Shenandoah School Corporation
Curriculum and Assessment
03.29.17

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Programming for High Ability Students in Shenandoah School Corporation

 

Shenandoah School Corporation is dedicated to locating all students with high abilities and provide them with advanced curriculum and instruction resulting in increased student achievement.

 

All students showing outstanding academic achievement and/or exceptional gifts, talents, motivations and/or interests in comparison to peers of the same age and cultural background in the specific domains of Reading/Language Arts and/or Math are defined as high ability students in Shenandoah School Corporation.

 

The following high ability programs in Reading/Language Arts and Math are available in the Shenandoah schools.

 

Shenandoah Elementary School

 

Kindergarten   Students are first identified using a combination of data including assessment results, teacher nomination, parent nomination, and trial lessons collected at the end of the first semester of the kindergarten year.  During the second semester of the kindergarten year classroom teachers provide extension and enrichment through differentiated instruction to high ability students.

 

Grades 1-3 Students are identified using a combination data including assessment results, teacher nomination, parent nomination, and trial lessons conducted at the end of the prior year.  Students with High Ability in Reading/Language Arts are clustered in one classroom per grade level in order to have the opportunity to receive extension and enrichment through differentiated instruction that is appropriate for the group.  Students with high ability in Math receive extension and enrichment through their classroom teachers, as well as participation in the Accelerated Math Program, which allows students to move ahead in various mathematical skills on an individual basis.

 

Grades 4-5 Students are identified using a combination data including assessment results, teacher nomination, parent nomination, and trial lessons conducted at the end of the prior year.  Students with High Ability in Reading/Language Arts and/or Math are clustered in one classroom per grade level.  Each teacher for fourth and fifth grade that have the high ability students in their classroom is also licensed in Gifted and Talented Education in order to provide these students with extension and enrichment through differentiated instruction as well as group work that is appropriate for their unique needs. In addition, students receive extension and enrichment in all fourth and fifth grade classrooms through participation in the Accelerated Math Program, which allows students to move ahead in various mathematical skills on an individual basis.

 

 

 

 

 

 

Shenandoah Middle School

 

Language Arts    Students are identified using a combination of data including assessment results, teacher nomination, parent nomination, and trial lessons collected at the end of the prior year. Students with High Ability in Reading/Language Arts are clustered in one section per grade level in order to have the opportunity to receive extension and enrichment through differentiated instruction that is appropriate for the group.  The Language Arts teachers of the High Ability cluster groups of students in grades six and seven are also licensed in Gifted and Talented Education.

 

Math     Students are identified using a combination of data including assessment results, teacher nomination, parent nomination, and trial lessons collected at the end of the prior year. Students with High Ability in Math have the opportunity to participate in an accelerated section in order to receive extension and enrichment through differentiated instruction that is appropriate for this group.  High Ability Math students in grade eight have the opportunity to earn high school credit for Algebra 1 ( provided they have completed the course with high level work and passed the Indiana End of Course Assessment for Algebra 1).  In addition, all middle school students participate in the Accelerated Math Program, which allows students to move ahead in various mathematical skills on an individual basis.

 

 

Shenandoah High School

 

Language Arts    Students are identified using a combination of data including assessment results, teacher nomination, parent nomination, and self-nomination collected at the end of the prior year. Students with High Ability in Reading/Language Arts are together in one section for English 9, English 10, and English 11 in order to have the opportunity to receive extension and enrichment through differentiated instruction and group work that is appropriate.  In addition, students have an opportunity to earn college credit in Composition and Literature while in high school through dual credit and/or Advanced Placement classes ( provided they have completed the course with high level work and earned necessary score on required local and/or CollegeBoard exams).

 

Math   Students are identified using a combination of data including assessment results, teacher nomination, parent nomination, and self-nomination collected at the end of the prior year. Students with High Ability in Math have the opportunity to participate in accelerated courses in order to receive extension and enrichment through differentiated instruction that is appropriate for this group.  High Ability Math students also have the opportunity to earn college credit for Advanced Placement Calculus (provided they have completed the course with high level work and earned necessary score on required local and/or the AP CollegeBoard exam).

 

 Other      In addition to Math and Language Arts high ability opportunities for students at Shenandoah High School, Advanced Placement Chemistry is offered, which allows students to earn college credit for AP Calculus (provided they have completed the course with high level work and earned necessary score on required local and/or the AP CollegeBoard exam).

 

 

All Shenandoah Schools

 

Students at each level, Kindergarten through Grade Twelve that have been identified as having high ability in Reading/Language Arts and/or Math will remain in the program unless they request otherwise or have been through the Exit Procedure.  Parents will be contacted for any student whose participation in the program indicates that placement in a regular class is more appropriate.

 

If you feel that your student(s) has outstanding academic achievement and/or exceptional gifts, talents, motivations and/or interests in comparison to peers of the same age and cultural background in the specific domains of Reading/Language Arts and/or Math and is not currently participating in a high ability program, please click the following link for a Parent Nomination Form.  Parent Nomination Forms should be returned to the school by May 1 of each year.


 

Shenandoah School Corporation

 

 

District Family Involvement Plan

 

 

The current Title 1 law states that "All parents can contribute to their children's success by helping at home and becoming partners with teachers so that children achieve high standards".  Shenandoah School Corporation intends to follow the parental policy guidelines in accordance with the No Child Left Behind Act of 2001 and will distribute this policy to parents participating in the Title 1 program.  Shenandoah School Corporation will fulfill the requirements outlined in the No Child Left Behind Act of 2001 in the following ways:

 

Shenandoah School Corporation will involve parents in jointly developing our district’s local plan under section 1112 and in the process of school review and improvement under section 1116 by gathering input from parents during the activities listed below.

·   Holding an annual meeting early in the year to inform Title 1 parents of children's participation and explain the program.  For your convenience, both a morning and an evening session of this meeting will be held.  All parents of Title 1 students will receive an invitation to the annual meetings in the mail. These meetings will include a question and answer session to address questions and concerns from parents.  For parents not in attendance at the annual meeting, a packet will be sent home with the Title 1 student containing this information.  Parents of Title 1 students are encouraged to contact their student’s Title 1 teacher or any Title 1 staff member at any time throughout the school year if they have questions/concerns related to the Title 1 program.

·   Offering meetings/workshops/sharing time throughout the year for parents of Title 1 students relating to the education of their children if parents desire.  Each Title 1 parent will receive a notice of all meetings/workshops through the mail as well as email addresses and school phone numbers of the Title 1 staff.  Parents are encouraged to contact any Title 1 staff member with suggestions for workshop topics and input concerning how the school may assist parents in helping his/her child achieve. Parents also are encouraged to contact any Title 1 staff member concerning any issue for which you would like additional information or training. 

·   Involving parents in the development of the program as well as the evaluation of the Title 1 program through surveys/conferences/meetings.  Title 1 parents are invited to participate and provide input concerning how out Title 1 program can be structured to provide maximum effectiveness, as well as participate in an annual review of the program each year.  All surveys and notices of meetings will be mailed.

·   Coordinating and integrating Title 1 parental involvement strategies with those of other programs going on in the school.  Title 1 parents will receive mailings notifying them of all parent meetings/workshops from other school programs that provide information and assistance relative to Title 1 students.

·   Providing timely responses to parents' questions/concerns/suggestions.  Email addresses and phone numbers will be supplied to the parents of all Title 1 students to facilitate communication. Title 1 staff will stay in contact regularly with parents of students in the Title 1 program.  In addition, all Title 1 students will receive a Title 1 progress report detailing skills that have been addressed and academic progress that has been made each grading period.  All questions, concerns, and other input directed to Title 1 staff members will be answered as soon as practically possible.

 

Shenandoah School Corporation will provide for the coordination, technical assistance, and other support necessary to assist Title 1 schools in planning and implementing effective parental involvement activities to promote student achievement and school performance through the following activities.

·   Providing in-district meetings with the Title 1 Program Administrator and Director of Curriculum, Instruction and Assessment.

·   Providing and funding out-of –district meetings, workshops, and seminars addressing effective parental involvement,

 

Shenandoah School Corporation will build Title 1 school/parent capacity for strong parental involvement by providing parents with the following:

·   Information concerning the curriculum that will be used in Title 1 activities, forms of assessment to measure student progress, and proficiency levels that each Title 1 student is expected to meet will be shared through communication with each student’s Classroom and Title 1 teacher team.

·   Opportunities for decision-making related to the education of Title 1 children will be provided through the various activities that have been outlined above as well as the opportunity to contact any classroom teacher and/or Title 1 teacher via email, phone, note, or conference.

·   On-going communication between parents and teachers of Title 1 students will be provided and encouraged throughout the school year through phone calls, emails, and mailings.  As stated above, email addresses and phone numbers will be supplied to the parents of all Title 1 students to facilitate communication.  In addition, parents of all Title 1 students will receive a Title 1 progress report detailing skills that have been addressed and academic progress that has been made each grading period. 

·   Assistance to parents of Title 1 children in understanding such topics as the Indiana’s Academic Standards and how to monitor a child’s progress and work with educators to improve achievement will be provided as appropriate and necessary.  Title 1 staff members will assist with these topics through providing parents with brochures and other parent literature, phone calls, and parent workshops/meetings.  Parents are encouraged to communicate their needs to Title 1 staff members.

·   Materials and training to help parents work with their children’s academic needs and foster parental involvement will be provided and every attempt possible will be made to ensure that information sent home is in a language that parents can understand.  Title 1 staff will provide parents with take home materials for academic games and activities to reinforce skills that Title 1 students are working on at school.  In addition, parents of Title 1 students will receive suggestions for home activities that support student learning through the weekly school newsletter/menu.   

·   Parent involvement programs and activities with Head Start and school preschool programs will be coordinated and integrated to encourage and support parents in more fully participating in the education of their children.   Title 1 staff will communicate with the leaders of these agencies on a regular basis to determine how the school can contribute and follow through with efforts to promote parent involvement.

·   An annual review of each Title 1 program will be conducted with the involvement of parents through discussion and surveys.  This review will address the effectiveness of the parental involvement policy in improving the academic quality of the schools served with Title 1 funds and will include the identification of barriers to greater participation by parents in parental involvement activities, with particular attention to parents who are economically disadvantaged, have disabilities, limited English proficiency, limited literacy, or are of any racial or ethnic minority background.  The findings from this evaluation will be used to design more effective parental involvement and to make necessary revisions and/or modifications to policies and/or programs.   

 

 

 

 

 

 

 


Shenandoah Elementary School

School/Parent Promises

 
Families and schools must work together to help students achieve high academic standards. Through a process that included teachers, families, students and community representatives, the following are agreed upon roles and responsibilities that we as partners will carry out to support student success in school and in life.

Staff Pledge

I agree to carry out the following responsibilities to the best of my ability:

 

· Provide a safe and supportive learning environment.

· Teach classes with an interesting and challenging curriculum aligned with Indiana’s Academic Standards that promotes student achievement.  

· Motivate my students to learn by actively engaging students during instruction.

· Set high expectations and help every child achieve success toward meeting the Indiana Academic  Standards for achievement.

· Communicate frequently and meet annually with families about student progress and the school/  parent compact through Parent teacher Conferences, three scheduled reports concerning you child’s achievement per semester and frequents additional reports, phone calls and/or emails concerning your child’s progress. 

· Encourage all parents to contact me in using any of these methods with questions/concerns and/or comments concerning student achievement.

· Provide opportunities for parents to volunteer, participate, and observe in my classroom. Participate in professional development opportunities that improve teaching and learning and support the formation of partnerships with families and the community.

· Actively participate in collaborative decision making with parents and school colleagues to make our school accessible and welcoming for families.

· Respect the school, students, staff and families.

 

Student Pledge

I agree to carry out the following responsibilities to the best of my ability:

 

· Come to school ready to learn and work hard.

· Bring necessary materials, completed assignments and homework.

· Know and follow school and class rules.

· Communicate regularly with my parents and teachers about school experiences so that they can help me to be successful in school.

· Limit my TV watching, video game playing, and internet usage.

· Study or read every day after school.

· Respect the school, classmates, staff and families.

 

Family/Parent Pledge

I agree to carry out the following responsibilities to the best of my ability:

 

· Provide a quiet time and place for homework and monitor TV viewing.

· Read to my child or encourage my child to read every day (20 minutes K-3, and 30 minutes for grades 4-6).

· Ensure that my child attends school every day and gets adequate sleep, regular medical attention and proper nutrition.

· Regularly monitor my child's progress in school.

· Participate, as appropriate, in decisions about my child’s education.

· Attend parent-teacher conferences.

· Communicate the importance of education and learning to my child.

· Respect the school, staff, students, and families.

______________________
Student

  ______________________
  Teacher

  ______________________
  Parent/Guardian

 

 

Signatures are not required.


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