligible for High Ability: General Intellect.
-If they score between the 80th and 95th percentile, then NWEA is given. If they score above the 95th percentile on the achievement measure, then the student is eligible for High Ability – Math and/or High Ability - Language Arts. / End of Fall Semester
5th grade / CogAt Screener
-Any new students / Fall/Spring
6th grade / CogAt Screener
-Any new students
-
Orleans-Hannah
-Students with recommendations / Fall/Spring
May
7th grade / CogAt Screener
-All students will be tested.
-Any student who receives above the 80th percentile on the CogAt Screener will be given the full battery
-If they score above the 95th percentile on the full battery CogAt, then the student is eligible for High Ability: General Intellect.
-If they score between the 80th and 95th percentile, then NWEA is given. If they score above the 95th percentile on the achievement measure, then the student is eligible for High Ability – Math and/or High Ability - Language Arts.
- / End of Fall Semester
8th grade / CogAt Screener
-Any new students / Fall/Spring
9th grade – 12th grade / PSAT results/AP Potential tool / Spring

Parents will be notified about the testing. The CogAt can only be administered once per calendar year. The High Ability Identification Committee will then utilize all of the identification components to determine the appropriate educational placement for each child. Parents of students qualifying for additional services will be notified by letter, and educational services will be provided within the regular school day.

High Ability Identification Petitioning Procedure

The High Ability Identification procedures are designed to identify and meet the unique needs of gifted children. Although the procedure has proved incredibly reliable, it is not flawless. Therefore, we feel it is essential to have a process for parents to petition the program for the admittance of a child who did not meet the established criteria, yet is qualified for services. If for any reason a child does not meet the established criteria, a petition for admittance may be submitted. The guidelines for submitting a petition follow.

Petitions for consideration must contain the following:

  • Portfolio of student work containing a minimum of 10 samples of superior work or advanced content.
  • Observations or anecdotal records of student behaviors/characteristics.
  • Rationale for admittance
  • Recommendation by one or more teachers.

After review of the petition, the Identification Committee will determine the appropriate action to be taken. The committee may recommend additional testing. Parents will be notified of the committee’s recommendations within 30 days of the petition.

High Ability Program Petitioning Procedure

Delaware Community School Corporation

Student Name: Grade Level:

Date: Recent In-House Testing Data:

Current Classroom Grades:

Reading Math

Description of Portfolio Samples:

Observed High Ability Behaviors or Characteristics:

Rationale for Consideration:

Additional Testing Reported:

Teacher Recommendation: Yes No

Parent Recommendation: Yes No

K-12High Ability Program Description

Delaware Community School Corporation offers a High Ability program for qualifying students in Kindergarten through twelfth grades. Students who are significantly above their peers in regard to scholarship, ability, and motivation are considered for participation in the High Ability Program. The High Ability Program (K-12) is housed at every school in Delaware Community Schools. Students from each of the three elementary schools are pulled-out of the regular classroom at least 2 times per week, 30 minutes to 45 minutes daily, to receive additional instruction by high ability teachers. The program at the elementary level provides differentiated curriculum and an array of learning activities emphasizing the two core content areas of Reading and Mathematics. Students from the middle school and high school are offered: Honors English, Honors Algebra, Honors Geometry, and AP Calculus. Additionally, students' unique social and emotional needs will be addressed as needed throughout the year.

In addition to the elementary program, a resource center has been established for parents and teachers of high ability students. Books, articles, professional journals, and online resources are available to anyone in the Delaware Community School Corporation. Resources are housed at Eaton (396-3301) and Royerton (282-2044) Elementary Schools, and can be obtained by visiting or calling either building.

K-5 Pull-Out Challenge Class Curriculum

The High Ability Program is designed to meet the unique needs of high ability children. Students from each of the three elementary schools are pulled-out of the regular classroom on a weekly basis to receive additional instruction by high ability teachers. The program at the elementary level provides differentiated curriculum and an array of learning activities emphasizing the two core content areas of Reading and Mathematics:

The elementary curriculum is differentiated in multiple ways from the regular curriculum. The program varies in content, process, and product. Many of the Indiana Academic Standards are met through a variety of methods, and enrichment opportunities are incorporated into the curriculum.

Highlights of the Challenge Curriculum:

  • Curriculum Compacting: More material is covered in less time.
  • Acceleration: Advancing material where appropriate. (Ex. Reading and Math materials are advanced by one grade level.)
  • Research Skills are developed through a variety of projects.
  • Technology resources are integrated on a regular basis.
  • Problem Solving is incorporated daily.
  • Inquiry-based learning is designed to help students work through many skills while solving larger problems.
  • Creativity is encouraged through open-ended activities and projects.
  • Hands-on learning activities promote deeper understanding of concepts.
  • Self-directed study and independence are encouraged through a variety of projects and learning activities.

K-5Challenge Class Materials

Because of the variations in the High Ability Curriculum, alternate materials are utilized in the program. The materials are designed to promote higher-order thinking skills and encourage problem solving. They foster independent, divergent, reflective, and critical thinking.

Materials Available for the High Ability Curriculum:

  • Manipulatives: Tangrams, Cuisenaire Rods, Fraction Bars, Pentominoes, etc. to promote hands-on learning and problem solving.
  • Novels: The reading curriculum is novel-based and utilizes the Pegasus curriculum, which is designed for high-ability learners.
  • Interact Simulations: Used with a variety of topics to promote in-depth, real-world study.
  • Technology Resources: Computers are available to encourage research and independent study.
  • Accelerated materials: Reading and Mathematics utilize materials one “grade-level” above the regular curriculum to accelerate learning.
  • Pegasus Daily Language Program: Encourages interdisciplinary study.

K-5 Challenge Class Homework Policy

Elementary gifted instruction time is considered a substitute for regular education class time. While the student is not required to make up the work missed while attending Challenge, he/she must demonstrate understanding of the concepts presented in the regular classroom. In general, new material, or material not previously discussed in class, shall not be assigned as homework which is to be graded. High Ability students have the responsibility to demonstrate understanding of the concepts covered in class, although NOT to complete ALL class work assigned, while the student was in Challenge. For example, in a daily math assignment, the class may be given 20 problems to solve. The returning Challenge student may be asked to complete only 5 of those problems for the purpose of developing an understanding of the concepts, as well as to provide the teacher with an assessment of that understanding. It is also recommended that longer assignments be modified and timelines extended when the student misses classroom work time for those assignments. It shall be at the teacher’s discretion as to what extent the student will be required to show understanding of class concepts for the time missed due to attending Challenge class. This may include partial homework assignments, reading over class notes, or participating in an informal oral quiz.

The Challenge students are responsible for:

  • Knowing concepts covered from the days they attend Challenge Class.
  • Preparing for classroom tests and quizzes.
  • Completion of long-term and on-going projects.
  • Work assigned as part of the Challenge program.

The Challenge students should NOT be responsible for:

  • Every homework problem assigned while in Challenge class.
  • In-class activities completed while attending Challenge class.
  • Extra or different work assigned because of attending Challenge class.

6th-12th grade High Ability Program Description

The High Ability Program at Delta Middle School and Delta High School have the following course options:

Delta Middle School

High Ability

Challenge English

6th Grade Challenge Language Arts: The 6th challenge language arts curriculum covers all of the Indiana Academic standards. The standards are mastered in a variety of ways, use of textbooks which include a 7th grade spelling book, literature book, English grammar book, several novels such as: Tangerine, The Lottery Rose, Across Five Aprils, Lisa's War, The Wind in the Door, The Westing Game, Summer of the Monkeys, Jackaroo, The Devil's Arithmetic as well as other books, book reports and projects, poetry and drama unit, mini research projects, intense detailed research project and presentation, creation of PowerPoint presentations and videos. There are also cross curriculum activities covering a variety of topics that are team taught with another teacher. Students are expected to be challenged with the curriculum, give their personal best on all assignments, work well with partners on projects, and realize there will be homework and studying to do.

7th Grade Challenge Language Arts: A complete practice for mastery of the Indiana Standards. This program also goes beyond and encourages creative and critical thinking, writing, and discussion skills. This program uses the Word Within the Word vocabulary building program and potentially novel(s) not offered in the textbook.

8th Grade Challenge Language Arts: Course objectives include all 8th grade Indiana Standards for language arts. In addition, students gain extensive knowledge of Greek and Latin stems, go deeper into grammar study, write academic papers, and read literature (including novels) that are at a ninth grade level and above. Students are expected to learn to think critically and to discover shades of meaning. Participation in whole-class and small-group discussion is expected. Risk taking in writing is encouraged. Students are expected to maintain quarterly grades higher than a C+.

Delta Middle School

High Ability

Challenge MATH

6th Grade Challenge Math: For the course of 6th grade Challenge Math, the 7th grade curriculum is presented from the 7th grade textbook. 6th grade standards and concepts that are not covered in the 7th grade content are also introduced and covered.

7th Grade Challenge Math: In 7th Grade Challenge- Pre-Algebra, students extend their study of mathematical topics into pre-algebra skills. They explore the principles of algebra through a variety of topics, such as graphs, functions, equations, sequences, perimeter, area, volume, geometry, probability, and statistics. Reading, writing, and problem solving are a daily task. Students will use previous knowledge and problem solving to help them understand and solve complex problems.

8th Grade Challenge Math: For 8th grade challenge, the course taught is the high school course Algebra 1, where students take the ECA for their high school graduation requirement. The prerequisite for this class is earning at least a B- in 7th grade challenge (Pre-Algebra).

Middle School

High Ability

Challenge Art Program Description

7th Grade Challenge Art: The 7th Grade Challenge Art Class is a yearlong class that is designed for students who have exhibited exceptional skills and are self-motivated to create art. The 7th grade curriculum is followed, but topics are studied more in depth and projects are technically and creatively more challenging. Students will create with a variety of materials and will develop skills in drawing, painting, ceramics, and jewelry. Students will become aware of artists throughout history. Students are involved in art exhibitions and experience at least one field trip to a museum or gallery. To be accepted into the Challenge Art Program, students must be recommended by the 6th grade art teacher and artwork must be submitted for art departmental review.

8th Grade Challenge Art: The 8th Grade Challenge Art Class is a yearlong class that is an extension of the 7th Grade Challenge experience. The 8th grade curriculum is followed, but topics are studied more in depth and projects are technically and creatively more challenging. Students will create with a variety of materials and will further develop skills in drawing, painting, ceramics, and sculpture. An emphasis is put on students beginning to find their own voice. Students will begin to make choices in subject matter and will be influence by prominent artist throughout history. To be included in the 8th Grade Challenge Art Class, students have to be in good standing from their 7th Grade Challenge Art Class or they may be recommended by the General 7th Grade Teacher. The art department will review work and determine what students will be accepted.