Philosophy/Mission for High Ability Program 

Oak Hill United School Corporation is committed to providing engaging and challenging educational opportunities that will allow high ability identified students to develop to their fullest potential.  This will be done through differentiated instruction and services that go beyond what is offered in the regular classroom 

Goals 

Oak Hill United School Corporation will ensure that:

1. All high ability students are getting an appropriate education.
2. School personnel who work with high ability students have the necessary training and skills.
3. The social and emotional needs of high ability students are met.

High Ability Definition

Assessment, Identification and Placement

High ability learners are assessed to determine appropriate educational services.  The identification procedures used in OHUSC are equitable, comprehensive, and ongoing.  They reflect both Indiana and the corporation’s definition of high ability. 

Identification: See attached documents

Appeal Procedures

            Students who were not identified as high ability through the identification process may appeal in writing to the building principal.  The written appeal should include the reasons cited for why the student should be identified.  The Principal will review the original decision process and data for that student as well as any new information/data and the specifics of the written appeal.  Parents will be informed of the Principal’s determination to maintain or adjust the student’s status.

Exit Plan 

            1. Grades 1 and 2 possible “misidentification”           

                        a. Teacher will talk with Principal in April about a student who no longer                                 
                            appears to be meeting HA criteria

                        b. If/when Principal and Teacher agree on the student not meeting
                            the criteria, teacher sends a letter to parents explaining the concern
                            and sharing the latest testing results (April/May).

                        c. Meeting is held with parents if requested

                        d. If parents disagree with the decision, the Principal will share the
                            appeal process with the parents.

2. Parent or Child request

                        a. Written notice of intent to leave the High Ability program, with reasons,                            
                            must be sent to the building principal.

                        b. Parents, student, High Ability teacher, Social Worker or Guidance                                   
                           Counselor, and Principal will meet to discuss if there are any lingering issue due to
                           dissatisfaction with the services being offered.

                        c. Except cases determined extreme by the Principal and/or parents
                            there will be a six-week waiting period before being removed from
                            High Ability services.  During this waiting period a reasonable effort
                            must be made to resolve any conflicts that have attributed to the
                            lack of satisfaction with the services.

                        d. At the end of the six-week waiting period if a removal from services
                            is still requested then an exit interview should take place to finalize                                   
                            the removal.  An exit interview will include minimum of parent,
                            student as appropriate, and Principal, and will address
                            the following information.

i.  Service likes and dislikes

ii. Improvement ideas

iii. Reason for removal

            3. Underachievement

                        a. Students may be removed from services if they are not performing up
                            to standards

                        b. Upon review, if the High Ability service is not benefiting the educational
                            advancement of the student certain steps will be taken to                                   
                            reevaluate the placement.  (No final decision is made prior to all                                   
                            steps being completed.)

c.  Parents will be immediately notified by the Principal that their child is not meeting the standard requirements of this service.

d.   A conference will be held (parents, principal, teacher, Social Worker or Guidance Counselor, and the student)

i.   Discussion will focus on:

1.      Student performance

2.      Minimum standards

3.      Reasons for drop in performance

4.      Student contract

        a. Timeline for necessary adjustments to be made (parent, student,
      teacher signatures)         

e.       If at the end of the contracted agreement timeline the student has not

            made the necessary adjustments removal from the service will occur. 

f.       If removal takes place it is immediate and a written exit interview

            survey of information is requested from student and parent.

i.   Services likes and dislikes

ii.  Improvement of ideas

iii.  Reasons for removal

Notes:

All students removed from the High Ability program will have the opportunity to be re-evaluated at the beginning of the following year.

Being identified as high ability does not mean the student carries this designation for life.

Curriculum and Instruction

Programming for high ability students in the OHUSC are an integral part of the general education school day and build on the basic academic standards at all grade levels. 

Elementary Programming

The “total school cluster grouping” model is the selected method of differentiating instruction and serving high ability identified students at the elementary level in the Oak Hill United School Corporation.  It is utilized for students in grades 1-6.  In addition students are identified for High Ability services in kindergarten at the end of the first semester and receive services for the remainder of the school year.

Instruction for high ability students in grades K-2 focuses primarily on mathematics and literacy development.  In grades three through five, students have more opportunities to integrate and apply skills in the content areas of science and social studies as well.  In grade six, expectations for these students are defined for the content areas of mathematics, science, reading, writing and social studies.

Within the area of mathematics, content is compacted and then enriched or accelerated as appropriate.  In the areas of language arts, science and social studies, additional challenge is provided through project selection, the choices and options offered to the students, and the materials used for instruction.  Identified students are also expected to read and discuss more advanced literature.  Curriculum for this group is extended to develop the depth of understanding of a topic or theme in keeping with the students’ strengths and capabilities.

Junior High Programming

Oak Hill Junior High School offers accelerated classes in mathematics and advanced classes in literature in both seventh and eighth grade.  These courses provide a rigorous academic curriculum that promotes stimulating learning experiences and meaningful intellectual challenge.  Mathematics content is accelerated by one year with seventh grade identified students completing Pre-Algebra and identified students in grade eight completing Algebra for high school credit.  An advanced curriculum is in place for seventh and eighth grade identified students in literature.  Selection of both reading material and projects differ from those of the standard grade level offering and student expectations are outlined as well.  These courses require a high level of involvement, effort and commitment from students.  Curriculum and instruction is differentiated in the areas of science and social students with opportunities for more academically challenging projects and activities for high ability students.

High School Programming

Oak Hill High School offers a variety of programming options for students identified as high ability.  This includes honors classes, Accelerated classes, Advanced Placement classes, and dual credit classes with universities.  Annual curriculum writing by teachers considers the needs of high ability learners and provides enrichment opportunities for these students.  Differentiation is practiced throughout the curriculum and course offerings.

An honors class is currently in place in English for grade nine high ability students and a similar opportunity will be offered to students in grade ten beginning in the fall of 2010.  An Advanced Placement opportunity is available to high ability seniors and an Advanced Placement composition course is being considered for the fall of 2011. As appropriate students also have the option of earning dual credit through a Credit-in-Escrow program at Indiana Wesleyan University.

Mathematics course offerings are accelerated with high ability grade nine students taking Geometry as their first high school course.  Accelerated course offerings culminate with an Advanced Placement Calculus offering available to high ability students in their senior year of high school.  As appropriate students also have the option of earning dual credit through a Credit-in-Escrow program at Indiana Wesleyan University.

Other Advanced Placement class options include offerings in Chemistry, World History, Spanish and German.  Dual credit courses are available with Ivy Tech in CADD, MOS certification and welding as well as an Advanced Life Science: Animals course with Purdue University.

Counseling and Guidance

The OHUSC recognizes that high ability learners have unique needs; socially, emotionally, and academically.

At the elementary level, the classroom teacher serves as the primary provider of counseling and guidance services to the student.  Issues unique to high ability students are addressed individually and/or in activities for their cluster groups.  The services of the school social worker and other trained personnel can be accessed as needed.  Sources of additional information that might be helpful to parents of high ability learners are shared as appropriate.

At the secondary level, a trained guidance counselor enhances the services provided in addition to their classroom teachers.  Counseling is directed at college and career opportunities and choices as well as academic options during the high school years such as Advanced Placement, dual credit, etc.  Social and emotional issues are addressed on an individual or group basis as appropriate and referrals to specialized school services personnel and community resources as needed.

Program DESIGN AND Assessment

The corporation has a program design and leadership in place to support a program of services for High Ability learners.  Program evaluation is continuous in order to monitor and improve the effectiveness of these services.

Plans and Policies

A written plan detailing program design, services, identification procedures, etc. is in place and is monitored and adjusted on a regular basis with input from staff, parents, principals and the High Ability Broad Based Planning Committee.

Corporation policies are in place and address such issues as early entry, grade skipping, and dual enrollment. 

Leadership

The superintendent serves as the corporation high-ability coordinator.

To the extent possible, licensing and training in high ability education are encouraged and considered during assignments.

A broad-based planning committee, comprised of appropriate stakeholders, is in place and meets one or more times per year as needed.

Local corporation leaders regularly seek advice from state experts in high ability education via phone calls, visits from a field coach, and/or attendance at administrative workshops.

An update is presented annually to the Board of School Trustees in a public forum.

Evaluative Tools

Internal evaluations occur on an annual basis with building principals and school improvement teams taking a leadership role in this process.  Considerations include programming, student identification and placement, student performance, etc.

External evaluations occur as deemed appropriate and necessary by the High Ability Broad Based Planning Committee, the superintendent, and/or the Board of School Trustees. (example: a recent two-year review conducted by a field coach appointed by the DOE)

Principals and guidance counselors monitor test scores and student grades on a regular basis.  Some indicators of success of High Ability programming and students include:

ISTEP Test Scores (specifically Pass+)

Achievement on Advanced Placement tests

Achievement on EOC tests

Surveys are used to obtain additional information from parents.  

Professional Development

High ability learners in the OHUSC are served by teachers with expertise in appropriate and differentiated content and instructional methods.  Opportunities are provided for and teachers participate in ongoing professional development.

All school staff receives information related to understanding and recognizing the needs of high ability learners.

Teachers, building leaders, and high ability coordinators who have responsibility for high ability learners are licensed in, trained in or have expertise in the academic and social and emotional needs of high ability learners.

The corporation encourages and provides support for professional development in high ability education including workshops, conferences, AP trainings, etc.