High Ability Programs and Services by yurtgc548

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									 GOOD   MORNING!
 Help yourself to drinks – refrigerator on other
  side of the room.
 Snacks on the table.
 Sign in.
 Please silence your cell phones.
 Please be active listeners.
 Please refrain from sidebar or off task
  conversations.
 Take a break whenever needed.
Create and promote a statewide culture of
  academic excellence, in which at least:
 90% of students pass both Math and
  English/Language Arts sections of ISTEP and End-
  of-Course Assessments;
 25% of all graduates receive a score of 3, 4, or 5
  on at least one Advanced Placement exam, a 4 or
  higher on an International Baccalaureate exam,
  or receive the equivalent of 3 semester hours of
  college credit during their high school years; and
 90% of students graduate from high school


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   In order to be designated as High Ability a
    student:

•   must be identified by the corporation
    multifaceted student assessment plan as
    High Ability AND

•   must receive High Ability programming and
    services during the current school year in
    at least the core areas of math and/or
    reading

                                            4
   Grant review
     Number of teachers licensed in high ability
     Identification and services at 4% or higher
      at every grade level (DOE-AD Report)
     Who is providing instruction for your
      brightest students?
     Specific to high ability
     Technology is great, but is there a plan?
     School day programming?




                                            5
   At Zionsville Community Schools, we recognize the abilities of
    each of our kindergarten students and then differentiate the
    curriculum accordingly. We assess all kindergartners on
    reading skills at the beginning of the year. Language arts
    instruction occurs in small groups and each small group reads
    books appropriately leveled. Challenge and enrichment
    activities are provided in math. Other examples of
    differentiation in kindergarten are open-ended activities,
    writing journals, computer programs, and tiered work
    stations. Kindergarten students are not officially identified
    as “High Ability” until after the beginning of second semester
    of the kindergarten year.
   The first step of the identification process occurs in the fall
    when kindergarten teachers use the Kingore Observation
    Inventory (KOI), which is a research-based observation tool to
    identify students who are gifted. Over a six-week period in
    November and December, all kindergarten students participate
    in enriching open-ended activities. The teachers are trained to
    observe behaviors that exceed the level and complexity of
    what is typical for the age group. At the end of the
    observation period, teachers nominate students who exhibit
    gifted behaviors to be tested for high ability.
   An email is sent home to inform all kindergarten parents about the
    nomination process and timeline. Elementary counselors contact the
    parents of nominated students directly. Parents of students who are
    nominated for testing are asked to complete a K-4 Parent Observation
    Form, which is derived from the Kingore Observation Inventory. Parents
    also need to complete a K-4 Permission to Test Form. Parents have the
    right to nominate their child for testing, even if their child’s teacher did
    not, by completing the two forms previously mentioned.
   Nominated kindergarten students with parent permission will be given an
    ability test, the Otis Lennon School Ability Test or OLSAT. They also will
    take a nationally-normed achievement test, the Northwest Evaluation
    Association (NWEA) Measures of Academic Progress (MAP) in reading and
    math. In addition, teachers will complete a Scales for Identifying Gifted
    Characteristics (SIGS) for each of their nominated students.
   An Identification Committee meets in February to identify kindergarten
    students as High Ability, based upon the OLSAT scores, NWEA scores,
    SIGS scores, and the Parent Observation (KOI) Form. The identification
    process is done “blindly” by the committee, which means names of
    students and schools are not revealed until after placement decisions
    are made. Serving on the committee are high-ability licensed
    elementary teachers, two from each building, along with the high
    ability coordinator. ZCS is committed to an identification process that
    is fair, unbiased, and based upon reliable data.
   All parents of students who are tested for high ability will receive a
    letter which will include the committee’s decision and the student’s
    test scores. Any parent who disagrees with the decision has the right
    to appeal by completing a K-4 Appeals Form and submitting the form by
    the deadline. After the Appeals Committee meets, parents will receive
    a letter to inform them of the decision. All decisions of the Appeals
    Committee are final.
   Once a kindergarten student is identified as High Ability, the
    designation will carry over to first grade where he or she is
    placed with a cluster of other gifted students in a first grade
    classroom. It is typical that a smaller number of students are
    identified in kindergarten and that the number increases each
    year as the screening and identification process is repeated.
   During each successive identification period, students who
    were originally identified in only one area (math or language
    arts) are given consideration for qualification in both areas.
Kindergarten:
 NWEA Winter Primary MAP and OLSAT for those in talent
  pool in January
 Scales for Identifying Gifted Students – School Version
  ..\Teacher Resources\sigs_school_scales.pdf
 Kingore Observation Inventory Parent form KOI.pdf
 KOI Scoring Sheet KOI Scoring EE-Hand.xls
Student Profile Sheet: ..\Profile Sheets\Student Profile
5.17.10.doc
   Review of procedures and KOI forms

       Differentiation: Simplified, Realistic, and Effective - How to Challenge
        Advanced Potentials in Mixed-Ability Classrooms. (A copy was given to
        every kindergarten teacher last year.)

   Kindergarten teachers will begin using 3 out of the 5 following prompts
    for the KOI between now and December 10:
       Drawing Start - page 86
       10 Black Dots – page 213 to 216 – big binder
       Where the Wild Things Are – page 114 – use activity about the setting
        under “Analytical Thinking”
       Squeeze and Ease (Monster Mash) - Everyday Math, Lesson 3.6
       Patterning – page 152 – big binder
   October 28: All-district Kindergarten teacher meeting, 9:15-11:15 - Kingore
    Observation Inventory (KOI) review and collaboration time
   November 1-December 10: Kingore Observation Inventory for all kindergarten
    students
   December 15: All kindergarten parents will receive an email notification of High
    Ability screening and identification process. Permission to test and parent
    nomination forms will be available.
   January 7: All kindergarten parent testing permission forms, parent KOI information
    forms, and teacher SIGS (General Intellectual, Language Arts, and Math sections
    only) forms due to counselors in each building
   January 10-28: NWEA Winter testing window – Primary MAP for kindergarten
    students in talent pool. Also need to give those same kindergarten students the Otis
    Lennon during this time period.
   February 8: District HA coaches meet – Kindergarten ID meeting
   February 15: Kindergarten parents notified about HA decisions.
   March 1: Kindergarten parent appeals due
   March 3: HA Coaches meet to consider kindergarten appeals and parents are
    notified
Kindergarten LA Guide
Kindergarten LA
Kindergarten Math
Kindergarten Math Guide
   Extension activities
   Open-ended centers/stations/jobs – pull different activities
   Formed cluster groups
   Conversational journals
   Math centers
   Guided reading (using leveled readers) 2x per week
   5 a Day: shopping bag, 3 books from shelf, 1-2 at reading level
   Increased opportunities for writing
   Modeling
   Everyday Math
   Student-written books
   Comprehension/vocabulary
   SRA boxes
   Math journals
   Oral language
   Science word wall
   Group high readers together
   Parent volunteers
   Math – multi-leveled worksheets
   Angie showed materials that she bought last summer. Teachers can sign up if they
    are interested in any and they can be ordered when grant funds are received.
   Heather recommended Versa-tiles and Marcy Cook activities
   Melissa made some Marcy Cook activities and she can email them if you ask.
   Diane recommended Marcy Cook binder of math activities. Tanagrams activities are
    also great to use.
   Kelly showed the book, Are They Thinking, by Greta and Ted Rasmussen.
 Notes  from meeting will be posted on the
  High Ability blog:
  http://highability.edublogs.org/
 High Ability Information – all posted on the
  ZCS website:
  http://cms.zcs.k12.in.us/?q=node/169
 Tuition Reimbursement is on the blog

								
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