Special Programs

REACH Program
Program for High Ability Students

Ashland-Greenwood Public Schools
Revised and Adopted: January 1998

District Mission

The Ashland-Greenwood Public Schools, with family and community cooperation, promotes life-long learning to awaken, develop and enhance the individual potential.

District Learning Beliefs

All students can learn, yet students learn differently.
Teachers are capable of meeting the diverse learning styles of all students.
Schools help prepare students to be contributing citizens in a democratic society.
Schools model the values of honesty, hard work, cooperation and respect for self and others.
Students and staff have a positive attitude toward the learning process.
Learning is a life-long endeavor.
Schools provide a safe, positive and exciting environment.
School programs focus on life skills
Every student is important and capable; schools are committed to each individual student's success
Students must learn how to think and how to learn.
Successful schools are partners with the school community
Students are responsible for their actions.
Schools provide opportunities for social development and interaction.

Program Philosophy

The Ashland-Greenwood Schools are committed to an educational program that develops in the student the principle of self-reliance, rational thought, intelligent discrimination and clear expression of ideas. The Ashland-Greenwood program for high ability students is an integral part of this commitment. The program for high ability students is called REACH. REACH stands for reaching inward to develop our individual potential and reaching outward to be productive.

Goals

The Ashland-Greenwood High Ability Program is designed to:

• Provide a framework for identification of high ability children.
• Provide alternatives that are appropriately styled to encourage growth at realistic levels of abilities, interests and needs.
• Encourage an open, intellectual atmosphere based on individual interests of students. This would include blocks of time for independent student study and research.
• Develop each student's ability to recognize, integrate and utilize his/her potential in order to become self-actualizing individuals.
• Provide a classroom atmosphere that provides emotional support to reinforce confidence in the validity of their gifts and talents.
• Provide guidance and counseling to meet the needs of the gifted.
• To expose the student to broader intellectual horizons that can be pursued throughout his/her learning career.
• Differentiate curriculum within the normal classroom setting, so the needs of the identified are constantly met.
• Evaluate goals, activities, materials, procedures and accomplishments of the program for the high ability students.

Identification Procedures

Step One: Nomination

In order for a student to be considered as a high ability student they must first be nominated. The nomination may be made by self, peers, teachers or parents.

• Self nominations allow students who believe they have special talents, skills or above average academic achievement to be considered for inclusion in high ability programming
• Peer nominations are most accurate in a learning environment with open opportunities for the gifted to produce at their level of capability.
• Teacher nomination allows former and current teachers, principals and other school resource personnel, the opportunity to nominate students whom they know have high capabilities.
• Parent nomination forms allow the parents a source to provide information on their child an any grade level. Parents provide information on advanced abilities and knowledge that are not always apparent to the teacher.
• The self, peer, teacher and parent nomination forms are used for initial nomination of high ability students.

Step Two: Data Collection

The coordinator for the high ability program shall collect data on each nominated student. Any of the following instruments may be used for the purpose of determining high ability students. All or any single data instrument may be used to support the identification of a student. These instruments include:

• Intelligence Tests; The Slosson may be administered by trained school personnel for determining an IQ score. Students scoring at the 99% national percentile or 145 or better shall be given serious consideration for identification as high ability
• Achievement Tests: The CTBS or similar achievement test shall be administered each spring and results reviewed for those nominated for inclusion in the high ability program. Students who score 95% or better in the math portion or 96% or better in the reading and language for two consecutive years shall be given serious consideration for identification.
• Creativity Tests: The Torrance Test of Creative Thinking shall be administered to all students nominated for creative abilities by trained district personnel. A student scoring 130 or better shall be given serious consideration for identification.
• Performance Data: The student, teacher and/or parent shall be asked to submit performance data that may include real-world behavior and authentic assessments. Performance data may also include projects, art and science projects, hobbies and interests, musical skills and even classroom grades. Students who demonstrate exceptional rather than normal skills and abilities shall be given serious consideration for identification.
• Alternative Identification Procedures: Alternative identification procedures shall be used for minority students nominated for program inclusion. A list of alternative identification procedures shall be maintained by the program coordinator.

Step Three: Selection

A committee, appointed by the building principal and consisting of the program coordinator, counselor and classroom teachers, shall review data on all nominated students. This information shall include multiple assessments and performance data collected on that student. The committee shall determine whether or not the student qualifies for inclusion in a program for high ability students. A simple majority of the members may vote to include a student. In cases of uncertainty, the committee members are directed to err in placement of the student in the program rather than to err in the exclusion of the student.

The program coordinator shall make every effort to not identify a student by name or leave personal identification information on any of the documents when the committee reviews the student for placement into the program.

Student who has previously been identified for inclusion into the REACH program, prior to January 1, 1998, shall automatically be included regardless of whether or not he or she meets current standards or criteria.

Step Four: Notification

The parents and teachers of the students identified as high ability students shall be notified within 30 days of selection.

Step Five: Appeal of Committee Decisions

1. Any parent who does not agree with the decision of the selection committee may request a meeting with the selection committee for the purpose of appealing the decision. The committee shall review the data with the parent. The parent shall have an opportunity to provide the committee with additional information. The committee may then make a new determination as to whether or not to select the student for inclusion in the high ability program.

2. If the parent still does not agree with the decision of the committee, the parent may request in writing that the student be identified for high ability programming. Upon getting such appeal, the Principal shall place the child into the high ability program.

Differentiated cognitive and affective curricular and instructional plans.

A variety of programs shall be available to service students of high ability. The classroom teacher shall, working with the program coordinator, identify the programs the student shall participate in to meet his or her needs.

These programs shall include:

Elementary:

• Junior Great Books
• Classroom Compacting
• Independent Learning
• Creativity Activities
• Field Studies or Trips
• Peer Tutoring
• Differentiated Curriculum
• Student Activities

Secondary Program:

• Differentiated Curriculum
• Accelerated Curriculum
• Advanced Placement Courses
• Independent Study
• Peer Tutoring
• Club and Athletic Activities
• Dual Enrollment

Guidance and Counseling of High Ability Students

• School-to-Work Program
• Job Shadowing
• Tech Prep Program
• Careers Exploration
• College and University Visits
• Field Trips
• Interpersonal Skills Counseling
• Small Group Counseling

Overall Program Evaluation

The program coordinator shall periodically survey staff, hold focus group sessions and consult with school administration to evaluate the programs. The coordinator shall make recommendations for program additions or changes to the Building Principals or Superintendent.

Staff Training and Assistance Procedures

The program coordinator as a result of program evaluations shall identify staff training and assistance needs for high ability learners. The coordinator may distribute professional literature, speak at staff meetings, provide staff in-services and distribute information on staff development opportunities in order to meet staff needs.

Program Management

The program coordinator is responsible for the selection process. Individual classroom teachers shall be responsible for planning an appropriate program for the high ability student. The program coordinator shall serve as a resource in the development of the program.

REACH - Program for High Ability Learners - Ashland-Greenwood Public Schools

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