Aspire Higher
@HAPPYINDIANA
Volume 8, June 2019
Reflect, refresh, and rejuvenate!
Diving into the New AP Resources
Advanced Placement Curriculum and Resources
It has been so refreshing collaborating with teachers from across the state and diving into the new, rich, and robust comprehensive curriculum that is available from College Board!
New advanced placement (AP) resources are being released by College Board for the 2019-2020 school year, including AP question banks, customizable practice tests, progress dashboards, pacing and sequencing suggestions, strength and weakness guidance, and more! The Indiana Department of Education and College Board offered FREE professional development for Indiana Advanced Placement teachers this summer. Teachers and administrators around the state had an opportunity to investigate these rich and robust offerings in detail at seven professional development sites across Indiana. August 1, the electronic question bank will open and more professional development to engage in the new interactive format will be available this fall.
Teachers, be sure to place your binder order today, if you have not done so already. The deadline has been extended for this FREE binder, a $300 value. Each teacher must request his/her own. Here is the ordering link: https://apcentral.collegeboard.org/courses/2019-20-course-exam-description-preorder-form
AP Favorites From the Field
The collaborative spirit and insight of the amazing advanced placement teachers from across the state is so refreshing! There are so many incredible ideas to share, and here are a few of the favorites from the Greencastle training:
AP Community of learners: https://apcommunity.collegeboard.org/
A shout out to Tiffany Dickson for her idea:
“Last week, I attended a conference and learned about CODAP. It is a free website that would be fantastic in math, science, social studies, and computer science classes: https://codap.concord.org/
I made a short video to show you this amazing website. It is under 10 minutes, and feel free to skip ahead to get the general idea if you want.
https://www.youtube.com/watch?v=CPKOhtpIKbs&feature=youtu.be
I am also including the PDF that was shared with us about CODAP. It goes into detail on how to do all the features that I show you in the video.”
AP Biology: Thank you to Natalie Hodge:
I wanted to share one of my favorite science education resources - HHMI Biointeractive.
https://www.biointeractive.org/classroom-resources/lizard-evolution-virtual-lab
Lizard Evolution Virtual Lab - biointeractive.org
This interactive, modular lab explores the evolution of the anole lizards in the Caribbean through data collection and analysis. The Caribbean is home to about 150 species of anole lizards.
AP Summer Institute at Ball State University
Congratulations, Advanced Placement Award Recipients!
The Advanced Placement Award Ceremony was held June 13 and the Indiana Department of Education recognized 54 Indiana high schools who have found extraordinary successes within their Advanced Placement programs, as measured by the number of graduates who earned a three or higher on an AP exam at some point in high school. Each year, the College Board measures the “Access and Success” of Indiana Schools using this formula. The schools represented in the link met or exceeded the goal of 25 percent of all graduates earning AP credit during the 2017-18 school year: http://www.doe.in.gov/sites/default/files/news/ap_recognition_event_2018.pdf
In case you missed the event: AP Awards Ceremony Video
View all pictures here: AP Ceremony Photos
Student Ambassador, Bryce McCullough
Meet this year’s AP Student Ambassador, Bryce McCullough, a 2019 graduate of
Greensburg Community High School. In the fall, Bryce will be attending Wabash College, majoring in philosophy, politics, and economics. Bryce recently served as Governor of the Indiana YMCA Youth and Government Program and was a Lilly Scholarship Finalist.
Congratulations, Signature Schools Inc.
Signature School leads Indiana in the number of graduates who earned a 3 or higher on an AP exam at some point in high school with 89.1%. Since opening its doors in 2002, Signature School’s successful Advanced Placement program has been transformational. In speaking with Jean Hitchcock, principal of the school, she attributes it to, “A culture of expectation”. Starting their freshmen year, ALL students take advanced placement United States History, knowing that they will be supported in this rigorous endeavor until they are successful. Sophomore year, ALL students take AP Government, Economics, and Language and Composition. Jean states that the school’s collaborative approach to teaching and learning is easily replicated, and though it is a lot of work, the rewards are so great. Students leave Signature School confident in their college and career dreams, with a 100% placement rate in a 4 year college for ALL of its students, and with alumni students returning and sharing their praise in academic preparation. This fall, the department is pleased to announce that we will be offering AP support through proactive networking, and Signature School welcomes all to come and visit and collaborate. In the end, it’s all about the joy of learning, where every Hoosier student can, and most importantly, WILL succeed. Congratulations, Signature School Inc.
Dig Into High Ability Program Elements to Discover Your High Ability Next Steps
As you reflect upon your current high ability program, the following list of indicators will help you determine your next steps on the journey. While this checklist is not intended to take the place of a formal program evaluation, the data gleaned from the checklist can be used as a starting point in identifying program area strengths and weaknesses.
Program Design Items
1. There is a written philosophy and/or mission statement related to high ability students.
2. There is a written high ability student definition which defines the district’s need to offer high ability services and differentiated curriculum/ instruction.
3. There are written goals and objectives for these services.
4. There is a written description of the services to be provided for the described students at each grade level and in each area served.
5. Services provided align with the district’s high ability definition.
6. High ability students are grouped together for instruction in their area(s) of talent.
7. Services are constructed so that there is a continuum of services to meet the broad range of needs of individual high ability students.
8. Policies are in place to allow early entrance, grade skipping, subject skipping, early credit, and early graduation according to individual student need.
9. The roles of personnel at the district, the building, and the classroom are clearly defined.
10. A district-wide stakeholder group exists and meets on a regular basis to review the district services for high ability students.
Identification Items
11. The district uses a norm- referenced measure of ability in each of the areas for which program services are offered (i.e. math, language arts).
12. The district uses a norm- referenced measure of achievement with adequate ceilings to assess achievement above grade level in each of the areas for which program services are offered.
13. The district uses qualitative indicators of achievement in each of the areas for which program services are offered.
14. Students are identified in all grade levels for which services are provided.
15. The formal identification process is repeated at targeted grade levels including (but not limited to) kindergarten, 2nd grade, prior to placement for intermediate school,
and prior to placement in high school.
16. The appeals process is publicized.
17. The appeals process allows for students to take alternative ability, achievement, and/or qualitative measures at no cost to the family.
18. The exit procedure includes a period of intervention no less than one grading period to determine if the student can be successful in the program with supports.
Curriculum and Instruction Items
19. There is a written curriculum in core subject areas and other areas served by the district that is specific to students identified as high ability K-12.
20. Student learning goals are clear, and evidence of how the learning will be demonstrated is clearly stated.
21. The written curriculum has clear evidence of vertical articulation from grade to grade and K-12.
22. There is clear evidence of acceleration of curriculum in areas served.
23. There is clear evidence of enrichment of curriculum in areas served.
24. Instruction and learning experiences are clearly differentiated to focus on higher order thinking.
25. There is evidence of teaching communication, collaboration, research, critical thinking, and problem solving.
26. The pace of instruction is appropriate for high ability students, with compacting as needed.
27. There is evidence of student use of technology for creating content, learning content, and communicating content.
28. Assessments are aligned to goals.
29. Pre-assessment is used to determine individual instructional plans.
30. Post-assessment is used to demonstrate student growth and attainment of stated learning goals.
Affective Needs Items
31. A written, differentiated, affective curriculum that addresses social and emotional needs of high ability students is available and used by teachers and counselors.
32. Affective curriculum teaches students about social and emotional characteristics as well as potential issues high ability students may face.
33. Documentation of differentiated college guidance for high ability students is available (e.g. fieldtrips, independent study projects, speakers, or shadowing experiences pertaining to college exploration).
34. Documentation of differentiated career guidance for high ability students is available (e.g. fieldtrips, independent study projects, mentors, speakers, or shadowing experiences pertaining to college exploration).
Professional Development Items
35. Personnel working with programs and services for high ability students have
licensure in gifted education.
36. Personnel working with high ability students are provided with opportunities for continuing professional development in the area of high ability education.
37. Parents of high ability students are provided with opportunities for professional development about the characteristics and needs of this population.
Program Evaluation Items
38. The district uses multiple strategies to assess high ability student performance and growth.
39. All components of the high ability program are periodically reviewed by individuals who are knowledgeable about high ability learners and competent in the evaluation process. The results are used for continuing program improvement.
40. The evaluation report for all educational services involving high ability students includes both strengths and areas of challenge of the program. It is also accompanied by a plan with implications for improvement and renewal over time.
41. The results of the program evaluation are presented to the local school board, the stakeholder group, and accessible to all constituencies of the program.
Checklist is adapted from the NAGC’s Administrator Tool Kit available on their website http://www.nagc.org/administratortoolbox.aspx
New lines drawn in the sand for final report!
Reflecting on 2018-2019: Final Report Due at the close of 2019.
This year, the Indiana Department of Education is extending the final report window to get in alignment with the fiscal calendar. LEA's have until December 15 to liquidate funds and December 20 to file the final report. If you have finished your ENTIRE grant cycle, however, you may file your report now. Please download the pdf version to plan, accordingly, because once you activate the live Jotform, you will need to finish the report in one sitting:
More information can be found on the high ability website:
New Grant Application Coming Soon!
2019-2020 Grant Cycle Timeline:
Grant Effective Date:
July 1, 2019
High Ability Application opens
July 19, 2019
Cash Request Deadline:
June 1, 2020
Encumbrance Deadline:
September 30, 2020
Liquidation Deadline:
December 15, 2020
Final Report Due:
December 20, 2020
Family Dynamics and Self-Management
Districts all across the state are embracing the social-emotional learning available through SENG SMPG Facilitator Training. This training allows for families to come together with two certified trainers to guide and broaden their understanding of high ability children. Through a 6-8 week book study of A Parent's Guide to Gifted Children, parents come to discussion groups to collaborate and glean new insight to help nurture their children’s unique needs. There are many topics covered in this training. Learn about family dynamics and self-management by clicking on the link below.
Family Dynamics
Social-Emotional Lesson PLans
Pages to Paradise: High Ability Professional Development
Books on the Beach
Presenter: Cindy Schuler
Targeted Audience: K-6 Educators
Come have a ball tossing around great book ideas that will connect deeply with your readers. Books allow children to connect with relatable characters and provide them with opportunities to engage with characters which promote thinking differently and innovatively. This practical session will dive into books which foster creativity, critical thinking, social-emotional learning, and perseverance.
Surfing the Signposts
Presenter: Cindy Schuler
Targeted Audience: K-8 Educators
Surf’s up! Come surf the six signposts in literature that signal readers to pause, reflect, and uncover the significant moments in literature. This session will provide you with the strategies necessary to help your students cultivate the critical reading habits necessary for analyzing text complexity. Help your students uncover theme, conflict, and character development as they surf the pages as attentive, independent, and engaged readers.
Treasures of the C: ELA High Ability Curriculum Units
Presenter: Cindy Schuler
Targeted Audience: K-10 Educators
Come discover the rich and robust treasures of the High Ability ELA Curriculum units. This session will explore the instructional strategies and components of the K-10 rigorous units.
Click here to learn more and register: https://www.doe.in.gov/paradise
GERI Opportunities: High Ability Grant Funds CAN be used to sponsor students!
The Gifted Education Research & Resource Institute (GER2I) has been serving gifted, creative, and talented students since its founding in 1974 and hosting summer enrichment programs since 1977. Every summer, K-12 students with high-ability come to Purdue University and experience programs designed to stimulate their imaginations and expand their abilities.
Please inform your families of the opportunities, and you may want to consider using remaining high ability funds to sponsor students for a day camp or residential program.
Summer Residential camp for grades 5 – 12, two 1- or 2- week sessions:
June 30 – July 27.
For more information and registration, please visit Geri's website: https://www.education.purdue.edu/geri/youth-programs/
Boot Camps Are Coming!
Attention: Registration is open for Fall High Ability Boot Camps. This two day "basic training" workshop is designed for teachers with minimal formal training in high ability education and will cover the following:
- Indiana Requirements for High Ability Education
- Identification and Grouping Practices
- Characteristics & Social and Emotional Needs
- Differentiating Curriculum and Instruction
- Critical and Creative Thinking Strategies
- Strategies for Problem Solving
For dates and the registration flyer, follow this link: http://bit.do/BootCamp2019
Thanks!!!
Refresh and rejuvenate!
Meet Indiana's High Ability and Advanced Placement Coordinator: Cindy Schuler
Please call or email me to schedule some time to meet. I am here for you and look forward to coming out and visiting with your district!
Keep Aspiring Higher~ Indiana is Going Places!
Email: CSchuler@doe.in.gov
Website: https://www.doe.in.gov/highability
Phone: (317)234-6792
Twitter: @HAPPYINDIANA