Curriculum

High Ability Plan

Description

District Mission Statement for the High Ability Program

DeKalb County Central United School District's mission is to offer educational opportunities which will engage, challenge, and support high ability learners to reach their full intellectual, social and emotional, and creative potential.

District Definition of High Ability Students

The Indiana Code defines a student with high abilities as one whom

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 

District Services 

Elementary Schools

• Curriculum is differentiated for acceleration and enrichment.  Meeting individual student needs is planned and intentional.
• Identified students may be placed in a cluster group for targeted instruction.
• Acceleration by grade level (early entrance to kindergarten and/or grade skipping) will be considered on an individual basis.
• Academic clubs and competitions are available.

Middle School

• Accelerated Math Pathways are available.
• English Honors classes are available.
• High school credit courses are available.
• Academic clubs and competitions are available.

High School

• Honors, dual credit, and advanced placement courses are available.
• Internships and mentorships are available.
• Academic clubs and competitions are available.

Norm-Referenced Ability Measure

K-8th Grade:

Cognitive Abilities Test (CogAT)

Norm-References Achievement Measure

K-8th Grade:

IREADY, ILEARN Checkpoints

Qualitative Indicators

K-8th Grade:

Scales for Identifying Gifted Students (SIGS)

Selection Procedures

DeKalb Central United Schools follows the Indiana definition of a high ability student 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 others of the same age,  experience, or environment.” Students can be identified for the high ability program through  one of the following six pathways: 

For High Ability Identification in Math: 

• Through Performance: An outstanding score (96^th percentile or higher) on a norm-referenced measure of  math achievement 

• Through Potential: An outstanding score (96^th percentile  or higher) on a norm-referenced measure of quantitative  reasoning or a composite measure of  

quantitative/nonverbal reasoning 

• Through Additional Data: When a child’s score on either  the norm reference measure of achievement or reasoning falls just below the cutoff, additional data in  the form of teacher rating scales or classroom work  samples will be reviewed to determine appropriate  placement.

For High Ability Identification in Language Arts: 

• Through Performance: An outstanding score (96^th percentile or higher) on a norm-referenced measure of  reading and language achievement 

• Through Potential: An outstanding score (96^th percentile  or higher) on a norm-referenced measure of verbal  reasoning 

• Through Additional Data: When a child’s score on either  the norm referenced measure of achievement or reasoning falls just below the cutoff, additional data in  the form of teacher rating scales or classroom work  samples will be reviewed to determine appropriate  placement. The district recognizes that cognitive growth is not always  consistent. To ensure all students are receiving appropriate  curriculum and instruction, they will be systematically  evaluated in Kindergarten, 2^nd, 5^th, and 8^th grade for  instructional placement the following school year.

Appeals Process

Upon completion of the identification process for high ability services, a parent, teacher, or student may contact the principal, instructional coach, or high ability liaison about placement requirements and the appeal process.

• The parent or teacher reviews the presentation on DeKalb Central County United School Districts Qualifiers for Services and Characteristics of Gifted Learners.
• The parent or teacher must complete the High Ability Petition.
• The person making the appeal should prepare a portfolio including other assessment information, exceptional student products, and at least two (2) letters of recommendation to the district's high ability coordinator or designee.
• The district high ability coordinator will facilitate an appeal committee meeting to review the file.
• The review committee will respond in writing within no more than thirty (30) days from the date the appeal was received.

Exit Process

DeKalb Central’s exit procedure reflects the best interests of our students who participate in the high ability program.  If a student is no longer benefiting from these high ability services, based on a recommendation from the teacher, high ability liaison or parent, we will follow these procedures:

• An initial conference will be scheduled to discuss the student’s strengths and weaknesses within the high ability program.  Present at the conference will be all stakeholders such as the parents or guardians, teacher (s), student (if applicable), High Ability Liaison, Principal, Instructional Coach and High Ability Coordinator (if applicable).
• Determined at this initial conference are next steps for the student and their learning.  We will determine specific interventions to be put in place to assist the child.  We will determine who will deliver these interventions and the time period for the interventions.  We will determine when the interventions will begin as well as determine the data that will be collected to show us that we have been successful or if further steps are needed.
• A date will be set for our next conference after we have determined how long the interventions must be in place to determine whether they have been effective or not.  Teacher, interventionist, Instructional Coach and or High Ability Liaison will collect data and evidence to share that support student’s learning. 
• Next steps will then be determined as to whether the student (based on data, evidence and a combined, collaborative decision), will remain in the High Ability program or will exit the program.
• If the student remains in the program, interventions and next steps will continue to aid the student in their learning.
• If the student exits the program, the high ability designation will be removed from the child’s STN. 

Keeley Glasper

Coordinator & James R. Watson Liaison

Kelly Haber

khaber@dekalbcentral.net

McKenney-Harrison Elementary Liaison

Colby Cain

ccain@dekalbcentral.net

Country Meadow Elementary Liaison

Jamie Shephard

jshephard@dekalbcentral.net

Waterloo Elementary Liaison

Logan Williams

DeKalb Middle School Liaison