High Ability Program 3-5 2016-2017

FTCSC HIGH ABILITY
PROGRAM
Grades 3 – 5
Arlington & Thompson Crossing
2016 – 2017
FTCSC Mission Statement
 Our mission is to instill in all students a
passion for lifelong learning and to inspire
each one to contribute as a responsible
citizen to the future of our interconnected
world.
FTCSC HA Core Values
We are committed to…
 providing high ability students the inherent
right to pursue development of their full
potential in accordance with learning
needs unique to high ability students
 challenging students with academic rigor at
a pace and depth appropriate for high
ability students
FTCSC HA Core Values (cont.)
 assisting in the social and emotional
developmental needs which may be
different from those of their peers
collaborating as a dedicated team of
educators, parents, community members,
and students to strive for academic
excellence
 ensuring program decisions that are based
on data, standards, and effective researchbased strategies
Definition of High Ability
Indiana Code for High Ability Students
 A student with high ability performs, or exhibits
potential for performing, at exceptional levels of
achievement in general intellect, language arts, and/or
mathematics when compared to peers of his/her same
age or experience. Exceptional levels for academic areas
are those as defined by the Indiana Department of
Education:
 Scores two standard deviation above the mean, minus
the standard error of measurement, on either an
individual or group standardized intelligence test OR
 Performs or shows the potential to perform at an
outstanding level within the population of students with
the “same experience or environment” in that district, and
whose needs cannot be met by grade level curriculum
OR
Definition of High Ability
 Performs at or above the 95th percentile on the
composite or total battery of an individual or group
standardized nationally normed achievement test.
 Franklin Township Community School Corporation
believes that regardless of the state of abilities, the
conversion of unrefined gifts and talents into
actualized products requires “a long-term process
that involves intrapersonal and environmental
catalysts” (Gagne, 1985, 1999, 2000). All qualified
students will have equal access to program
services regardless of student ethnicity, culture,
gender, socio-economic level, disability, or
behavior.
High Ability Program Design
 Grades K – 2
 Identified through classroom
performance, and teacher
recommendation
 Served by homeroom teacher at the
student’s home school through
differentiated curriculum
High Ability Program Design
 Grades 3 – 5
 Tier II students are clustered in grade-
level classrooms at their home school.
The curriculum is enriched in Language
Arts and Math.
 Tier III students are served in selfcontained classrooms at Thompson
Crossing and Arlington. The curriculum is
accelerated in Math and Language Arts.
High Ability Program Design
 Grades 6 – 8
 Tier II students are clustered on academies at
their home middle schools. The curriculum is
accelerated one year in Math beginning in 6th
grade and enriched in Language Arts.
 Tier III students are served in self-contained
Math and Language Arts classes at their home
middle schools. The curriculum is accelerated
two years in Math and one year in Language
Arts. The Language Arts curriculum is
Springboard, a pre-AP course written by
Collegeboard.
High Ability Program Design
 Grades 6 – 8
 Tier II students take 7th grade math in 6th
grade, Pre-Algebra in 7th grade, and Algebra I
in 8th grade at their home middle schools.
Algebra I counts for high school credit, and the
grade earned contributes to the students’ high
school GPA.
 Tier III students take Algebra I in 7th grade and
Algebra II in 8th grade at their home middle
schools. These courses count for high school
credit, and the grade earned contributes to the
students’ GPA in high school.
Academic Criteria for Program Placement
 Tier II
 IQ score: Generally 120+
 Achievement scores: 90th + percentile on
standardized testing
 Tier III
 IQ score: Generally 125+
 Achievement scores: 95th + percentile on
standardized testing
FTCSC Feeder Patterns
• FTMS West
 FTMS East
• Adams Elementary
 Kitley Elementary
• Arlington
 South Creek
Elementary
• Bunker Hill
Elementary
Elementary
 Thompson
Crossing
Elementary
 Acton
Identification Process
 All 2nd and 5th graders were given the
Cognitive Abilities Test Screener (CogAT) in
February.
 Results from that test were used to form a
pool of candidates. Teachers also had the
opportunity to nominate students.
 A second round of testing was conducted.
Students were given the Test of
Mathematical Abilities for Gifted Students
(TOMAGS) and the Scales for Identifying
Gifted Students (SIGS).
Identification Process (cont.)
 Results were compiled and ranked. A
selection committee comprised of 1
representative per school was formed. The
students invited to participate in Tier III
represent approximately the top 3% of
second graders in FTCSC.
 Students placed in Tier II represent
approximately 6% of FTCSC second
graders. Tier II is commonly referred to as
the “Cluster” tier.
District Test Averages of Accepted Students
TIER III
TEST
DISTRICT AVERAGE
Cognitive Abilities Test (CogAT)
136
Scales for Identifying Gifted Students (SIGS)
129
Test of Mathematical Ability for Gifted Students
(TOMAGS)
135
TIER II
TEST
DISTRICT AVERAGE
Cognitive Abilities Test (CogAT)
123
Scales for Identifying Gifted Students (SIGS)
115
Test of Mathematical Ability for Gifted Students
(TOMAGS)
126
Tier III Program Pace
 Third grade
 Math accelerated one year (3rd & 4th
grade math in one year)
 Language Arts accelerated one year
 Social Studies/Science/Health - grade
level content standards with advanced
processing techniques
Tier III Program Pace (cont.)
 Fourth Grade
 Math accelerated one year (5th grade
math)
 Language Arts accelerated one year
 Social Studies/Science/Health - grade
level content standards with advanced
processing techniques
Tier III Program Pace (cont.)
 Fifth Grade
 Math accelerated another year (6th and
7th grade math using 7th grade materials)
 Language Arts accelerated one year
 Social Studies/Science/Health - grade
level content standards with advanced
processing techniques
Tier III Program Pace (cont.)
 Sixth Grade
 Math - Pre-Algebra (8th grade math)
 Language Arts – SpringBoard E/LA
curriculum and Word Within the Word
 Social Studies/Science/Health - grade
level content standards with advanced
processing techniques
Tier III Program Pace (cont.)
 Seventh Grade
 Algebra I for high school credit (Grade
earned in this class also contributes to the
student’s high school grade point
average.)
 REACH Language Arts using
SpringBoard and Word Within the Word
 Social Studies/Science/Health - grade
level content standards in heterogeneous
classrooms
Tier III Program Pace (cont.)
 Eighth Grade
 Algebra II for high school credit (Grade
earned contributes to student’s high
school grade point average.)
 REACH Language Arts – SpringBoard
and Word Within the Word
 Social Studies/Science/Health on grade
level
Weighted Grades in High School
 If a student earns a C- or higher in designated
pre-AP and AP courses, those courses are
weighted by receiving .667 additional points
toward a student’s GPA calculation.
What are those courses?
Advanced Placement Course Offerings
AP Language Arts
AP Mathematics
AP Science
English 9 Pre AP
Algebra II Pre AP
Biology Pre-AP
English 10 Pre AP
Geometry Pre AP
AP Biology
AP English Language
Pre-Calculus Pre AP
AP Chemistry
AP English Literature
AP Statistics
AP Environmental Sci
AP Calculus AB
AP Physics
AP Calculus BC
Advanced Placement Course Offerings
AP Social Studies
AP World Language
AP Performing/Visual Arts
Geography and History
French III & IV Honors
AP Art History
of the World Pre AP
German III & IV Honors
AP Music Theory
Spanish III & IV Honors
AP Studio Drawing
AP US History
AP US Government
AP Studio 2D Design
AP Macro Economics
AP Studio 3D Design
AP Psychology
AP World History
US Government Honors
AP Business
AP Computer Science
Franklin Central Honors Diploma
 In addition to the requirements necessary to earn
the CORE 40 with Academic Honors Diploma,
students who earn a C- or above in a minimum
of twelve credits in Advanced Placement, Pre-AP
courses, or Honors will attain Franklin Central’s
most prestigious diploma.
REACH Curriculum
 Language Arts
 Junior Great Books in Grades 3 – 7
 Springboard Pre-AP Literature class in
Grade 8 (new this year)
 Wordly Wise in Grades 3 – 6;(vocab)
 Word Within the Word in Grades 7 – 8
(vocab)
 Math
 Everyday Mathematics in Grades 3 – 4
 FTCSC math series in Grades 5 – 6
What’s the Difference?
General Education
 Grade level curriculum,
materials, pacing, and
expectations
 Gen Ed students
normally require 7 – 9 +
repetitions to acquire
mastery of a concept.
High Ability
 Accelerated
curriculum, materials,
pacing, and
expectations
 High Ability students
normally require 2 – 3
repetitions to acquire
mastery of a concept.
Why Have Gifted Ed?
 45% of days spent on
previously mastered
material (81 days)
 41% of days spent on
unneeded repetitions
(74.25 days)
 14% of days spent in
meaningful learning
(24.75 days)
86.25% of time spent in gen ed class is
not tapping into needs of HA students
14%
41%
45%
Frequently Asked Questions
How does my child get to AR/TC if it is not
his/her home school?
• A shuttle is available from each elementary.
Students may ride their normal bus to their
home school and then get on the shuttle bus
that takes them to AR or TC.
Frequently Asked Questions
Will my child be treated as a third grader or
a fourth grader?
• Third graders are still treated and thought
of as third graders. Their instruction is more
appropriate for their educational level, but
socially they are still 8 – 9 year olds. They
will have lunch and recess with other third
graders and will experience field trips with
the other third graders. Their specials are
grade-level standards and content.
Frequently Asked Questions
How will these classes be different from a
general education class?
• Your child will be with an entire class of
his/her intellectual peers. This provides
opportunities for a deeper level of discussion
and thought as well as a quicker pace of
instruction. Curriculum materials are different
in Math and Language Arts, which are both
taught at an accelerated pace.
Frequently Asked Questions
Is my child guaranteed a spot in REACH
from now on?
• Not necessarily. Continued placement is
contingent upon performance. However,
because our identification process is fairly
thorough this is not a common occurrence.
Most students are successful in this track.
If your child is struggling to the point of
needing to come out of the program, you
will be well aware of the situation.
Frequently Asked Questions
What if my child struggles – emotionally or
academically? What are our options?
We should all be “on the same page” as a
situation like this develops. There should be a
series of meetings with possible strategies
employed. There may be a probationary period
for a student, never to be less than a semester.
If, after this process, placement in Tier III is not
in the child’s best academic interest, he/she
can be placed in Tier II at his/her home school.
Frequently Asked Questions
Why is this structure better?
•Research clearly shows that high ability students
learn best when they are with intellectual peers.
Frequently Asked Questions
What if my child doesn’t get straight A’s?
• That most likely means he/she is being
challenged. Use the opportunity to let your
child learn from the experience. Don’t steal
the struggle from your child ~ that is where
true self-esteem comes from, not arbitrary
grades on a report card. Keep in contact
with your child’s teacher and monitor the
situation, but no melt-downs please.
Frequently Asked Questions
Can all of my children transfer to Arlington or
Thompson Crossing so they will all be at one
school?
• Unfortunately, no. There is not enough room
at either school to allow for this policy. Only
the child who is participating in the High Ability
program will be registered at Arlington or
Thompson Crossing Elementary.
Testimonials
“I had a child who did just what was required in
the regular classroom and achieved all A’s
without having to really think. Not anymore!
Since my child entered the third grade magnet
program, he has been challenged and definitely
will understand how to study before he reaches
the middle school level. This is not more busy
work. This is challenging curriculum that pushes
these students. The adjustment a child has to
make to a new school and the surroundings is a
very small price to pay. The academic reward is
a HUGE return.”
Testimonials (cont.)
“I would say the homework load is no
different for our child than in previous years.
The one thing I have really noticed this year
is the way our child thinks things through…it
isn’t just for homework or school; it is with
his hobbies and interests as well. He is
developing a thought process that will serve
him well in the coming school years. He
isn’t just spitting out answers but actually
thinking about them.”
Testimonials (cont.)
…My daughter still attends Girl Scouts with
her “home school” troop; others have
made accommodations to make sure that
we can still be a part of any activity that we
would like to be involved in. All the worries
I had at the beginning of the year were a
non-issue. I worried for nothing. The
township took great care to make sure she
did not get lost in the system.”
Testimonials (cont.)
“When our daughter was invited into the REACH
program, we had many misgivings. She was doing very
well [at her current school]; it was an excellent school,
why mess with a good thing? Ms. Widdifield, looking at
her test scores and saying, “Clearly she belongs in the
program,” swayed us to trying the program. We couldn’t
be more pleased with the outcome of that decision. She
is every bit as happy as she was, every bit as welladjusted socially, and breezing along through school.
The only difference we observe, and are astonished by,
is the challenging level of the material she is learning. It
is delightful to watch her handle it and shine – delightful
to see what she is capable of.”
Testimonials (cont.)
“ We have been so pleased with this program. I
was glad to finally see my daughter challenged. I
was so happy when she finally brought home a
C. It meant she was finally having to work for her
grades. Thank you for your work in this area!”
Testimonials (cont.)
“…Being in an environment with like-minded
students has not only facilitated enriching
classroom discussions but fostered wonderful
personal connections and friendships. We came
from private school to participate in the REACH
program and are very pleased. It has been the
best decision we have made pertaining to our
children’s education.”
Contact Information
Ms. Anna Cook 317-803 – 5077
[email protected]