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Greencastle Community School Corporation 2015-16 District ACE Plan Accepting the Challenge of Excellence

Brief Description of School Corporation and Demographic Information Greencastle Community Schools has two primary schools, consisting of kindergarten through second grade, an intermediate school housing grades 3-5, a middle school housing grades 6-8, and a high school reaching grades 9-12. Total enrollment for the School District for 2012-2013 was 2,021. Three hundred twenty (320) staff members which include 136 certified employees, 10 administrators, and 174 classified employees provide a safe, quality learning environment in this Midwestern community. The Greencastle School Corporation continues to expand the students' quality education, and offers a wide variety of curricular and extra-curricular opportunities. At the end of January 2013, our district’s free and reduced lunch rate was 47.8%. The race/ethnicity breakdown at that time was 97% white students and 1% for Asian, African-American, and American Indian/Alaskan. The Native Hawaiian population was 0%. Mission Statement The Greencastle Community Schools Accepting the Challenge of Excellence (ACE) Program was established to provide our high ability students the opportunities to work academically at their appropriate grade level and at an appropriate pace by providing a challenging, differentiated curriculum. This differentiated curriculum allows our students access to advanced content, use of interdisciplinary units, opportunities for in-depth learning, research, inquiry, and independent study through a variety of program delivery formats. Differentiation of instruction allows our educators to respond to learners’ needs of a more challenging curriculum by adopting a wide range of instructional strategies and classroom organization techniques. Belief Statements The Greencastle Community Schools strive to meet the needs of all learners. To guide the development of programming for our high ability students the following beliefs were adopted. We believe that … All students benefit from enrichment and other “high ability” strategies, such as curriculum compacting. An I.Q. score (or similar index) is not the only criteria for determining “giftedness”. “Traditional” means of determining “giftedness” may exclude students with special needs and those from varied cultural and socio-economic backgrounds. It is difficult to adequately challenge high ability students in the regular classroom. Schools and families share in the responsibility of meeting the needs of high ability students. High ability students have special needs and programming should include least restrictive environment. Identification of high ability children is not an exact science. High ability students need the opportunity to work with students of like ability. Schools should offer enrichment opportunities for all students. Teachers should have high expectations for all students. All teachers should have training in enrichment strategies. All students should learn new content every day.

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Definitions A student will have the High Ability designation on the Student Test Number (STN) if the child meets these criteria AND receives services for high ability students. The Indiana Department of Education Division of Exceptional Learners (2010) defines a General Intellectual High Ability student as one that: -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 in more than one academic subject area. -Scored at the 96th percentile (with consideration for the test’s standard error of measurement) on an individual standardized intelligence test administered by a licensed psychologist, or standardized nationally normed group intelligence test OR -Scored at the 96th percentile (with consideration for the test’s standard error of measurement) on the composite or total battery of an individual standardized achievement test administered by a licensed psychologist or a standardized nationally normed group achievement test (within the past 24 months). -Performs or shows the potential to perform at an outstanding level within the population of students with the “same experience or environment” in our school district, and whose needs cannot be met by grade level curriculum. Students may be identified by outstanding potential or performance according to our district criteria as described on later pages. A High Ability Language Arts student (L-HA) is defined as one that: -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 in language arts. -Performs or shows the potential to perform at an outstanding level in language arts within the population of students with the “same experience or environment” in our school district and whose educational needs and/or individual academic growth cannot be met through grade level placement in language arts in that school OR -Performed at or above the 96th percentile on the Reading, English, or Language Arts portion of an individual or group standardized achievement test. -Students may be identified by outstanding potential or performance in language arts according to our district criteria as described on later pages. A High Ability Mathematics student (M-HA) is defined as one that: -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 in mathematics. -Performs or shows the potential to perform at an outstanding level in math within the population of students with the “same experience or environment” in our school district and whose educational needs and/or individual academic growth cannot be met through grade level placement in math in that school OR -Performed at or above the 96th percentile on the Math Reasoning or Problem Solving or Math Composite portion of an individual or group standardized achievement test. -Students may be identified by outstanding potential or performance in math according to our district criteria as described on later pages.

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Other-A student may be identified and qualify for high ability services in science, social studies, world languages, general creative, interpersonal, visual and performing arts, and any other specific subject outside of math and language arts. Cluster Grouping is a method for organizing services for high ability students by purposefully assigning students with similar readiness levels and/or abilities to the same classroom. Cluster grouping is utilized as a service option for the district in grades K-8. Program Goals 1. Teachers trained in high ability education will utilize differentiated lessons, acceleration, and enrichment to meet students’ learning needs. Objective 1: Provide ongoing professional development regarding current research-proven methods in differentiation, acceleration, and enrichment. 2. Students will be presented with a challenging curriculum, based on individual assessment, and be presented with unique learning opportunities in order to further their academic development. Objective 1: Teachers will meet with other high ability teachers to share common ways in which they each add rigor and challenge to their current curriculum. Objective 2: The BBPC will research and study methods of acceptable individual assessment that can be used in the classroom to drive the individually differentiated curriculum. 3. Teachers will be trained in developing ACE Plans that utilize a high-quality curriculum based on current research in gifted education. Objective 1: Teachers will receive guidance on writing a more detailed, formalized curriculum for their high ability classes. 4. Trained counselors and teachers will assist others with learning to recognize social and emotional issues that confront gifted students, and then collaborate to create an affective curriculum for the classroom. Objective 1: Professional development will be implemented for teachers to study the various social and emotional problems of high ability students as well as the appropriate professional responses to these children. Objective 2: Ongoing training will focus on the teacher leading discussion groups to focus on the ongoing issues the high ability children face. Affective Goals for high ability students include: Understand what high ability means and the purpose of the ACE program Develop problem solving and decision-making skills Develop successful interpersonal relationships with peers Develop effective time management techniques Learn to express feelings in appropriate ways Develop stress management techniques Develop coping strategies for specific problems facing high ability students, such as perfectionism, fear of or handling failure, depression, and competitiveness

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Understand and accept themselves and others Objective 1: Teachers/counselors will share age-appropriate units on time-management and stress management to begin the school year. Objective 2: Teachers/counselors will share age-appropriate mini-units to guide the students in understanding what it means to be gifted and the purpose of the ACE program at GCSC. Objective 3: Utilizing the professional development mentioned above, teachers/counselors will provide mini-units on interpersonal relationships, expressing feelings, and the coping strategies inherent to handling competitiveness, perfection, depression, and fear or handling of failure. Program Description Primary Level, Grades K, 1, 2 At the Primary level the teachers meet the needs of the high ability students in their classrooms. ACE clusters exist in one or more classrooms at each grade level and teachers use compacting, grade acceleration, differentiation of content and modification of assignments to meet the students’ needs. They use supplemental materials to provide enrichment and acceleration to some students. Occasionally they send one of their high ability students to another teacher or grade level for instruction in talent areas. Cluster teachers and instructional assistants provide services to students. Student Council and various community service projects provide additional opportunities for developing areas of talent in leadership. The Reading Counts Program is an example of an opportunity for enrichment. Intermediate Level, Grades 3, 4, 5 Language Arts and Math high ability students are served in self-contained 3rd, 4th, and 5th grade classrooms. However, additional opportunities are available to students for developing various areas of talent at Tzouanakis. These offerings are appropriate for ACE students as well as others, and do not require identification to participate. Students can develop: (a) leadership through the Student Council Leadership program; (b) performing arts skill through Advanced Choir; (c) artistic talent through Advanced Art (d) linguistic talent through world language clubs such as Spanish and Japanese; (e) academic giftedness through the Academic Competitions (Math Bowl for mathematical talent, Spell Bowl for language arts talent, Science Bowl for science talent, and Geography Bee for social studies talent) and (f) enrichment through the Reading Counts Program. Middle School Level, Grades 6, 7, 8

Greencastle Middle School offers on-site high ability programming in the areas of language arts and mathematics. Students may be placed in courses one or more grade levels above their own, ranging from Honors Mathematics 6, to Pre-algebra to Algebra and Geometry. Honors Language Arts courses are available for each grade as well. Students are encouraged to compete in the school Spelling Bee, Geography Bee Academic Teams and in the Science Fair. Leadership skills can be developed through GMS Student Council. In addition, the Greencastle Middle School staff works cooperatively with the high school staff to provide educational experiences and challenges for high ability students who need a more rapid acceleration in particular talent areas. This may include taking classes at the high school for credit or entering the DePauw University Alpha Program to enroll in university level classes.

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High School Level, Grades 9, 10, 11, 12 Opportunities for high ability students in the Greencastle High School include: (a) The Alpha Program; (b) Honors English, Grades 9-10; (c) Advanced placement courses in Biology, English Literature and Composition, English Language and Composition, Calculus AB, Government, U.S. History, Latin: Vergil, and Studio Art; (d) Accelerated Math – Algebra II and Geometry for Freshman and Algebra II and Pre-Calculus for Sophomores; (e) Advanced Music: Classics Choral Group and Advanced Concert (Symphonic) Band; (f) Extended activities include Leadership Training, Advanced PE, Advanced Theatre, and Academic Teams; (g) Advanced Science courses in Genetics, Botany, Zoology, Marine Biology, and Physiology; (h) Honors Geometry and Honors Algebra II; (i) Dual high school/ college courses may vary year to year but will usually include Biology AP, English Language and Composition, Introduction to Engineering Design, Principles of Engineering, US History AP, Government AP, Spanish 1-4, French 1-2, and Digital Design. (j) Honors Biology, grade 9 Social and Emotional Plan The basis of all guidance is understanding the individual child. If children are to achieve their potential, they must possess an understanding of themselves and their abilities, interests, and opportunities. There are many layers to the district’s social and emotional health plan. School Counselors are available to provide individual, small group and class counseling for high ability students. Students may be referred by teachers, administrators, parents, or may self-refer. Students are encouraged to discuss problems/concerns with their classroom teacher and/or the school counselor. In order to enhance this awareness, teachers and parents will be in-serviced on the emotional characteristics of the gifted, the problem behaviors, and the characteristics of students with high ability and their related socio-emotional development. The teachers would then be able to "incorporate techniques to support affective learning in their classrooms." Potential sponsors and/or volunteers to provide this training will be pursued by the BBPC (i.e. school counselors and retired gifted education teachers). High ability students explore career planning beginning at the primary level and college planning beginning at the middle school level. For example, in 6th , 7th, and 8th grades, career exploration is provided. The Reality Store begins at 8th grade. Intermediate, Middle, and High School students continue the use of the Olweus bullying program, which utilizes class circle discussions and a formalized bully referral process. At the primary level, a PositiveBased Intervention and Support Plan are used. Nomination and Screening Procedures Identification and selection procedures have been developed for student placement in the ACE program classes at all levels. A selection committee at each level will be formed to review program placements and appeals. These committees may include the ACE coordinator, building principal, classroom teacher(s) and school counselor. The final decision on program placement rests with the building principal. A parent or teacher may nominate a child for consideration if he or she is not selected through the screening procedures.

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Grades K-2 Screening Procedures Initial identification for the ACE program begins at the Kindergarten screening with the Kindergarten screening assessment. Parent and teacher recommendations are critical for this level. Interim Assessments, Reading Levels, NWEA Math (grade 2), and Indiana Reading Developmental Assessment (IRDA) are completed by all students and analyzed. Student performance on such assessments helps determine the high ability cluster groups for classrooms. Activities to nurture and enhance gifted behaviors are used in the primary grades on an ongoing basis for all students.

Identification & Instrumentation The following data will be considered in identifying High Ability students in grades K- 2: Kindergarten screening assessment (Kindergarten only) Reading Level (determined by running records) Scholastic Reading Inventory (SRI) Writing Interim Assessment Kingore Observation Inventory (Grade 1 only) Math NWEA (Grade 2 only) Language Arts Skills Percentile Rank *Note: End of the year book assessments will be considered for grade skipping in Math once the district adopts new textbooks. The decision for high ability placement will be made by the building principal with input from the classroom teacher and parents. K-2 grade cluster teachers may develop individual ACE plans in the fall and meet with parents to discuss the plan. Parents will be informed of their child’s placement in a cluster at the parent-teacher conferences in the fall.

Early Entrance: If a parent requests early entrance (birthday after the August 1 cut off) to kindergarten, the building principal will use the following considerations to make the determination:



Kindergarten screening Maturity and Behavior levels Other assessment, as needed

Grade Skipping: When a child is two grade levels advanced of his peers, grade skipping will be explored with the teacher, principal and parent.

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Grades 3 Identification All second grade students are administered the Otis Lennon test by trained classroom teachers that is proctored by school personnel/ administrators. Parents receive information about the Otis Lennon test and test date. In addition, data from Writing Interim Assessments, Reading Lexile, and NWEA is analyzed for every incoming third grade student. Student performance on such assessments helps determine the high ability placement. To be eligible for consideration in a High Ability class, the following data will be reviewed:



NWEA RIT that reaches the High Ability Level in Reading (94%) or Math (94%) (including standard error of measurement on the test.) Writing Score of 95% on Interim Assessment #2 or #3 A School Ability Index score of 120 or higher, (including standard error of measurement on the test) on the Otis Lennon. Reading Lexile score from SRI (minimum of 1 grade level above)

Grades 4-5 Identification Students in the self-contained ACE classroom will automatically be placed in the ACE class the next year unless a parent or teacher request is made to the Tzouanakis principal for the child to be placed in a regular classroom. All third and fourth grade student data will be reviewed annually to determine if additional students need to be placed in the high ability classrooms if class size is not an issue. Data Collected for High Ability Identification 3rd Grade Placement: Current NWEA—Reading and Math at 94th %tile on fall, winter, & spring Writing Interim Assessment—2nd or 3rd Nine Weeks at 95% Otis Lennon—School Ability Index of 120 or Higher Reading Lexile Score of at least 450 4th and 5th Grade Placement: Current NWEA—Reading and Math at 94th %tile on fall, winter, & spring Writing Interim Assessment—2nd or 3rd Nine Weeks at 95% Reading Lexile Score of at least 650 for 4th Grade and 750 for 5th Grade Current ISTEP—Pass +

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Grade 6 Honors Language Arts and Mathematics: Screening, Identification, and Instrumentation Students who were previously identified for the self-contained 5th grade classroom may be tested again in the spring to be considered for the Honors Language Arts and/or Honors Math classes or cluster groupings at GMS. The building principal will make the final decision upon consulting with the teachers, Director of Guidance, and parent. All students who meet the criteria will be reviewed. A parent or teacher may nominate a student who does not meet the criteria. 1st Pool for Honors Language Arts and Mathematics or Cluster Groupings: • Student must have NWEA RIT score in Math or Reading of 80%, considering the standard error of measurement on the test. • All students will be given the Otis Lennon Ability test in their fifth grade classrooms. Qualifying and nominated students: • Students will compose a creative writing sample for Language Arts selection that will be graded by all of the middle school Language Arts teachers on the components of creativity, content, and language mechanics. • Will be given the Stanford Off-Level Reading and Math tests. Language Arts and/or Mathematics scores are reviewed for each student consisting of: a. percentage scores from an off-grade level achievement test mathematics total and/or reading total b. RIT scores from fall or winter NWEA (using the higher score obtained by the student). c. Creative writing sample score d. Otis Lennon Aptitude Test score e. Current school year average of mathematics grades from the first three grading periods and/or of language arts grades) from the first three grading periods. f. ISTEP+ Scale Score for language arts and/or mathematics. T-Scores will be ranked from the highest to lowest, one score for Mathematics and another score for Language Arts. The Greencastle Middle School Team will review student profiles to identify students who need in-depth exploration of subject matter and a more rapid pace of instruction.

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Grade 7 and 8 Honors Language Arts and Mathematics Screening, Identification, and Instrumentation Students who are currently enrolled in Grade 6 or 7 Honors classes and are successfully participating will be placed in the middle school Grade 7 or 8 Honors Language Arts classes and/or Honors Mathematics classes. All students who meet the criteria will be reviewed. A parent or teacher may nominate a student who does not meet the criteria. The Broad Based Planning Committee will review the identification criteria annually. Students entering grade 7 or 8 who have not been previously identified for the Honors program and request admission to the program will be evaluated for consideration. 1st Pool for Honors Language Arts and Mathematics: 

Student must have a NWEA RIT score in Math or Reading of 80%, considering the standard error of measurement on the test. (Any student with a score rating in the 96th percentile or better on Math, Language, or Reading sections of the test qualifies the high ability program, and will not need further identification.)

Or one of the following:

 ISTEP Pass+ LA scores ( for Honors LA consideration)  ISTEP Pass+ Math scores (for Honors Math consideration) Qualifying and nominated students: Students will be administered an off grade level achievement test in Mathematics and/or Language Arts. T-scores will be ranked from the highest to lowest for Mathematics, and again for Language Arts. Teacher recommendations will also be an important part of the selection process.

Language Arts and/or Mathematics identification profiles are developed for each student, consisting of: a. b. c. d.

Percentile scores from an off-grade level achievement test Mathematics total and/or Reading total Scores from NWEA (using the higher score obtained by the student). Otis-Lennon Test score from grade 5, considering the standard error of measurement on the test. Current school year average of Mathematics grades from the first three grading periods and/or of Language Arts grades (English, spelling and reading) from the first three grading periods. e. ISTEP+ Scale Score for Language Arts and/or Mathematics, considering the standard error of measurement on the test.

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Grades 9-12 Screening Students in 8th grade who are not already identified as high ability may self-select into any Honors or AP class provided the student had met any course pre-requisites. Grades 9-12 Instrumentation and Identification Identification Criteria for High Ability Students in Greencastle High School is based on any four of the measures below. All test scores will take into account the standard error measurement for that particular test. Was identified as high ability/gifted and talented at a previous school or is at least 1 grade level above regular class requirements. Scored above the 75th percentile on the PSAT/SAT or ACT before the junior year or during high school e.g. Mid-west Talent Search). Achieved A’s in courses that are appropriate prerequisites to the Honors Program. Scored at or above the High Ability Cut Score on NWEA within the last 2 years. Received a PASS+ on one or both sections of the ISTEP+/ECA. Has an overall grade point average of 3. 7 or greater. Participated in a University summer program for High Ability students. Has 3 letters of recommendation from current/former teachers in the subject area. Is currently enrolled in one of the following and doing A work: University Class, Honors English, Honors Geometry, Honors Algebra II, Honors Biology, any AP Course, any dual credit course or an Advanced Performing Arts Class. Is in a class one grade level above regular class requirements, such as a university class, Honors English, etc.

Eligibility and Placement Grades K-2 The ACE program at Grades K-2 is based on cluster grouping of students requiring advanced services in the area of Language Arts and Math. Students are labeled as “high ability” and services are provided based on students’ academic needs. Clusters of high ability students are placed in regular classrooms where the teacher has an interest, preference and/or additional training in the area of meeting those students’ individual academic needs. These classroom teachers will be responsible for providing differentiated lessons to the identified students. Additional services beyond the cluster-grouping format may occur. Parents or teachers may request a conference to discuss how to best meet the advanced educational needs of these children and the ACE Coordinator and /or principal may be invited to attend. Options may include an ACE Education Plan (Appendix A), advancement to higher grades for reading or math, or grade acceleration. The building principal will make the final decision on acceptance into the ACE Cluster and necessary accommodations with feedback from the classroom teacher, parents, and school counselor.

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Eligibility and Placement in Self-Contained Grades 3-5 Identified students for the self-contained 3rd, 4th, and 5th classrooms are placed with a teacher where curriculum areas are taught utilizing instructional strategies that address the special academic needs of these students. Based upon previous class sizes, a minimum of 15-17 students will need to be identified for the ACE Program in order to have a high ability self-contained class. If a class size of 15-17 is not attained from the identification process then the identified students will remain as a cluster group with the ACE teacher plus additional regular education students will be assigned to the classroom to create a heterogeneous setting. The principal, in consultation with the school counselor and grade level teachers, will determine the student assignments to the self-contained classes. Utilizing data from the ACE Identification Profiles, the Tzouanakis school counselor will compute T- scores. Criteria will include: Current E/LA and Math ISTEP+ scores (when applicable), Current fall, winter, and spring NWEA Reading and Math scores, SAI from Otis Lennon (for 3rd grade placement only), and writing interim assessment score. T-score totals will be shared with the Tzouanakis principal. T-scores will be shared first with no student names. Once a decision has been made where a natural break occurs and an evaluation of the impact on other class sizes has been made, names will be added. An Excel spreadsheet will also be created listing all criteria for each student being considered. The School personnel will notify parents that their child qualified for a self-contained ACE class. An email notification/phone call will be sent to all parents once the selection process has been completed for the self-contained high ability program. If a child did not qualify for the self-contained ACE class, his/her parents have 10 days from receipt of the notification email/phone call to appeal the decision. The building principal will handle all appeals with input from the Appeals Committee made up of the ACE Coordinator, school counselor, and classroom teacher. Students in the self-contained ACE classroom will automatically be placed in the ACE class the next year unless a parent or teacher request is made to the Tzouanakis principal for the child to be placed in a regular classroom.

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Grades 6-8 The Honors Program at Greencastle Middle School is structured to meet the special academic needs in Language Arts and/or Mathematics of students identified as mildly to moderately gifted. Honors Language Arts and Mathematics are available to sixth, seventh, and eighth grade students. High ability mathematics students may be placed in an accelerated sequence of math courses one or more grade levels above their own, ranging from Honors Math 6 to Geometry. These students earn high school credit for Algebra and Geometry taken before grade 9. Teachers of Honors courses utilize a variety of instructional strategies and an accelerated curriculum to develop higher order thinking and problem solving skills. Class size for each subject is based upon number of students eligible and staff availability. Greencastle Middle School staff works cooperatively with the high school staff to provide educational experiences and challenges for high ability students who need a more rapid acceleration in particular talent areas. This may include taking classes at the high school for credit or entering the DePauw University Alpha Program to enroll in university level classes. Students can also take classes at Greencastle High School as an 8th grader. Students must meet GPA requirements as a prerequisite and must be a current student in good standing in their Language Arts/Math class. Students will only be allowed to take two high school level courses as an 8th grader. To enroll in classes at GHS, parents must notify GMS Director of Guidance of their intent by a determined date. At that point, those names will be forwarded to GHS Director of Guidance for scheduling purposes. Class availability will depend on the number of high school students enrolled. A waiver will be required in order to enroll in more than two high school level courses. After review by the middle and high school Directors of Guidance, the building principal will make the final decision. Move-In Process Grades K-2 All new students to the corporation will be assessed by staff to determine the best placement and service options. Documentation of previous high-ability identification from the previous school will also be considered. An ACE Plan may be developed by the classroom teacher and shared with the parent. Grades 3-5 New students may be considered for placement in the ACE program. If it is believed this placement would be appropriate for the student, and class size is not an issue, the following procedure will be followed: a. For students moving into Greencastle who have previously been identified as high ability by a school corporation, documentation must be provided by the parent, which is similar to the identification criteria used for Greencastle students. If it is believed that the documentation provided by the parents is incomplete, then the school may require additional testing. The Tzouanakis principal will make the final decision with input from the school counselor. b. For students not previously identified, documentation must include an IQ score as well as grades. The Tzouanakis counselor can administer the K-Bit. The Tzouanakis principal will make the final decision with input from the previous school personnel and school counselor.

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Grades 6-8 Any student who has demonstrated success in ACE clusters or who is coming to Greencastle Schools from a high ability program in another corporation will be considered for enrollment in the Greencastle Middle School Program. Students new to Greencastle Schools may apply to be placed in Honors classes. If the student’s records indicate achievement test scores above the 80th percentile and a B or better semester grades in Mathematics and/or Language Arts classes, the following procedures will be followed: 1. For students who have previously been identified as high ability by a school corporation, documentation must be provided. If there is incomplete documentation, the school counselor may administer the OtisLennon test, NWEA survey, off grade level achievement test, and the Math Interim Assessment. The results will be compared to the scores of the students who are enrolled in Honors classes. The middle school principal will make the final placement decision after reviewing all relevant information. 2. For students not previously identified, documentation must include an IQ, Reading and Math composite scores from a standardized achievement test, grades from the previous school, the Reading and Math composite scores from an off grade level achievement test and a recommendation from the student’s previous Language Arts and/or Math teacher. The school counselor may administer the NWEA Survey and Math Interim Assessment, if needed. The middle school principal will make the final placement decision after reviewing all relevant information. Grades 9-12 New students meet with a Guidance Counselor to review previous school records and develop a schedule that best meets their needs. Specific requirements for high-ability identification and course admission requirements are outlined below.

Grades 9-12 Eligibility and Placement DePauw University – Alpha Program The Alpha Program at DePauw University is an outgrowth of the shared attendance between DePauw and Putnam county high school students that has gone on for many years. The program gives motivated high school students an opportunity to take a college class. College credit may be earned along with credit from Greencastle High School. In many cases, the college credit can be transferred to another institution as a requirement toward a degree. Any student currently enrolled in a Putnam county high school is eligible for the Alpha Program. A school recommendation for participation is necessary. While the program is primarily aimed at high school seniors, students from other grades may participate. Transportation to and from DePauw classes is the responsibility of students and their families. A special flat fee has been set for Alpha Program students. Students for whom this fee is a financial hardship are encouraged to contact the high school Guidance Office. Registration materials for fall classes are available at Greencastle High School in the spring of each year, and for spring classes in the fall of the year. Further information is available by contacting: Registrar’s Office, DePauw University, Administration Building, P.O. Box 37, Greencastle, IN 46135.

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IVY Tech-Dual Credit Ivy Tech dual credit courses may vary year to year depending on course availability and teacher credentials. Juniors and seniors enrolled in any of the following courses may qualify for dual credit with IVY Tech: English Language and Composition, US History AP, Government AP, Biology AP, Spanish 1-4, French 1-2, and digital design. Students in grades 9-12 enrolled in Introduction to Engineering Design and Principles of Engineering may qualify for dual credit with Ivy Tech as well. Students must pass the COMPASS entrance exam for IVY Tech, or score above 460 on the SAT Writing, Critical Reading, and/or Math portions. Students may also qualify by scoring 19 on the ACT English, Reading, and/or Math tests. Credit is awarded based on scores and successful completion of the courses. Dual credit may also be received through select programs of study at Area 30. Honors English, Grades 9-10 The English curriculum is based on the students’ needs and is meant to challenge all students, give students an appreciation for reading, and allow students to develop reading and writing skills to prepare them for further education and life beyond high school. The accelerated program alignment provides a more comprehensive and cohesive high ability language arts program across the district. Any student may self-select into Honors English 9 and/or English 10 provided the student has met any course pre-requisites outlined in the Greencastle High School Course guide. Advanced Placement Classes The College Board Advanced Placement Program consists of 33 college-level courses and exams in 19 subject areas designed for highly motivated students in secondary schools. Its exceptional reputation is made possible by the close cooperation of secondary schools, colleges, and the College Board. More than 2,900 universities and colleges worldwide grant credit, advanced placement, or both to students who have performed satisfactorily on the exams, and approximately 1,400 institutions grant sophomore standing to students who have demonstrated their competence in three or more exams. AP exams are offered each May. The following Advanced Placement courses are offered at Greencastle High School: Biology AP, Literature and Composition, Language and Composition, Calculus AB, Government AP, U.S. History AP, Latin: Vergil, and Studio Art. Students may self-select into any AP course provided they have met the course’s prerequisites. Accelerated Math Students who complete the advanced math classes at Greencastle Middle School continue with an accelerated sequence of classes at the High School. Freshmen who have the prerequisite courses may enroll in Algebra II or Geometry and sophomores who have the prerequisite courses may enroll in Algebra II or Pre-Calculus. Advanced Music The Classics Choral Group is an opportunity for our high school students who are advanced in vocal music. Selection is by audition. Advanced Theatre Arts Instruction in this course builds upon the proficiencies and skills developed in the theatre arts course. In addition, students recognize significant works of the theatre and comprehend various performance styles; identify, develop, and apply criteria to make informed judgments about theatre; create scripts and theatre pieces through collaboration, inquiry, and improvisation; recognize a variety a theatrical careers, develop a life-long commitment to theatre arts and value their importance in the life of the community; identify and make connections between theatre and other disciplines such as language arts, social studies, humanities, science, and technology; and understand the integrative nature of theatre that includes dance, music, visual art, and media arts. This is a Core 40 and Academic Honors Diploma course. The nature of this course allows for successive semesters of instruction at an advanced level.

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Honors Geometry Honors Geometry is a two-credit, Core 40, and Academic Honors Diploma course based on Indiana’s Academic Standards for Geometry. Geometry students examine the properties of two- and three-dimensional objects. Proof and logic, as well as investigative strategies in drawing conclusions, are stressed. Properties and relationships of geometric objects include the study of: (1) points, lines, angles and planes; (2) polygons, with a special focus on quadrilaterals, triangles, right triangles; (3) circles; and (4) polyhedra and other solids. Use of graphing calculators and computer drawing programs is encouraged. In addition to increased rigor, this course extends beyond the basic standards to include investigations into non-Euclidean geometry, fractals, topology and the philosophy of mathematics. Students may self-select into Honors Geometry provided they meet the course prerequisite. Honors Algebra II Algebra II is a two-credit, Core 40, and Academic Honors Diploma course based on Indiana’s Academic Standards for Algebra II. The course extends the content of Algebra I and provides further development of the concept of a function. Topics include: (1) relations, functions, equations and inequalities; (2) conic sections; (3) polynomials; (4) algebraic fractions; (5) logarithmic and exponential functions; (6) sequences and series; and (7) counting principles and probability. In addition to increased rigor, this course extends beyond the basic standards to include investigations into modular mathematics (i.e. different bases, including binary and hexadecimal), map coloring, the Fibonacci sequence and the golden ratio. Students may self-select into Honors Geometry provided they meet the course prerequisite. Honors Biology Biology I is a course based on the following core topics: cellular chemistry, structure and reproduction, matter cycles and energy transfer, interdependence of organisms, molecular basis of heredity, genetics, and evolution. The honors version of this course covers the Biology I state standards at a more in-depth level and would prepare students for Biology AP and Advanced Science Topics: Physiology. Students may self-select into Honors Biology if they meet the course prerequisite. Petitioning Procedure Grades 3-5 Appeals Parents wishing to appeal placement in the self-contained 3rd, 4th, or 5th grade class should obtain an appeal form from the school. The selection committee will meet within 10 days of receipt of the parent written request and appeals form (Appendix B). After review of the appeal documentation, the selection committee will complete the Notice of Appeals Committee form (Appendix C) which will be sent to the parents. Appeal documentation may include a rationale for deflated scores. The building principal will make the final decision. Parents are provided with an opportunity to appeal if there is additional evidence not previously reviewed by the selection committee. Placement through this process is considered only if there is room in the selfcontained class. Parents must bear the burden of proof for qualification into the ACE program at this time. Examples of such proof may take various forms. Options would be outstanding work or ability such as evidenced by the following: Past work Projects Outside involvement Letters of recommendation from teachers, mentors, or persons directly involved in an area related to this specific content Grades Outside testing results

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Grades 6 – 8 Appeals The identification process has been carefully designed to help ensure that students are placed in the most appropriate classes to meet their academic needs. Most of our students’ placement will be in the general education classrooms with appropriately designed enrichment opportunities, differentiated instruction and assignments. Parents or teachers may refer students in February through March of each school year for consideration for placement into an accelerated and enriched language arts, mathematics or exploratory class. Parents are provided with an opportunity to appeal if there is additional information not previously reviewed by the selection committee. Placement through this process is considered only if class size permits. During the appeal process, parents must bear the burden of proof of qualification into the ACE program. Examples of such proof may take various forms. Options would be outstanding work or ability such as evidenced by the following: Past work Projects Outside involvement in activities Portfolio of student writings, projects and awards Letters of recommendation from teachers, mentors, or persons directly involved in an area related to the specific content of the subject Outside testing (WISC III, an educational evaluation) at parental expense Written rationale for deflated scores on achievement or aptitude test Parents wishing to appeal placement into Honors classes should obtain appeal forms from the building school counselor. Additional testing by the counselor will be considered if the student has received an A in reading, English and/or mathematics the previous semester and has scored 5 or 6 on two of the three writing interim assessments or 9 or 10 on the mathematics interim assessments. The selection committee will meet within ten days of receipt of the parent written request and appeals form. A selection committee may include the ACE coordinator, middle school principal, a classroom teacher and the school counselor. After review of the appeal documentation, the selection committee will complete the Notice of Appeals Committee form which will be sent to the parents. Exiting Procedures Grades K-5 If a student is having academic, social, or emotional difficulty in an ACE class, the parents or the classroom teacher may call for a conference. Those in attendance may be the student, the student’s parents, the classroom teacher, the building principal, and the school counselor. If a decision is made to withdraw the student from the ACE class, an exit form must be completed by the counselor or building principal. Grades 6-8 Students placed in Honors classes must maintain motivation to achieve, master the advanced curriculum and complete all assignments on time. A conference, after the end of the first grading period, to discuss continued

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placement will be held for any student who is not earning a grade of B- or better in an Honors class. Parents will be invited to confer with the teacher and counselor about the student’s performance. Student expectations for success in an Honors class will be outlined. An improvement contract may be written and implemented. Follow-up conferences may be held with parents to review progress. A procedure for students to exit from Honors classes is in place. The parent, teacher or counselor may initiate this procedure by requesting an exit conference. An exit conference might be requested for the following reasons: Lack of achievement (grade below a B- at any nine weeks, incomplete assignments) Hinders other students’ achievement Class does not meet educational and/or emotional needs Requires extra help yet achievement continues to fall behind the class Parent’s preferences Conference members will include the teacher, parent, counselor, and building principal. The members will recommend an appropriate class placement for the student seeking his/her input. Grades 9-12 To remain in the program, a student must maintain a semester grade of C- or better. When a student’s grade falls below a C- for any grading period, the student will be placed on “probation”. The guidance office will notify parents if their student has received a grade lower than a C- for the 1st nine weeks grading period. If the student is unable to earn a C- for the semester, the student will be removed from the honors course and placed in a corresponding course.

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Student

Areas of Strength Language Arts

Math

Grade

Teacher

Placement/Activity

Documentation of Mastery

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GREENCASTLE COMMUNITY SCHOOL CORPORATION HIGH ABILITY PROGRAM APPEAL/REVIEW REQUEST FORM Student Name:

Grade:

School:

Teacher:

Parents:

Date:

The following items are possible reasons for requesting an additional review of this student's placement in the program. Read these carefully and indicate which reason you believe applies in this situation. After making this decision, describe why this choice is applicable. INCLUDE A COPY OF ANY SUPPORTIVE DOCUMENTATION: 1. Additional information concerning the child: (Please attach a copy of any supportive data.)

2. Particular problems which may have affected student performance.

Person making this appeal: Relationship to the student: Telephone: Address:

Best time to be reached:

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GREENCASTLE COMMUNITY SCHOOL CORPORATION HIGH ABILITY PROGRAM NOTICE OF APPEALS COMMITTEE To: (Parents)

From: High Ability Appeals Committee

Regarding: (Student Name)

On

(date)

an appeal pertaining to High Ability placement was heard by

the Appeals Committee. Listed below is a summary of the major points discussed at the meeting and the recommendation of the High Ability Appeals Committee.

1. Rationale for appeal:

2. Review of information:

3. Decision of the Committee:

Signature of Committee Members:

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Identification Criteria for High Ability Students in Greencastle High School Student Name: STN: Grade: Date: The student must meet four of the following criteria to be identified as high ability: Was identified as high ability/gifted and talented at a previous school or is at least 1 grade level above regular class requirements. Scored above the 75th percentile on the PSAT/SAT or ACT before the junior year or during high school (e.g. Mid-west Talent Search). Achieved A’s in courses that are appropriate prerequisites to the Honors Program. Scored at or above the High Ability Cut Score on NWEA within the last 2 years. Received a PASS+ on one or both sections of the ISTEP/ECA. Has an overall grade point average of 3.7 or greater. Participated in a University summer program for High Ability students. Has 3 letters of recommendation from current/former teachers in the subject area and administrators. Is currently enrolled in one of the following and doing A work: University Class, Honors English, Honors Geometry, Honors Algebra II, Honors Biology, any AP Course, any dual credit course, or an Advanced Performing Arts Class. Is in a class one grade level above regular class requirements, such as a university class, Honors English, etc. This student is listed as: General High Ability (takes both Honors/AP Language Arts and Math courses and/or other courses) Language Arts High Ability (takes only English Honors/AP courses) Math High Ability (takes only math Honors/AP courses) Other Verified by: Date: 1. Place a white copy of this in the student’s permanent record. 2. Give a copy to the person entering data for your school. 3. Give a copy to the Guidance Director.