Revised January 2008

Metropolitan School District of Wabash County

Levels of Services Program Plan 

Return to High Ability

This plan outlines the educational services for high ability students offered by the Metropolitan School District of Wabash County (MSDWC) in compliance with IC 20-10.1-5.1-4 and 511 IAC 6-9.1-2 Sec. 2) Components include:

Counseling and Guidance Plan.

Curriculum and Instructional Strategies Plan

Multifaceted Student Assessment Plan

Professional Development Plan

Systematic Program Assessment Plan

Counseling and Guidance Plan

MSDWC has two counselors available for the four elementary schools, so a counselor is available to all students a majority of the time.  The Levels of Services building planning teams involve the counselors in planning and training so that their services are integrated into the services provided to high ability students.

  At the junior-senior high school level, counselors work with teachers to coordinate curriculum between elementary and junior high school. Highly able students are made aware of enrichment opportunities and requirements. Orientation programs are held for parents and students at selected grade levels and course request sheets are mailed as verification of upcoming course selections. Exiting and entering procedures for honors programs are also established and communicated to students. Standardized test scores, (NWEA, ISTEP, etc.), prior student performance, student work ethic, and teacher recommendation are among the criteria used for placement. Exiting procedures involve the student, teacher, and parent. High school students are also seen on a formal, individual basis each year. The four-year course plan is reviewed and notes are recorded regarding post-secondary plans, testing, academic progress, and course scheduling for the following year.

Counselors make themselves readily available for personal counseling as well. When appropriate, suggestions are made to help the student with concerns he or she has encountered either at school or outside the school environment. Students are referred by self, other students, parent and/or teacher suggestion. Group counseling sessions are held when appropriate and referral to outside agencies is made when deemed necessary.

Curriculum and Instructional Strategies Plan

Program Overview

The Metropolitan School District of Wabash County (MSDWC) has a variety of components in place to meet the needs of high ability students. Students in grades K-6 are served through the Levels of Services (LOS) model. The staff includes a LoS Catalyst at each building. A classroom teacher, identified as the LoS Lead teacher, serves as coordinator for the local building. These key people meet together monthly for half day collaboration, facilitated by the district high ability program coordinator.

 At various schools, there are opportunities for academic competition through Destination Imagination, Knowledge Master Open, Future Problem Solving, Spell Bowl, Math Bowl, Farm Bureau's Project XL, national and state mathematics contests, several essay and oratory competitions sponsored by the Optimists, Veterans of Foreign Wars and other local community service organizations, and many other opportunities. For those talented in the visual and performing arts, there are opportunities available through the Visual & Performing Arts Cooperative, a joint effort of MSDWC with Wabash City Schools and Manchester Community Schools

MSDWC also has an extensive summer school enrichment program. While classes are open to all students, the program was developed to provide in depth experiences for highly able students. Many of these are traveling classes including Wander Indiana (two 3-day loops around Indiana) and Science In Motion I, II, & III (from one to fifteen day trips). The SIM III classes travel across the US: Northwest to Yellowstone, Southwest to Grand Canyon, South to the Florida Keys, and East to Niagara Falls, Maine, Washington DC). Others stay closer to home but meet in locations beyond the traditional school building, for example Wander Indiana Waterways which involves canoeing local rivers to view historical sites. 

Junior-Senior High School

At the junior-senior high level, MSDWC has enriched/accelerated classes for both English and mathematics. By beginning algebra in 8th grade and finishing with Advanced Placement Calculus as seniors students can receive five years of high school math as well as an opportunity to qualify for college credit through the AP exam. In English, students have an opportunity to take a more challenging curriculum through honors/advanced English classes culminating with the Advanced Placement English curriculum. AP biology and AP chemistry classes are also available. Talented art and music students have opportunities for college visitations available through the Visual & Performing Arts Cooperative. Drama students can participate in the Youth Theater production each summer. The art department offers flexible scheduling so that talented art students have an opportunity to take advanced art classes regardless of what class period they have available. Both high schools offer many opportunities for academic competition. 

Multifaceted Student Assessment Plan

Placement into the programs:

ISTEP, NWEA, Naglieri Non-verbal Ability Test, parent nomination, teacher checklist, classroom performance, professional judgment, Kingore Observation Inventory, are all components.  (Full identification procedure available on request from high ability coordinator) The LOS planning team is working to develop student interest inventories as another tool.    

At the junior-senior high level, placement in the honors/accelerated classes is based on past student performance, standardized test scores, teacher judgement, input from parents, and student motivation.

Assessment of performance

Once students are placed in one of the program components, assessment is continuous to determine if this is the best placement for them.

The LOS Catalyst and the classroom teachers will maintain regular communication concerning student performance.  Annual growth will be measured using NWEA scores.   

At the junior-senior high level, student progress is evaluated at mid-term and at the end of each nine weeks. Those experiencing difficulties can be placed into another class after a conference. 

Professional Development Plan
 The professional development plan for promoting professional growth in all areas of high ability services is integrated into the overall professional development plan for MSDWC. This integration is facilitated by the same person functioning as the high ability coordinator and the professional development coordinator. The plan provides release time and funding for teachers involved directly in the high ability programs: AP teachers, LOS Lead Teachers, LOS Catalyst, - to participate in local, regional or state events specific to their responsibilities. The high ability coordinator participates in the Region 8 Curriculum and Professional Development Council as well as the Region 8 High Ability Coordinators Roundtable. The MSDWC professional development plan also provides opportunities to reach all teachers with instructional strategies and organizational techniques to allow them to challenge all students yet meet the needs of highly able students. 


Systematic Program Assessment Plan  

The MSDWC plan for program assessment uses a variety of instruments and processes to systematically gather data on the services offered to highly able students. This information is then analyzed by the Broad Based Planning Committee and used to revise the services as needed. The full High Ability Program evaluation plan is available from the high ability coordinator, but here is a brief overview for each component:

The LOS Catalysts will maintain logs of services to students. The elementary Levels of Services program (LOS) will be evaluated annually by the building LOS team with data collected from parents, teachers, and students.   The annual highlights for each school can be found on the MSD LoS web page.

Junior-Senior High Programs: The classes for highly able students at this level are evaluated by the principals, department chairpersons, and teachers. Student data, including ISTEP, PSAT, and SAT are reviewed to compare the progress of students in the accelerated/honors classes with those in the regular curriculum. 

Student performances on the Advanced Placement exams provide data for evaluating the effectiveness of our programming options for high ability students. 

Academic Competition: Each academic coach is asked to report the number of participants and summarize the successes of their team at the end of their "season." 

Visual & Performing Arts Cooperative: Representative teachers from each school system gather each spring to evaluate each of the VPA components. This discussion leads to any needed modifications. MSDWC gathers data to monitor the participation by their students in this program. 

Elementary Summer School Enrichment: The staff for these classes do a review at the end of the summer session and make modifications as needed.  

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