Westfield Washington Schools€¦ · Adopted Fall 2010 Revised Summer 2011, 2014 WWS Mission and Vision Mission: The mission of Westfield Washington Schools is to provide meaningful

Westfield Washington Schools

RtI—High Ability

Services for Students Procedural Manual

Adopted Fall 2010 Revised Summer 2011, 2014

WWS Mission and Vision Mission: The mission of Westfield Washington Schools is to provide meaningful and engaging work in the pursuit of profound learning. Vision: Westfield Washington Schools will be the world-class learning organization focused on continuous quality growth for all.


2011-2016 WWS Strategic Plan

Student Learning: By 2016,

WWS Graduation Rates will have continually exceeded 90%.

97% of WWS Graduates will have passed the English 10 End of Course

Assessment (ECA).

97% of WWS Graduates will have passed the Algebra 1 End of Course

Assessment (ECA).

58% of WWS Graduates will graduate with an Honors Diploma.

52% of WWS Graduates will have scored 3 or above on one or more Advanced

Placement Exams.

WWS students in grade levels three through eight will meet or exceed 90%

ISTEP+ passing rates for combined English/Language Arts and Math

(ELA/Math).

WWS students in grades two through eight will sustain a national ranking of 90th

percentile or greater in NWEA Gains for reading, math, and language.

WWS students in grades two through eight will sustain a 90th percentile or

greater ranking in NWEA Status as national comparisons for reading, math, and

language.

Safe and Healthy Environment: Continuously over five years,

Each building will achieve an exemplary rating during 100% of its safety

preparedness exercises.

90% of students, staff, parents, and community members will report an overall

satisfaction level of satisfied or highly satisfied with Westfield Washington

Schools.

WWS students will sustain a 97% or greater attendance rate each trimester.

Fiscal Responsibility: Continuously over five years,

Westfield Washington Schools will achieve 8% year-end cash balances in all

funds.

Total expenditures per student in non-instructional funds will not increase by

more than 1% per year. Available expenditures will be directed to the General

Fund to meet instructional needs.


Table of Contents

Definitions of High Ability Students .......................................................................... 1 Characteristics of High Ability Learners .................................................................... 2 Common Traits of High Ability Learners ................................................................... 3 Philosophy of High Ability Services .......................................................................... 4

Selection Committee ................................................................................................... 5 Formal High Ability Identification Process ................................................................ 6 Placement Process ....................................................................................................... 9 Appeal Process .......................................................................................................... 10

Frequently Asked Questions ..................................................................................... 11 Program Descriptions for High Ability..................................................................... 12 Elementary School Program Descriptions for High Ability ..................................... 12

Intermediate and Middle School Program Descriptions for High Ability ................ 14 High School Program Description for High Ability ................................................. 19 Counselor-Provided Programs and Services—Social and Emotional Needs ........... 20 Elementary/Intermediate Teacher-Initiated Removal from High Ability ................. 22 Middle School Teacher-Initiated Removal from a High Ability Class .................... 24

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Definitions of High Ability Students

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:

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 (IC 20-36-1-3).

A High Ability—General Intellectual Student performs at, or shows the potential for performing at, an outstanding level of accomplishment when compared to other students of the same age, experience, or environment and whose educational needs and/or individual academic growth cannot be met through grade level curriculum. Those students who exhibit this potential in language arts and/or math are considered High Ability—Language Arts and/or Math respectively, and whose needs cannot be met through the grade level curricula in language arts and/or math respectively.

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Characteristics of High Ability Learners

A child with high abilities may exhibit some or most of these characteristics: 1. Learns rapidly, easily, and with less repetition. 2. Masters reading early and continues to read at a consistently more

advanced level. 3. Has the ability to express self through the various communicative skills in a

more mature manner.

4. Reaches higher levels of sensitivity to environment such as objection to loud noises, bright colors, or odors.

5. Likes to study difficult subjects for the enjoyment of learning. 6. Spends time beyond ordinary assignments or scheduled time on task when

the subject is of personal interest.

7. Knows about many things of which other children are unaware. 8. Constructs relationships between things that are not readily obvious. 9. Analyzes mechanical problems, puzzles, and trick questions quickly. 10. Reasons out more problems due to recognition of relationships and a

comprehension of meanings. 11. Performs with extraordinary poise and can take charge of a situation or may

be extremely sensitive and introverted. 12. Evaluates facts and arguments critically and asks many questions, often

challenging the teacher and the textbook. 13. Has diverse, spontaneous, and frequent self-directed interests. 14. Has extensive vocabulary, background knowledge, or memory. 15. Grasps math concepts quickly; solves problems involving critical thinking;

and enjoys logic and puzzles. 16. Has a more intense energy level, activity level, or ability to concentrate, and

may talk fast.

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Common Traits of High Ability Learners

A child with high abilities may exhibit some or most of these common classroom behaviors: 1. Asks many questions, often challenging the teacher and the textbook. 2. Explores and experiments with objects at hand and is able to multi-task. 3. Work tends to be off the beaten track with much humor and playfulness. 4. Is often bored with recitation and memorization of facts; prefers talking about

ideas and problems. 5. Feels strongly about many things and often expresses feelings. 6. Comes up with unexpected, creative, unique, and/or innovative answers and

ideas. 7. Prefers to work alone. 8. May not appear to be working hard, but does fairly well at examination time. 9. Shows unusual capacity for originality, concentration, or just plain hard work. 10. Exhibits a high sense of justice and fairness.

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Philosophy of High Ability Services

High Ability services are services for the high ability students or those that are serviced under RtI, Response to Instruction. The philosophy of High Ability is tied to the beliefs of the district. All students can learn more than they already are and it is the obligation of our school district to ensure that this happens. A student may be ready to learn more whether it be in a lesson, unit, or course. It is the responsibility of the educators of this district to provide differentiated learning opportunities for these students in order for them to achieve higher levels of performance in language arts and math at all levels and science and social studies in the upper grades. Gifted performance results from a complex interaction of human qualities—intellectual, emotional, family, and cultural relationships, and educational strategies and methods. It is the relationship between an individual with various potentials and a world with various possibilities that may either lead to high level or gifted performance, or to undeveloped and under-used potentials. The challenge is to find an equitable way to allow all children with high abilities the opportunity to participate in experiences designed to maximize the development of their potential. These students need advanced learning and differentiated opportunities to have their needs met. High Ability services identify students who require enhanced instruction during regular school hours for language arts and mathematics to develop their potential. Enhanced opportunities for intellectual growth through acceleration, compacting, and academic enrichment programs, and the use of community resources are utilized. The program will meet the educational needs of the identified students by offering accelerated and/or enrichment opportunities through differentiated curriculum, instruction, and programming options such as cluster grouping, ability grouping (between classes or within a class), honors classes, and/or self-contained classes.

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Selection Committee

The High Ability Selection Committee at the district level consists of building administration teams--principal and counselor(s) and district coordinator. The district team’s work is coupled with the work of the building’s RtI team which consists of the assistant principal, grade level teachers, and resource teachers (literacy, special ed, EL, etc.). The selection committee will review collected student data and the criteria outlined by the district to determine student placement in High Ability services. Confidentiality is absolutely necessary in protecting the rights of students; therefore, this information will remain confidential. The committee meets prior to and after the testing windows and as needed for updates throughout the year.

Roles of Committee Members

Administrators/District Coordinator: 1. Chair the proceedings. Review the selection procedure with committee

members and the DOE guidelines. 2. Organize and analyze assessment data and provide listing of identified

students. 3. Assure that all notification is complete. 4. Review timelines.

Counselors/Teachers:

1. Review the selection procedure. Consider whether the data being presented to the committee is appropriate and has been correctly gathered and analyzed.

2. Screen all data for anomalies. Review whether any student’s score presents an extreme deviation of expected profile and discuss that student’s placement—often these conversations occur during RTI meetings.

3. Review the identification criteria to determine high ability and high performing students.

All members will:

Serve as student advocate and clarify relevant considerations as to the type of programming being offered.

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Formal High Ability Identification Process

As of 2007, the State requires that districts have one performance and one potential measure to identify high ability students. All students are recorded in PowerSchool as either High Performing or High Ability along with the content area. High Ability (those that meet the criteria for CogAT or a combination of CogAT and NWEA) students receive high ability services. High Performing (those that meet criteria for NWEA only) may or may not receive the same high ability services. The State recommends that students are placed in the same classroom for high ability instruction and that they receive the instruction at their level; it is not an add-on/enrichment service. Identify: Identification process at end of grade K

Assessments to use include NWEA (95th%ile)-High Performing and CogAT (94th%ile)-High Ability; assessments include verbal, quantitative, and non-verbal

Qualify: Math

1. CogAT Quantitative=94 2. CogAT NonVerbal=94 AND CogAT Math=90-93 3. CogAT NonVerbal=90 AND NWEA Math=95

Qualify: Language Arts

1. CogAT Verbal=94 2. CogAT NonVerbal=94 AND CogAT Verbal=90-93

Qualify: Both

1. Meet both standards for Math and Language Arts Qualify: Other 1. Nonverbal Only—proceed with caution (often qualify for HA math later)

Services: Grades K-3

K: Differentiation within the classroom, may flexible group

1-3: Flexible grouping with differentiation within classroom or grade level Identify: Identification process at beginning of grade 4

Assessments to use include NWEA (95th%ile)-High Performing and CogAT (94th%ile)-High Ability; assessments include verbal, quantitative, and non-verbal

All students are retested and must re-qualify Qualify: Math



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Qualify: Both

Meet both standards for Math and Language Arts Qualify: Other

Nonverbal Only—proceed with caution (often qualify for HA math later) Services: Grades 4-6

Cluster, self-contained, heterogeneous classrooms; come together for instruction

Identify: Identification process at end of grade 6

Assessment to use include NWEA (95th%ile)-High Performing, CogAT (94th%ile)-High Ability, Orleans-Hanna Algebra Prognosis Test for Algebra I placement at WMS

All students are retested, placed based on WMS rubric Qualify: Math




Qualify: Both

Meet both standards for Math and Language Arts Qualify: Other

Nonverbal Only—proceed with caution, should have LA HP Services: Grades 7-8

Cluster, self-contained; Algebra I or Pre-Algebra (7); Algebra I, Honors Algebra Geometry, Honors Geometry (8); Advanced Language Arts; Advanced Science

Identify: Identification process at end of grade 8

Self-selection, grades, teacher recommendation, prerequisites, AP Potential

Services: Grades 9-12

Cluster, self-contained; Honors classes; AP and ACP classes Appeal:

1. Use nonverbal scores and 90-93%ile

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2. Retest CogAT as potential, WWS or SIGS as teacher recommendation, NWEA/grades/ISTEP as performance

Performance-NWEA, Fountas and Pinnell, writing assessments Potential-CogAT (qualitative, verbal, and non-verbal-for recognition only), Orleans-Hanna Algebra Prognosis Test, ReadiStep, PSAT Other-WWS Teacher Recommendation, SIGS, Kingore Observation Inventory (KOI)

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Placement Process

High Ability selection is conducted at the end of kindergarten, beginning of grade 4, and end of grade 6.

In grades K-3, students will receive acceleration and enrichment through flexible grouping and differentiated activities within the classroom and/or grade level. In grades 4-6, students will receive instruction in cluster groups, self-contained, or heterogeneous classrooms. In grades 7-8, students will receive instruction in cluster groups and self-contained classrooms; Algebra I or Pre-Algebra (7); Algebra I, Honors Algebra Geometry, Honors Geometry (8); Advanced Language Arts; Advanced Science. In grades 9-12, students will receive instruction in cluster groups and self-contained classrooms; Honors classes; and AP and ACP classes. Students who are not initially selected for high ability may be eligible for consideration to receive the same or similar instruction through the RtI process as high performers. Two instruments are utilized for the initial selection: an off-level CogAT (Cognitive Test of Abilities) and NWEA (Northwest Evaluation Association) Measures of Academic Progress (MAP). After the testing window is completed and results are obtained, the High Ability Selection Committee convenes and reviews scores and the notification process. Parent Notification: The building principal or school counselor will send notification to the parents or guardians of the students who have been selected to receive high ability services. Students who do not meet the criteria will be considered for services if they meet the high performers’ criteria and will be retested, if applicable, in grades 4 and 6. Rating Scales may be used for additional information.

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Appeal Process

Appeal of High Ability Selection Committee Decision

An appeal may be made to the selection committee if a parent or guardian believes that one of the selection criteria was erroneously interpreted. The committee will consider no other information. This is for labeling purposes only; the child may meet the High Performing criteria and still receive services under RtI.

Elementary, Intermediate, and Middle School:

New students moving into the district:

Students already identified in a previous district will be admitted to WWS high ability services. These students will be given WWS instruments to determine if the student meets WWS criteria. Results will be shared with the parents. In the event the child does not meet WWS criteria, the parents and administration will decide if the student should continue in the WWS program.

Off-Grade Level Appeals:

Students are identified in grades K, 4, and 6. During the off grade levels, students will still take NWEA and could be considered as high performers and receive the same or similar services. Retesting students may be considered for grades 5-8 due to class/course placement.

High School:

Placement in Honors and Advanced Placement students is governed by guidelines listed in the Westfield High School Course Descriptions booklet available in the high school’s guidance office or online. Middle and high school teachers, counselors, and administrators work together studying current academic course achievement, testing data, writing samples, and using teacher recommendations to place students into high school courses.

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Frequently Asked Questions

If a student has made all “A’s”, should s/he be admitted to the high ability services? Not necessarily. Each case is different. A student or group of students may be making outstanding grades at grade level but is not exhibiting above grade level ability and achievement. What if parents are concerned about peer relationships and their student’s self-concept from not being admitted to high ability services? High ability labeling is competitive, and the parent must realize that selection is based on the best-qualified student. Rule 511 mandates the top students be selected to the program. Peer relationships are difficult, but students are generally more resilient than adults. If gifted and talented education is to be for academically talented students, the most qualified students must be selected to the program. My concern as a parent is that the school district relies too much on standardized test scores. School districts have an obligation to select methods that have a high level of reliability. The High Ability Selection and RtI Committees secure objective and subjective information to make decisions regarding student placement. No selection process is perfect. The WWS standardized test scores determine a student’s academic achievement at a specific point compared to other students across the United States who took the same test to uphold reliability and validity standards. A cognitive abilities test is also given. This test has many of the characteristics of an IQ test. The Cognitive Abilities Test is an instrument that provides educators with information on higher-level thinking skills. Are there occasions when the Appeals Committee will place a student into the high ability services? Absolutely. The RtI committee must make a judgment based upon the information on hand. There are going to be circumstances where a student’s performance did not match his/her ability. The committee must carefully examine the information and make the decision that best meets the needs of the student. Do all elementary schools have the same number of high ability students? No. Selection is based on district-wide results. All students in the district who meet the criteria receive high ability services at their home schools.

Will my child’s needs be met if s/he is not accepted for high ability services? Yes. Our district is committed to differentiation of instruction in all grade levels.

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Program Descriptions for High Ability

Emphasis is on the development of critical thinking skills and providing experiences that will result in a positive student self-concept. Cluster-grouping, flexible grouping, self-contained opportunities, and differentiated instruction are provided in the areas of language arts and math. Grades K-6 utilize a Reading and Writing Workshop Model. The Workshop Model provides opportunities for the use of reading and running records to determine students’ instructional and independent reading levels. Teachers monitor students’ reading and writing growth through small group instruction, conferring with students, and monitoring tools (e.g. monitoring notebook). Word Study, the integration of phonics, spelling, and vocabulary instruction, teaches students how to look closely at words to discover the regularities and conventions of English orthography, or spelling. It takes the place of traditional spelling and vocabulary approaches, such as skill instruction, scope and sequence, or repeated practice, and focuses on the developmental stage of the student while providing for active exploration using a hands-on, manipulative approach. Strategies from Developing Mathematical Ideas is used during math instruction to help build a strong foundation of number sense while focusing on the precision of language, mathematical models, and contextualization and decontextualization of mathematical principles.

Elementary School Program Descriptions for High Ability

Kindergarten, First, Second, and Third Grades

WWS teachers recognize that all children learn at different paces and at varying ability levels. Each grade level will provide a variety of activities and experiences in the different content areas that stimulate the interests and facilitate optimum development of each child. In addition, a systematic set of specific strategies is developed at each grade level for increasing student effort, enjoyment, and performance, and for integrating a broad range of differentiated learning experiences and higher-order thinking skills into the general education curriculum. Such activities might include Accelerated Reader and Math, group projects, curriculum compacting, centers, tiered lessons, novels, technology, and creative problem solving activities.

Fourth Grade

Language Arts

The fourth grade curriculum in language arts will provide for the instructional needs of the gifted by extending the development of comprehension, research and writing skills. Activities and group work correlate with a differentiated language arts curriculum. Students’ interests help to drive the activities that occur during the year. Such activities may include:

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Utilizing accelerated organizational structures and sentence variety as part of the 6+1 Writing Traits/Writing Workshop.

Completing a research project.

Producing plays and giving oral presentations, Reader’s Theater.

Studying advanced vocabulary, Words Their Way-Syllables and Affixes, Derivational Relationships.

Completing in-depth studies of advanced novels or literary elements and themes across novels.

Doing creative problem solving activities.

Utilizing computer/mobile lab, media center, and creativity center.

Math A differentiated math curriculum will provide students with enrichment activities that focus on creative problem solving. Students will work in groups and individually on assorted learning processes. Math program components may include:

Flexible grouping.

Creative problem solving.

Competitive math opportunities (Math Olympiad).

Assorted hands-on activities.

Critical and analytical thinking; logic puzzles and patterns.

Enrichment and accelerated opportunities.

Spatial math.

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Intermediate and Middle School Program Descriptions for High Ability

The intermediate and middle school programs are a continuation of the elementary high ability services with continued emphasis on differentiated instruction and the advancement of critical thinking skills. Students begin to spend more time working individually, in small groups, and in pursuing areas of interest.

Fifth Grade

Language Arts

The learning environment is student centered and students’ interests and needs help to drive the activities that occur during the year.

Such activities may include:

Attending field experiences. Utilizing various media for further development of research skills.

Studying advanced vocabulary, Words to Go, Words Their Way-Syllables and Affixes, Derivational Relationships.

College Board SpringBoard lessons/units.

IDOE HA ELA lessons/units. Utilizing accelerated organizational structures and sentence variety as part

of the 6+1 Writing Traits/Writing Workshop. Completing in-depth studies of advanced novels or literary elements and

themes across novels. Oral presentations.

Math

The content area is designed to include abstract reasoning, the complexity of critical thinking, method of inquiry, and organizational skills. Math program components may include:

Accelerated critical instruction. Creative problem solving. Competitive math opportunities. Assorted hands on activities. Critical thinking and logic puzzles. Students working individually, in pairs, and in cooperative groups to

discover math concepts. Provide compact and accelerated instruction in multiplication, division,

decimals, fractions, percents, and ratios. Instruction includes grades 5-8 Indiana Academic Standards for Math

based on the students’ expected math course path.

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Sixth Grade

Language Arts

Critical thinking, reasoning, and problem solving are promoted. Differentiated activities for the high ability learner may include:

Studying advanced vocabulary, Words Their Way-Derivational Relationships.

Utilizing accelerated organizational Writing notebooks. Advanced analogies/word problems, puzzles. Completing in-depth studies of advanced novels or literary elements and

themes across novels, genre/author studies. College Board SpringBoard lessons/units. IDOE HA ELA lessons/units. Oral presentations. Persuasive speeches. Research paper/projects. Real world simulations. Dramatic production/field experiences.

Math

Critical thinking, reasoning, and problem solving are promoted. Differentiated curriculum of instruction and activities will

Provide compact and accelerated instruction in multiplication, division, decimals, fractions, percents, and ratios.

Include instruction of grades 6-8 Indiana Academic Standards for Math based on the students’ expected math course path; student may be enrolled in Algebra I (based on the results of the Orleans-Hanna Algebra Prognosis test, an Algebra-readiness test) and must pass the End-of-Course Assessment (ECA) as part of the graduation requirements.

Provide hands-on learning opportunities that encompass all areas of mathematics.

Incorporate problem solving and critical thinking skills within each section.

Have students working individually, in pairs, and in cooperative groups to discover math concepts.

Reinforce the importance of math in our everyday lives and encourage students to apply what they have learned in real-life situations through several long-range projects.

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At Westfield Middle School, emphasis of study is geared towards the concepts and knowledge needed to succeed in Advanced College Project and Advanced Placement courses at WHS. The use of the College Board’s Spring Board program emphasizes text complexity, textual evidence, and meaningful tasks

Seventh Grade

Language Arts

Seventh grade instruction will include the study of vocabulary. Students will approach vocabulary by studying word origins and analogies as well as definitions of advanced words. Understanding contextual nuances and applying words in writing samples will also be included as vocabulary activities. Selected novels will be studied and higher-level discussions will be an integral part of our study. Written responses that show an understanding of plot structure and character motivation will be encouraged. Students will have ample opportunities for individual choices in reading with individual evaluation available. Fundamental grammar skills will be emphasized in all written products. Students will complete a research paper and produce compositional work employing various models. Creative writing opportunities will be provided. Peer editing and critical discussion of written work will be part of the composition process. Literature study will include both fiction and non-fiction texts. Students will become familiar with common literature terms used in discussing format and structure. Poetry will be analyzed with an opportunity for students to write individual poems and responses. Students will do project-based work with an emphasis on student choice. Projects will have written and visual aspects with public speaking skills emphasized in oral presentations. College Board SpringBoard lessons/units will be utilized.

Math Pre-Algebra, Algebra I, Honors Geometry: The emphasis is on solving equations, story contexts, and reviewing basic operations of arithmetic while studying advanced math concepts based on the Indiana Academic Standards for the specific course. Students are identified for math placement based on the results of the Orleans-Hanna Prognosis Test, an Algebra-readiness test.

Science

Seventh grade focuses on life science. Students will be challenged through research projects, leaf collections, ecology studies, science fair projects, and scientific method projects. Students will complete these projects in teams and

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independently. All of these projects are designed to develop and enhance critical thinking skills. The goal of this class is to produce students who can think on their own to solve various scientific problems.

Eighth Grade

Language Arts

Eighth-grade academic English is an accelerated class. The areas of study include literature, grammar, writing, and vocabulary. The students explore a variety of literature genres, which include short stories, novels, drama, poetry, and legends. Students must complete outside creative and research projects where appropriate. The students study grammar concepts as they relate to writing. A variety of compositions are written using the writing process and focusing on certain grammar rules. The study of higher level vocabulary in context. Students are responsible for the definition, part of speech, and correct usage of each word. College Board SpringBoard lessons/units will be utilized.

Math

Algebra I, Honors Algebra and Geometry, or Honors Geometry: This is essentially an equation-solving course with emphasis on the properties of real numbers. Systems of equations are solved and graphed. The four basic operations, union and intersections are used considerably in the solution of these problems. Considerable time is spent working word problems that can be solved using open sentences.

Science

The eighth grade high ability program focuses on the physical, biological, and earth sciences. The program emphasizes the basic elements of the scientific processes of investigating, experimenting, data collecting, and conclusion formulation. Science process skills are a focal point through numerous laboratory experiences where measurement, data interpretation, and experimental design are frequently utilized. Students are required to produce an independent research project, which includes a verbal presentation, research paper, and documentation of an actual experiment using the scientific method. Independent thinking skills and problem solving techniques are continually presented throughout the year in the format of essay questions, lab investigations and mathematical application of scientific concepts. Students are

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encouraged to question the scientific basis of natural phenomena and begin to master the skill of logical thinking in a sequential manner.

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High School Program Description for High Ability

Most students entering high school continue in the high ability services program through progressing on the acceleration track that, in many cases, will lead to an academic honors diploma. Students may take honors courses, advanced placement (AP), or advanced college project (ACP) courses by meeting pre-requisites for the courses.

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Counselor-Provided Programs and Services—Social and Emotional Needs

K-12 Affective Curriculum for High Ability Students

Scope and Sequence - Sample Chart 5th Grade Academic Development Learning effective study skills

Outlining

Note Cards

Note taking skills and strategies Learning how to overcome academic obstacles

NWEA individual goal sheets Seeking Challenge

Academic competitions

Differentiated work

Pre assessments Understanding potential and achievement

NWEA Goal Sheets

Pre assessments

Differentiated curriculum 5th Grade College and Career Development Understanding Academic requirements of career paths

Guest speakers

Making connections with curriculum with job expectations 5th Grade Citizenship Development Developing good interpersonal skills

Oral presentations

Class discussions Understanding Stress

Discussions about perfectionism

Discussions about dealing with failure (failure is o.k. / risk taking) Understanding giftedness

Differentiated groupings with the gifted population in a single classroom

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6th Grade Academic Development Learning effective study skills

PowerPoint notes (slides expectations)

Note taking lessons (Main ideas, supporting details, etc.)

Using the assignment notebook Learning how to overcome obstacles

NWEA individual goal sheets

ISTEP+ and NWEA personal attention / goal setting Seeking challenge

Midterm book reports on their level (forcing them to read higher levels)

Star Reader assessment tool to determine reading level.

Internet “Challenge” report for extra credit.

Math Masters Becoming Responsible

Assignment notebook

Token Punches (classroom management system)

Multiple Assignments Understanding achievement and potential

NWEA goal sheets

Set goals higher

Differentiation of Instruction

Pre / Post Assessment’s on instructional units 6th Grade College and Career Development Exploring Careers

Discussing class subject matter and how it relates to career / everyday life

Authors

Guest speakers

Media Advertising Getting a taste of college

Super Saturday (Purdue University)

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Elementary/Intermediate Teacher-Initiated Removal from High Ability

Teachers may recommend student removal from high ability for the next year because of the following reasons:

a. failure to maintain a “B” average in the class. b. lack of task commitment. c. failure to maintain class expectations. d. disruptive classroom behavior which inhibits peer learning.

Counseling-Out Procedure

Counseling out is a way to explain to the parent that the best decision at this time is to remove the student from the program. Parents are understandably upset when a recommendation is made to remove their student from high ability services. Teachers, counselors and/or administrators have an obligation to discuss with the parents reasons they believe the student should be removed from the program. This might mean review of standardized test scores, teacher recommendations, and other materials that suggest a student should be placed in the traditional program. Above all, it is critical that parents are made aware their student will receive a quality education regardless of classroom placement. Maturity and task commitment play an important role in student placement, and the developmental stages for students vary. If parents do not agree that removal from the program is warranted, then the student remains in high ability services. A probation contract may be the next logical step.

Probation

Probation is a signal that a student’s continuation in the program is in jeopardy. Probationary procedures outlined below will be followed at all schools. A student may be placed on probation if s/he does not achieve a “B” average in the content areas, does not assume responsibility for completion of assigned tasks or projects, maintain class expectations, or does not exhibit appropriate classroom behavior. The following procedures will be used to place a student on probation:

1. The classroom teacher identifies the problem and holds a conference with the student, parent, and counselor.

2. A probation contract is written with the student designing an action plan to correct the behavior or problem during the twelve-week

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probation period. The contract is signed by the teacher, counselor, student, and parent. Each party receives a copy of the contract.

3. A conference involving student, parent, teacher, counselor, and building administrators will be held to review student status. A letter outlining what transpired during the conference will be mailed to the parent and a copy placed in the student’s file.

4. At the end of the grading period or at a time deemed in the best interest of the student, a recommendation for removal will be made. Conference notes, etc. will be placed in the student’s file.

5. Removal from the program may not result in removal from the classroom.

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Middle School Teacher-Initiated Removal from a High Ability Class

Teachers may recommend student removal from a high ability class for the next trimester/year because of the following reasons:

a. failure to maintain a “C-” average in the class to end a trimester. b. lack of task commitment. c. failure to maintain class expectations.

d. disruptive classroom behavior which inhibits peer learning.

Counseling-Out Procedure

Counseling out is a way to explain to the parent that the best decision at this time is to remove the student from the program. Parents are understandably upset when a recommendation is made to remove their student from high ability services. Teachers, counselors and/or administrators have an obligation to discuss with the parents reasons they believe the student should be removed from the program. This might mean review of standardized test scores, teacher recommendations, and other materials that suggest a student should be placed in the traditional program. Above all, it is critical that parents are made aware their student will receive a quality education regardless of classroom placement. Maturity and task commitment play an important role in student placement, and the developmental stages for students vary. If parents do not agree that removal from the program is warranted, then the student remains in high ability services. A probation contract may be the next logical step.

Probation

Probation is a signal that a student’s continuation in the program is in jeopardy. Probationary procedures outlined below will be followed at all schools. A student may be placed on probation if s/he does not achieve a “C-” average in the advanced class, does not assume responsibility for completion of assigned tasks or projects, maintain class expectations, or does not exhibit appropriate classroom behavior. The following procedures will be used to place a student on probation:

1. The classroom teacher identifies the problem and holds a conference with the student, parent, and counselor.

2. A probation contract is written with the student designing an action

plan to correct the behavior or problem during the six-twelve week

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probation period. The contract is signed by the teacher, counselor, student, and parent. Each party receives a copy of the contract.

3. A conference involving student, parent, teacher, counselor, and

building administrators will be held to review student status. A letter outlining what transpired during the conference will be mailed to the parent and a copy placed in the student’s file.

4. At the end of the grading period or at a time deemed in the best

interest of the student, a recommendation for removal will be made. Conference notes, etc. will be placed in the student’s file.

Documents

Westfield Washington Schools€¦ · Adopted Fall 2010 Revised Summer 2011, 2014 WWS Mission and Vision Mission: The mission of Westfield Washington Schools is to provide meaningful