Northshore School District Highly Capable Parent Information Night

Transcription

1 Northshore School District Highly Capable Parent Information Night Nancy Young and Gretchen Schaefer Directors of Elementary and Secondary Curriculum, Instruction, and Assessment October 7, 2015

2 Purpose of Tonight s Meeting What are characteristics of highly capable students? How are EAP/AAP and services in the neighborhood school different? How are highly capable students identified and how is placement determined? What is the timeline? How can I get more information?

3 Highly Capable Parent Information Night Your questions are important to us! This evening s format does not lend itself to a question-and-answer period. Handout with two QR codes: one for elementary, one for secondary OR, go to the website to click on the Contact Form

4 NSD Highly Capable Website ë

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6 HIGHLY CAPABLE STATE LAW REVISED

7 Highly Capable State Law Revised Highly Capable programs are now a part of Basic Education Districts must serve students identified as most highly capable in grades K-12

8 Highly Capable State Law Revised authorizes school districts to identify through the use of multiple, objective criteria those students most highly capable and eligible to receive accelerated learning and enhanced instruction in the program offered by the district.

9 Who are Highly Capable Students? The State defines highly capable students as those who: perform or show potential for performing at significantly advanced academic levels when compared with others of their age, experiences, or environments.

10 Statistical Definition of Highly Capable Highly Capable is generally recognized as two standard deviations from the norm, or the 97.7 th (98 th ) percentile.

11 Characteristics of Highly Capable Students 1. Capacity to learn with unusual depth of understanding, to retain what has been learned, and to transfer learning to new situations; 2. Capacity and willingness to deal with increasing levels of abstraction and complexity earlier than their chronological peers; 3. Creative ability to make unusual connections among ideas and concepts; 4. Ability to learn quickly in their area(s) of intellectual strength; and 5. Capacity for intense concentration and/or focus.

12 Social & Emotional Characteristics of Highly Capable Students

13 Needs of Highly Capable Students Acceleration of PACE Intellectual PEERS Higher LEVEL of difficulty and complexity Bloom s Taxonomy: Greater proportion of instructional time spent on Ø Creating Ø Evaluating Ø Analyzing Ø Applying

14 Continuum of Services Once identified, continuum of service provided (K-12) Menu of options to meet HCP students needs Service delivery may vary by grade level, grade span, school level, etc.

15 K-12 Service Options for HC Students Elementary School Middle School High School Classroom Based Services Compacting the curriculum Alternate activities Enrichment activities Flexible grouping Independent projects Increased depth and complexity in coursework Critical and creative thinking skills Online course or supplemental instruction in area of talent Created by the Center for Gifted Education and Professional Development, Whitworth University, 2013

16 HIGHLY CAPABLE SERVICES IN NORTHSHORE

17 Northshore School District Services in Elementary Kindergarten and 1 st Grade Students not identified in particular content area Holistic services to foster potential across content areas Services provided in the regular classroom at the neighborhood school only (not EAP)

18 Northshore School District Services in Grades 2-8 If identified in BOTH reading and math Ø May be served in the EAP or AAP program (no waiting list) Ø OR receive services in the regular classroom at the neighborhood school If identified in a single content area, math or reading Ø May be served in the regular classroom at their neighborhood school

19 Northshore School District Services in Grades 9-12 If identified in one or both areas of reading and math Ø 9 th and 10 th grade Pre-AP/IB classes Ø Dual credit courses are offered at all comprehensive high schools in multiple content areas Advanced Placement College in the High School International Baccalaureate (Inglemoor only) Project Lead the Way Engineering (Woodinville only, North Creek in 2017)

20 Northshore School District Services in Grades 9-12 Counseling components: Ø Career guidance: High School and Beyond Plan Ø Course monitoring Ø Exploring opportunities for community internships

21 Services in the Neighborhood School Students who are identified in a single content area (math or reading) are served in their regular classroom Students who are identified in both reading and math may choose to receive those services in their home school Teachers have district support and a growing set of resources

22 Services in the Neighborhood School School Guidance Team: Receives a list of identified students in the Spring to inform placement decisions Collaborates with the classroom teacher to develop a Student Learning Plan and monitors effectiveness of services Provides Student Learning Plan to the district for program review

23 Services in the Neighborhood School Classroom Teacher: Beginning of year Ø Gets to know student Ø Conducts classroom-based assessments Ø Collaborates with the School Guidance Team to develop Student Learning Plan Ø Communicates plan to parents Monitors effectiveness of service plan Ø Reports student achievement and growth each quarter (Report Cards)

24 Services in the Neighborhood School May include a combination of these strategies: Cluster students to provide a peer group Adjust pacing, reduce review and repetition Use curriculum compacting Enhance/Enrich content or curriculum Differentiate curriculum and instruction Extend content to include rigorous problems or projects

25 Not all high achieving, highly motivated children benefit from placement in a self-contained, all day program but some do.

26 Elementary Advanced Program (EAP) Advanced Academics Program (AAP) Program Goal To provide an optimal learning environment for students who demonstrate outstanding levels of aptitude, academic competence, and exceptional ability to reason and learn across content areas.

27 Elementary Advanced Program (EAP) Students who qualify in BOTH Reading and Math may receive services in EAP Full-time, self-contained program all day, every day Single grade or split classrooms 2 nd through 6 th grade Three sites: Ø Bear Creek, Shelton View, and Sunrise

28 Grade 7 & 8 Highly Capable Services: Two Options Advanced Academics Program (Meet all criteria) Two sites: Leota JH and Northshore JH Continue Math trajectory E/LA, Social Studies, and Science with accelerated pace of curriculum Classes composed of highly capable peers Class sizes same as regular classrooms Elective courses in general ed HC Program Services (Meet all criteria) Neighborhood school Continue Math trajectory Cluster grouping in Challenge classes in E/LA, Social Studies, and Science Class sizes same as regular classrooms Elective courses

29 Elementary Advanced Program (EAP) & Advanced Academics Program (AAP) Important considerations: Site assignment based on home school service area and balance of classes at each EAP/AAP site Transportation- Hub system Waivers for Siblings- Ø Siblings of program placed students (EAP and AAP) may submit a waiver to attend the same school. Waivers will only be approved for one year and on a space availability basis.

30 HIGHLY CAPABLE CURRICULUM AND INSTRUCTION

31 Washington State Learning Standards New, more rigorous standards for all students K-12 Ø Common Core State E/LA and Math Standards Ø Next Generation Science Standards Focus on college and career readiness, not high school proficiency Grade-to-grade articulation supports accelerated teaching and learning

32 Acceleration in the Neighborhood Elementary School Within Classroom Ø Based on assessment of specific content/unit Ø Teacher determined District-supported Process Ø Single content area, services in higher grade level Ø Grade skipping

33 Mathematics in Neighborhood School, Regular Classroom Instruction Differentiation Extended Learning Accelerate within unit Reduce review and repetition Adjust Homework Curriculum Math Expressions Holt/Pearson Extended Problems Online Resources : Dream Box or Think Through Math

34 Math Acceleration in the Neighborhood Elementary School Why not just give students the grade level up curriculum? All students need core instruction on foundational concepts More than procedural competency Mathematical practices essential Deep and broad conceptual understanding Ensure no gaps and holes in skills and concepts

35 Mathematics in Neighborhood School, Regular Classroom (Elementary) HiCap Services prepares students for: 7 th Grade Challenge Math Ø 7 th and 8 th grade curriculum compacted with Ø Algebra I in 8 th grade Sixth grade students may test in to: Algebra I, 7 th grade Ø Orleans Hanna Algebra Readiness (85 th percentile) Ø ITBS- 8 th grade (80 th percentile)

36 Mathematics in EAP EAP Grade Standards Curriculum 2 3 rd Math Expressions 3 4 th Math Expressions 4 5 th and 6 th Holt Course 1 with Math Expressions as supplemental 5 7 th Holt Course th Holt Course 3

37 Mathematics in EAP Successful completion of 8 th grade math prepares students for Algebra I in 7 th grade. Some students may be best served in 7 th grade Challenge Math (7 th and 8 th grade combined)

38 IDENTIFICATION OF HIGHLY CAPABLE STUDENTS

39 Identification Process Nomination Ø Any adult who knows the child may nominate him/ her Screening Ø Assessment data used to determine if further testing is appropriate Assess for Eligibility Ø Multiple measures of aptitude and achievement Appeals Process Ø Parents may appeal placement decisions Exit Plan Ø Parents or the district may initiate exit from the program

40 Identification Process The Multidisciplinary Selection Team (MST): Comprised of a psychologist, principal, teacher and district administrator Determines qualification criteria based on student data Identifies students who will be offered placement Review Appeals Makes final placement decisions

41 Identification Process The Multidisciplinary Selection Team: Follows a protocol to review all data including ITBS, CogAT and achievement data from State and district assessments Considers the student s complete data profile to determine eligibility for services Makes the final decision on placement in the highly capable program

42 Testing Process for Highly Capable Services in Kindergarten Testing in Kindergarten for the K school year Initial screening (1 st quarter) Ø Classroom-based assessments reading and math Second level testing (Nov./Dec.) Ø Naglieri Non-Verbal Assessment Ø Math Interview Ø Gifted Rating Scales Multidisciplinary Selection Team decision for services in the second semester

43 Testing Process for Highly Capable Services in First Grade Testing in Spring of Kindergarten year Screening- March Ø CogAT 7 Screener and Individualized Running Record of Reading Second level testing- April/May Ø Classroom-based assessments (across content areas) Ø Math Interview Ø Gifted Rating Scales (teacher completes) Multidisciplinary Selection Team selects most highly capable students for services in first grade year.

44 Identification Process For services in 2 nd -8 th grade (not previously identified) Students will take BOTH the ITBS and CogAT The ITBS and CogAT will be administered at one grade-level above Ø Out-of-level tests allow the data at the top end of the bell curve to be combed out to show how far above level the child is achieving.

45 Identification Process What about students from underrepresented populations? Incorporate a Scholar Search into our process Essentially a child find effort for students who show potential to benefit from highly capable services Ø Train special staff to nominate students who show potential Psychologists ELL and Title/LAP Teachers Principals Ø Data mining for these populations

46 Testing Process for Highly Capable Services in 2 nd -8 th Grade All students who apply in 1 st through 7 th grade will take two assessments: First assessment- Iowa Test of Basic Skills (ITBS) Ø Test of general knowledge Ø Two sub tests: reading and math Elementary testing: Saturday, Dec. 5 Junior High testing: Saturday, Dec. 12

47 Testing Process for Highly Capable Services in 2 nd -8 th Grade Second assessment- Cognitive Abilities Test (CogAT) Ø Aptitude test- testing the student for inherent ability for learning and general intelligence Ø Three sub tests: Verbal, Quantitative, Non- Verbal Elementary testing: Saturday, January 30, 2016 Junior High testing: Saturday, February 6, 2016

48 Identification Process Students who qualify in both content areas (Reading and Math) have the option of receiving services in EAP/AAP or at the neighborhood school. Students who qualify in a single content area (Reading or Math) are served in the neighborhood school.

49 Testing Process for Highly Capable Services in grades 9-12 The MST will review the academic and standardized testing history for all 8th through 11 th grade students who apply. Students whose academic profile matches that of identified highly capable students will take: Cognitive Abilities Test (CogAT) Ø Aptitude test- testing the student for inherent ability for learning and general intelligence Ø Three sub tests: Verbal, Quantitative, Non-Verbal Ø 8 th through 11 th grade testing: Saturday, February 6, 2016

50 Appeals Process To apply for an appeal, the student must: score below the 89 th percentile on ITBS score below 120 Standard Age Score on the CogAT The three criteria for an appeal: Ø An extraordinary circumstance occurred during testing that may have negatively affected the validity of the test results considered. Ø Evidence of an error in the administration of one or more of the assessments. Ø A misapplication or miscalculation of the assessment data by the Multidisciplinary Selection Team. The Multidisciplinary Selection Team determines which appeals will be granted.

51 Testing Timeline: Current Kindergarten Students Nominations must be submitted online prior to the deadline on November 3, 2015 Initial Screening: Classroom-based assessments administered in 1 st quarter MST determines which students will move on to the second level of testing. Parents must give permission for further testing. (Mid November)

52 Testing Timeline: Current Kindergarten Students Second Level Testing: (for eligible students based on initial screening) Ø Naglieri Non-Verbal: Saturday, November 21, 2015 Ø Math Interview: Administered at child s school Ø Gifted Rating Scales: Completed by child s teacher Notification in January with services beginning the second semester

53 Testing Timeline for Services in 1 st Grade All NSD Kindergarten students are screened for highly capable services in March Screening Tools Ø CogAT 7 Screener administered to students in the classroom Ø Individualized Running Record of Reading (IRR)

54 Testing Timeline for Services in 1 st Grade Kindergarten students identified for second level testing by the MST Parents will be notified and must give permission to test Second-level Assessments- April/May Ø Math Interview- conducted at child s school Ø Gifted Rating Scales- Completed by teacher MST determines eligibility and parents notified before end of school year

55 Testing Timeline Current 1 st Grade Students Students who are currently receiving highly capable services in first grade: Must submit an application/permission to test (Oct. 1-Nov. 3) for: Ø Identification in a specific content area Ø REQUIRED for identification for EAP placement Students who are identified in K, 1 must take the ITBS and CogAT by the end of 2 nd grade to determine continued services.

56 Testing Timeline Current 1 st through 7 th Grade Students Applications must be submitted online prior to the deadline on November 3, 2015 at 4:00 p.m. One application for both tests, ITBS and CogAT Students who live within Northshore School District boundaries only; no out-of-district students

57 Testing Timeline February- Letter sent home Provides ITBS and CogAT results States whether student has been identified as most highly capable and in which content areas If eligible, placement is offered for services Ø In the neighborhood school or, if applicable, EAP/AAP Parents must accept placement for student to be served.

58 Placement Acceptance Timeline Opportunities for information prior to decision Ø EAP Open House: March 22 Ø Parent Panel EAP March 9, 2016 AAP March 16, 2016 Placement Acceptance Deadline Ø Junior High: March 21, 2016 Ø Elementary: March 25, 2016

59 HiCap Advisory The vision of the HiCap Advisory is to inform and support the Northshore K-6 grade highly capable program in order to create a world-class program that is available to every qualified student, is highly coveted by parents and students, and distinguishes Northshore as an exemplary district for highly capable education. HiCap Advisory website: hcparents.org

60 HiCap Advisory Elementary Parent Education Nights Ø October 21 What Parents Need to Know About Smart Kids Ø January 20 Guest Speaker Ø February 10 Summer Camps Show and Tell Ø March 9 What is EAP Really Like? Parent Panel Ø March 16 What is AAP Really Like? Parent and Student Panel

61 Thank you for attending! Questions?? Updated information- News & Updates addresses: Ø Ø Nomination/Application Form Ø Window is open and closes November 3

62 Current 6 th Grade Students Identified as Highly Capable in Reading and Math No additional testing required for services in the school year. Continue trajectory in Math Ø If completed 8 th grade Holt Math enroll in Algebra 1as 7 th grader Ø Or- students may test for double acceleration into: Algebra I, 7 th grade Orleans Hanna Algebra Readiness (85 th percentile) ITBS- 8 th grade (80 th percentile)

63 Math/Double Acceleration Placement for Students can qualify for Double Acceleration in math without being identified as highly capable in math Orleans Hanna Algebra Readiness ITBS (Math), 8 th Grade Parents must apply for testing Ø Applications available March 1 Ø Testing Date Saturday, April 2