Programs
English Learning (EL)
Duneland’s English Learning (EL) team supports identified students and their families by developing language learners who are socially and academically prepared to meet their educational and post-secondary goals. The personnel work collaboratively with families from many cultures so that students can maximize their potential. With a focus on what students can do, the team serves as a resource for classroom teachers to meet the varying level of needs of the EL learner. Click here to access the Indiana Department of Education's English Learning and Migrant Education website.
Program Mission & Goals
EL PROGRAM MISSION
The mission of the DSC EL Program is to support English Learners through their journey of English language development.
EL PROGRAM GOALS
- Develop English language learners' speaking, listening, reading, and writing skills.
- Cultivate awareness and support of English learners with the Duneland community.
- Provide effective communication between families of English learners and the school community.
About the EL Team
Did you know that per the Elementary and Secondary Education Act, as amended by the ESSA, requires state education agencies to establish and implement standardized, statewide entrance and exit procedures for English learners (Section 3113)?
Duneland’s English Learning (EL) team supports students and their families by developing language learners who are socially and academically prepared to meet their educational and post-secondary goals. The personnel work collaboratively with families from many cultures so that all of our students can maximize their potential. With a focus on what students can do, the team serves as a resource for classroom teachers to meet the varying level of needs of the EL learner.
The members of Duneland’s EL team consist of Karen Rutkowski, Lei Sensibaugh, Meg McCarel and Lorie Morgan. Their homebase is located at Chesterton Middle School (Room C144 at ext. 7071). Karen and Lei are both licensed teachers. Karen also has a license in Spanish, French and Teacher of English language learners; and Lei’s license includes Spanish and Teacher of English Language Learning. Meg and Nancy, serving as Multilingual Academic Interventionists, both have teaching degrees.
To date, Duneland School Corporation has 52 English learners, with 16 different native languages, throughout the nine schools. Because the team travels daily to work with students throughout the district, they can best be reached via email. Students identified as EL, typically have an Individualized Language Plan. Like an IEP, a student’s ILP is a legal document.
Throughout the school year, not only will the team members provide supplemental support for the identified students, but they will also provide professional learning opportunities that relate to best practices for all students; but are critical to the English language learner.
EL Team Members
Email: krutkowski@duneland.k12.in.us
Karen Rutkowski
Karen is a licensed teacher of Spanish, French and is a teacher of English language learners.
Email: lsensibaugh@duneland.k12.in.us
Mrs. Lei Sensibaugh
Lei is a licensed teacher of Spanish and is a Teacher of English language learners.
Email: mmccarel@duneland.k12.in.us
Mrs. Meg McCarel
Meg is serving as a Multilingual Academic Interventionist. She graduated from Ball State University with a bachelors in elementary education. Meg was born and raised in Chesterton and taught for 20 years at Liberty Elementary as a special education teacher. She is now retired, but is working part-time for DSC.
High-Ability Programming
The Duneland School Corporation is committed to identifying K-12th grade students for high ability (formerly known as gifted and talented) and providing them with educational opportunities to ensure they reach their highest level of academic achievement in core curricular and enrichment content. Duneland School Corporation recognizes that high ability students are found in all racial, ethnic, and economic subgroups.
- Program Goals
- District Definition of a High-Ability Student
- Elementary Program (Grades K-4)
- Intermediate Program (Grades 5-6)
- Middle School Program (Grades 7-8)
- High School Program (Grades 9-12)
- Frequently Asked Questions (FAQs)
- Parent Resources
- Appeals Process
- High-Ability Contacts
Program Goals
- Implement an unbiased identification process based upon specific criteria using reliable and valid qualitative and quantitative testing measures to identify students in reading, math or both.
- Administer Northwest Evaluation Association (NWEA) to all students
- Administer Cognitive Ability Test (CogAT) to all students in kindergarten, 2nd, 4th and 6th grade
- Administer inView (CSI) to all 4th and 6th graders
- Use Scales for Identifying Gifted Students (SIGS) to gather input from teachers
- Create a variety of program options that offer advanced content and differentiated instruction specifically designed to help students identified as high achievers maximize student growth.
- Refer to the NAGC Curriculum rubric to develop a curriculum for high ability students
- Refer to the state standards to support the high ability curriculum
- Offer professional development opportunities for educators, so they can learn to recognize the characteristics of giftedness and how to meet the unique needs of high ability students.
- Provide educators the opportunity to attend the Indiana Association for Gifted Conference in Indianapolis
- Present and attend sessions at the Duneland Learning Academy (internal professional development created by Duneland Educators for Duneland Educators
- Circulate information about professional development opportunities available to all educators
- Share research-based articles, videos, webinars and literature focusing on the characteristics of high ability students
- Provide families with information about high ability programs offered through the school corporation, universities, and other entities Inform families (guardians, parents, etc.) about high ability programs and provide resources about parenting a high ability child.
- Provide differentiated support, services, and affective curriculum at each grade level K-12
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MTSS -Utilizing Branching Minds tool (K-8) and Salesforce/Naviance (9-12) to monitor a variety of aspects pertaining to a student (academic, social, behavior, college/career, etc.)
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Weekly Social Emotional Lessons: Second Step (K-8); Advisory (9-12)
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DESSA survey (K-12)
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Interventions geared toward specific need based on the results of the DESSA survey, PLC collaborative, student assistance team, academic & behavior data meetings
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School Counselors are onsite in every building.
- Establish a broad-based committee that includes stakeholders from a multitude of areas (parents, administrators, community members, teachers, specialist, and students).
- Meet annually to review the aspects of the high ability program including identification and curriculum.
- Modify the identification plan and the curriculum, when appropriate.
- Evaluate the effectiveness of the high ability program.
District Definition of a High-Ability Student
The Indiana Department of Education requires school districts to identify high ability students, K-12, and provide them with the appropriately differentiated curriculum and instruction. Per IC 20-10.1-5.1-2, the state defines high ability (gifted) students as “one who performs at, or shows the potential for performing at, an outstanding level of accomplishment in at least one domain when compared to other students of the same age, experience, or environment; and is characterized by exceptional gifts, talents, motivation, or interests.”
Duneland School Corporation identifies students as high ability in one of the following areas: Math Only, Language Only or General Intellectual (both Language and Math). Once in Middle School students are also identified in Science.
Elementary Program (Grades K-4)
The High Ability Program for students in grades kindergarten through fourth grade consists of three models: In-Class Differentiation, Cluster Grouping and/or Pull-Out Services.
In-Class Differentiation
is a model in which curriculum and instruction are modified according to content, pacing, and/or product to meet unique student needs in the classroom.
Cluster Grouping
This model is a grouping assignment for students identified as high ability in the regular heterogeneous classroom. Typically, identified gifted students with similar needs, abilities, or interests are “clustered” in the same classroom, which allows the teacher to more efficiently differentiate assignments for a group of advanced learners rather than just one or two students.
Pull-Out
This model consists of a high ability teacher or aide who works with groups of identified students to differentiate and move beyond typical grade level standards. The curriculum is specific to high-ability students. The Indiana Department of Education English/Language Arts High-Ability Units (IDOE ELA HA Units) and Mentoring Young Mathematicians (M2) and Mentoring Mathematical Minds (M3) curriculum for HA students and may be accelerated.
At the elementary level (K-4), students are identified for high ability or having the potential to be high ability in math, language arts, or general intellectual (both math and language arts). A combination of the following criteria may be used to identify our high ability students:
- Potential-based (aptitude) Measure: Cognitive Abilities Test (CogAT) K & 2
- Performance-based (achievement) Measure: NWEA (end of the year scores)
- Other Measures: Teacher nomination/observation, projects, and rating scales
New students will be considered at the time of enrollment pending information from their previous school, teacher observations, and data collected. Students must meet local criteria for program placement. Identification for program services at a prior school does not automatically qualify the student for services at Duneland School Corporation.
Further information, including frequently asked questions, about high ability can be found on the Duneland School Corporation web page under programs and services.
Elementary Identification and Placement
It is important to keep in mind that cognitive growth is not always consistent, and consequently, such placement is not necessarily permanent. All students are systematically evaluated in kindergarten and second grade for instructional placement. Typically, the top 5-10% of the grade level population will be identified. All placement decisions may be modified in accordance with changes in students’ learning profiles as they progress through elementary school.
At the elementary level (K-4), students are identified for high ability or having the potential to be high ability in math, language arts, or general intellectual (both math and language arts). A combination of the following criteria may be used to identify our high ability students:
- Potential-based (aptitude) Measure: Cognitive Abilities Test (CogAT) K & 2
- Performance-based (achievement) Measure: NWEA (end of the year scores)
- Other Measures: Teacher nomination/observation, projects, and rating scales
The CogAT measures students’ verbal, quantitative, and nonverbal reasoning. These measurements indicate a multifaceted view of student potential to perform at an outstanding level of accomplishment. Initially, all Kindergarten, second, and fourth grade students take the CogAT screener. Students scoring 77 or higher on the screener will take the complete CogAT measure. CogAT results show your child’s ranking (from 1 to 99) within the national percentile in each of these three domains in relation to other students at the same age (percentile rank is not the same as the percent correct). The CogAT is a low-stakes test which does not measure academic achievement - it includes a series of puzzles that help us to understand how students’ brains may solve problems.
All of our Kindergarten-through-fourth-grade students take the NWEA MAP test, which is regarded as a reliable standardized measure of a child’s academic achievement levels in Math, Reading, and Language Arts. NWEA results show your child’s ranking (from 1 to 99) within the national percentile in these subjects in relation to other students at the same grade level (percentile rank is not the same as the percent correct). Language Arts is included and required in these measures starting in second grade.
In accordance with our district guidelines, further analysis is completed when a student meets the criteria below.
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Kindergarten and first grade students are at the 97th percentile or above
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Second grade and above are at the 95th percentile or above
Finally, teachers may complete the Scales for Identifying Gifted Students (SIGS) for students meeting the criteria in the screening pool. The selection committee will meet in the spring to begin analyzing the data for identifying students for the following school year.
Elementary Parent Notification
Every effort will be made to let elementary families know whether their child met the criteria for high ability as soon as possible. This notification will also serve to notify parents/guardian that the identified child shall participate in HA services during the designated grade level.
Should a parent/guardian prefer that their child not receive HA services, then written notification must be provided to your child’s teacher and/or principal. The letter will be forwarded to the HA department.
Elementary Exit Procedure
A child may be removed from the program at any time by a parent by providing the building principal with a written request. If the teacher or the high ability teacher/aide has a concern about a child’s placement in high ability, additional data will be collected.
Should a parent/guardian, the high ability teacher/aide or classroom teacher request discontinuance of program services due to poor performance or for any other reasons, the following protocol will be followed:
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A conference will be held with the student and their parent or guardian addressing concerns.
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A trial period will follow allowing time for the student to modify their performance.
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A second conference will be held to evaluate the student’s further participation in the program.
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Provided the family still wishes to discontinue their child’s participation in the program, a written letter from the student’s parent or guardian stating reasons for discontinuance must be submitted to the classroom teacher who will then forward the letter to the building principal and Director of High Ability.
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If the request for discontinuance in the program was made by the HA instructor or classroom teacher, and the student does not make reasonable progress during the trial period, a committee (including the building principal and/or Director of HA, classroom teacher, HA teacher/aide and the child’s parent/guardian) will meet to evaluate the student’s lack of progress and make a recommendation to continue or discontinue High Ability program services.
Elementary Appeals
Parents/Guardians who disagree with the identification of their child must complete and submit the given Google Form as an appeal stating the reasons they believe their child should receive high ability services. The High Ability Cadre will review the student’s records and make a determination. In some cases, the administration of a parallel test of ability or achievement may take place. The principal or high ability teacher will notify the parent/guardian of the decision. Appeals will be considered from the first day of school until September 30. No further appeals will be considered after September 30.
Intermediate Program (Grades 5-6)
Both Intermediate Schools offer high ability math and language arts classes for both fifth and sixth grade students. The number of classes offered at each level is determined by the level of students entering into that grade any given year. Students can be enrolled in either one or both of these subject areas. Students must maintain a "B" average to remain in these classes.
Intermediate Identification and Placement
It is important to keep in mind that cognitive growth is not always consistent, and consequently, such placement is not necessarily permanent. Students are systematically evaluated for instructional placement in fourth grade for intermediate school placement. All placement decisions may be modified in accordance with changes in students’ learning profiles as they progress through intermediate school.
At the intermediate level, students are identified for high ability or having the potential to be high ability in math, language arts, or general intellectual (both math and language arts). A combination of the following criteria may be used to identify our high ability students:
- Potential-based (aptitude) Measure: CogAT -- (taken in 4th grade for Intermediate)
- Performance-based (achievement) Measure: NWEA (end of the year scores)
- Other Measures: Teacher nomination/observation, projects, and rating scales
Students will be considered for high ability in fifth grade based upon data collected in 4th grade.
At the end of 4th grade, CogAT scores are used for identification data for placement from elementary to intermediate level. The selection committee will meet in the spring to analyze the data for identifying students for the following school year.
In addition, all students take Northwest Evaluation Association Tests (NWEA) two times during the school year (beginning and end of the year). For identification, the end of the year NWEA scores are used. Fourth grade students who meet the end of the year benchmark of 95% or higher on NWEA for the end of the year may be identified as high ability or the potential to be high ability for 5th grade. At the end of 5th grade data from the end of the year NWEA will be revisited for appropriate placement in 6th grade.
When requested, teachers may complete a teacher observation form for each student meeting the criteria in the screening pool. In the fourth grading period, the High Ability Team of educators begin compiling and analyzing the data for identifying students for the following school year.
New students will be considered at the time of enrollment pending information from their previous school, teacher observations, and data collected. Students must meet local criteria for program placement. Identification for program services at a prior school does not automatically qualify the student for services at Duneland School Corporation.
Intermediate Exit Procedure
A child may be removed from the program at any time by a parent by providing the building principal with a written request. If the teacher has a concern about a child’s placement in High Ability, additional data will be collected. All students will be monitored through the Response to Instruction (RtI) building process. Students, who are identified as struggling as evidenced by RtI data, will be discussed in RtI meetings for potential removal from the program. These students will exit the program as a result of a joint decision between the school and the parent. Should a parent/guardian, principal or classroom teacher request discontinuance of program services due to poor performance or for any other reasons, the following protocol shall be followed:
- A conference will be held with the student and his/her parent or guardian addressing concerns.
- A trial period will follow allowing time for the student to modify his/her performance.
- A second conference will be held to evaluate the student’s further participation in the program.
- Provided the family still wishes to discontinue their child’s participation in the program, a written letter from the student’s parent or guardian stating reasons for discontinuance must be submitted to the classroom teacher who will then forward the letter to the building principal and Director of High Ability.
- If the request for discontinuance in the program was made by the HA instructor or classroom teacher, and the student does not make reasonable progress during the trial period, a committee (including the building principal and/or Director of HA, classroom teacher, HA teacher/instructor and the child’s parent/guardian) will meet to evaluate the student’s lack of progress and make a recommendation to continue or discontinue High Ability program services.
Intermediate Appeals
Parents/Guardians who disagree with the identification of their child must submit in writing an appeal form stating the reasons they believe their child should receive high ability services. At the intermediate school level, all appeals go through the Counseling Department. After review by the Honors Cadre, the Counseling Department will inform the parent/guardian of its decision. Appeals will be considered from August 1-September 30. No further appeals will be considered after September 30.
Middle School Program (Grades 7-8)
Liberty Middle School and Westchester Middle School offer the following courses within the High Ability Program (by subject area):
- English Department
- Advanced English (7th Grade)
- Advanced English (8th Grade)
- Mathematics Department
- Pre-Algebra (7th Grade)
- Advanced Pre-Algebra (7th Grade)
- Algebra I (8th Grade, CHS credit and GPA earned)
- Advanced Algebra I (8th Grade, CHS Honors credit and GPA earned)
- Science Department
- Advanced Science (7th Grade)
- Biology I (8th Grade, CHS credit and GPA earned)
- Honors Biology I (8th Grade, CHS Honors credit and GPA earned)
Middle School Identification and Placement
Students are determined eligible for High Ability Program placement based on the following criteria:
- Potential-based (aptitude) Measure: CogAT (taken in 6th grade for middle school)
- Performance-based (achievement) Measure: Spring NWEA MAP assessments in Math (for Math High Ability Placement) and both Reading & Language (for English High Ability Placement) for current Duneland students (and Fall NWEA MAP assessments for new/transferring students)
- Students who are eligible for both a High Ability Math course and Advanced English qualify for a High Ability Science course as well:
- Pre-Algebra & Advanced Pre-Algebra students also in Advanced English 7 will qualify for Advanced Science 7
- Algebra I students also in Advanced English 8 will qualify for Biology I
- Advanced Algebra I students also in Advanced English 8 will qualify for Honors Biology I
- A current Duneland student performing at or above the 95th percentile on the Spring NWEA MAP Math assessment (or Fall NWEA MAP assessment for new/transferring students) will be eligible for the Advanced level of Math (or a result between the 90th-94th percentiles for eligibility for Pre-Algebra in 7th Grade or for eligibility for Algebra I in 8th Grade)
- A current Duneland student performing at or above the 90th percentile on both the Spring NWEA MAP Reading assessment and the Spring NWEA MAP Language assessment (or Fall NWEA MAP assessments for new/transferring students) will be eligible for the Advanced level of English
- A student overall CSI score of 128 and above qualifies a student for an Advanced level of Math and Advanced English. Additionally, a Nonverbal CSI result at or above the 95th percentile qualifies a student for an Advanced level of Math, and a Verbal CSI result at or above the 95th percentile qualifies a student for Advanced English
- Students who are eligible for both a High Ability Math course and Advanced English qualify for a High Ability Science course as well:
Middle School Appeals
Parents/Guardians who disagree with the identification of their child must submit in writing an appeal form stating the reasons they believe their child should receive high ability services. At the middle school level, all appeals can be submitted to the CMS High Ability Cadre. CMS will accept appeals up until the first day of school. After review of the Fall NWEA MAP assessment results (administered to all CMS students during the first two weeks of the school year) by the High Ability Cadre, the CMS Counseling Department will inform the parent/guardian of its decision.
High School Program (Grades 9-12)
High School Offerings
- Advanced Placement (AP) Courses: These classes are college level courses offered at the high school building. Most four year colleges give students credit, advanced placement or both if the end of year AP test score is acceptable. CHS offers five AP classes: English L/C AP, Calculus AB and Calculus BC, Biology 2 AP, and US History AP. Students are enrolled by teacher recommendation. More information on AP can be found at collegeboard.com.
- High Ability Program (formerly known as Gifted and Talented): These classes are for students with divergent thinking skills, those students who "think outside the box." High Ability students question why the information they are learning is important. The level of difficulty and pace of this program is more advanced than the honors program.
- Honors Program: These classes are for students who are schedule-driven and task-oriented. Honors students do what is asked of them just as they are asked to do it. The level of difficulty and pace of the program is less advanced than the gifted and talented program.
- International Baccalaureate (IB) courses: The IB program is an internationally recognized program that provides students the opportunity to earn up to thirty college credits while in high school. Credits are dependent upon the results of the student’s end of course exams and the judgment of the receiving college. All IB courses receive weighted grades. More information on IB can be found at ibo.org and hoosieribschools.org
High School Identification and Placement
- Social Studies: CHS offers an Advanced Placement course in U.S. History, and Honors courses in U.S. Government, U.S. History, World Geography, and World History. Recommendations for World Geography and World History are made at the 8th grade level. All other recommendations are based upon a combination of past successes in Social Studies classes and teacher recommendations. Due to the amount of writing, students are generally not placed in the AP class unless they have done well in GT or Honors English during their freshman or sophomore year. The department chair personally checks the credentials of each student that has been referred for the higher level classes after the freshman year.
- English: Teacher recommendations and standardized test scores are used to place students in High Ability classes. Only honors placement is offered during the freshman year. GT classes are offered along with honors after the freshman year. CHS guidance counselors oversee the placement process using middle school teacher recommendations, and will consult with the English department if necessary. Placement in GT versus Honors is determined by teacher recommendation. After the freshman year, placement is by teacher recommendation.
- Math: CHS initial placement for freshman students is based upon the following:
- Current class placement: GT, Honors, Average
- Grades in that class
- Middle school teacher recommendation
- Scores from the Algebra 1 End of Course Assessment
- If students transfer into CHS, they will be given a placement test to determine eligibility
- Once the students are initially placed, another Algebra placement test is given on the first day of school to the GT and Honors groups to verify that their placement is accurate. After the freshman year, placement is by teacher recommendation.
- Science: All eighth grade students take a Science Processes Test in the spring. The eighth grade science teachers give their class rosters with each student’s test score, grade and teacher recommendation to the high school science department chairperson. The chairperson places students into GT/Honors Biology based upon the test scores. The placements are compared to each student's science grade and teacher recommendation. One class roster for GT Biology and two class rosters for Honors Biology are created. After the freshman year, placement is by teacher recommendation.
High School Placement of Transfer Students
Math and Science placement is determined by placement test scores, past grades and previous courses taken. English and Social Studies placement is determined by past grades and previous courses taken.
High School Parent Notification
Parents of incoming freshmen are notified of their English and social studies placement when they receive their schedules in the spring. Eighth-grade students are required to have their parents sign their ninth-grade schedules. Parents may nominate their child for the High Ability Program again in the spring for the next school year.
Notification of freshman math and science placement occurs in late April or early May after data has been collected. Letters are sent home to the parents notifying only the parents of students placed in advanced science and/or math classes. Placement may change if grades or the algebra end-of-course assessment scores are lower than anticipated.
After the ninth grade year, students work with their parents, teachers and guidance counselors to create their schedules. Parents sign their registration forms which list their courses. Parents are notified of their student's final placement when they receive their class schedules in August.
High School Exit Procedure
Exiting any High Ability (formerly known as Gifted and Talented), Honors, AP or IB class happens on an individual basis. Conferences are coordinated with the parent/guardian to determine the appropriate placement of the student.
High School Appeals
Parents/Guardians of a child who requests reevaluation of their child’s eligibility must submit in writing an appeal form stating the reasons they believe their child should receive high ability services. At the high school level all appeals go through the Counseling Department. CHS will accept appeals by the Friday before the first day of school. The High Ability Committee typically meets on the Monday or Tuesday prior to school starting. After review by the High Ability Committee, the Counseling Department will inform the parent/guardian of its decision.
Frequently Asked Questions (FAQs)
What if my child is new or has already qualified elsewhere as a high-ability student?
New students are considered at the time of enrollment pending information from their previous school, teacher observations, and data collected. Students must meet local criteria for program placement. Identification for program services at a prior school does not automatically qualify the student for services at Duneland School Corporation. If there is not enough information, new students start out in regular classes and adjustments are made as necessary.
What is the definition of a high-ability student?
The Indiana Code defines a student with high abilities as one whom:
- performs at, or shows the potential for performing at, an outstanding level of accomplishment in at least one domain when compared to other students of the same age, experience, or environment; and:
- is characterized by exceptional gifts, talents, motivation, or interests (IC 20-36-1-3). (INDOE)
How are high-ability students identified in Duneland?
- Potential-based (aptitude) Measures and Performance-based (achievement) measures are used.
- All students are systematically evaluated in kindergarten and second grade
- All students take NWEA and end of the year scores are examined for appropriate placement for the following school year
- Students are identified for general intellectual, math, and/or language arts
Who decides whether my child qualifies as a high-ability student? When does identification take place?
- An identification cadre rather than a single person makes placement decisions based upon the data. The identification cadre may include teachers licensed in high ability, principals, general education teachers, school counselors, and the Director of High Ability
- Kindergarten students are officially identified using CogAT prior to the fourth grading period. After the end of the year NWEA benchmark assessment, additional kindergarten students may be identified for 1st grade.
- 2nd-4th grade elementary students are considered during the March-May timeframe. Families are notified before the start of the next school year. Typically families are notified in May- June of placement for the following school year.
- Intermediate students are considered in June. Families are typically notified in August.
- Middle school students are considered in the Spring or when identification data becomes available. Families are typically notified when placement decisions are made.
When can parents/guardians nominate their child for high-ability placement?
Because all students are considered for high ability using data from NWEA on a yearly basis in grades K-8, nominations are not necessary.
When may families submit an appeal?
Parents/Guardians of a child who requests reevaluation of their child’s eligibility must submit in writing an appeal form stating the reasons they believe their child should receive high ability services. Appeal forms are available on the Duneland School Corporation Website.
- K-4 Appeals: Appeals will be considered from the first day of school until September 30th. No further appeals will be considered after September 30th.
- 5-6 Appeals: Appeals will be considered from August 1st-September 30th. No further appeals will be considered after September 30th.
- Middle School: Appeals are accepted by the Friday before the first day of school. The High Ability Cadre typically meets on the Monday or Tuesday prior to school starting. After review by the High Ability Cadre, the guidance department will inform the parent/guardian of its decision.
- High School: Appeals are accepted by the Friday before the first day of school. The High Ability Cadre typically meets on the Monday or Tuesday prior to school starting. After review by the High Ability Cadre, the guidance department will inform the parent/guardian of its decision.
What happens if my child does not qualify for the High-Ability Program?
In considering data about children’s achievement, we recognize that in Duneland School Corporation there are many students who may score in the 95th percentile range and above in math and or reading on classroom work, but who are not identified as high ability. These students are certainly high achievers and may even earn straight A’s on their report, but do not meet Duneland School Corporation’s criteria for high ability identification. All of the students will receive the appropriate level of challenge whether they are identified as high ability or not.
Since there are many high achieving students, the curriculum and instructional strategies are designed to meet their needs. The teachers differentiate to provide instructional experiences to meet student needs within each classroom. High achieving students may receive enrichment throughout the school day and during the small group instruction block. Each student shall be instructed in small groups within his or her classroom at the appropriate instructional level. This decision is made at the building level to consider the best fit for each student.
What are the characteristics of a high-ability child?
Kingore Categories of Gifted Characteristics
- Advanced Language – uses words that seem advanced for the age-level expectations; explains how unrelated things are similar; uses words for time concepts (clock and calendar) accurately; uses similes, metaphors, or analogies; asks questions about words.
- Analytical Thinking – demonstrates complex or abstract thinking; analyzes household or school tasks; notices surprising depth of details about surroundings; takes apart and reassembles things or ideas with skill; expresses relationships between past and present experiences; makes up songs, stories, or riddles about experiences; organizes collections of things uniquely; likes to plan or arrange things
- Meaning Motivation – is philosophical; asks surprisingly intellectual questions; is curious; experiments; demonstrates an unexpected depth of knowledge in one or more areas; exhibits intense task commitment and energy when pursuing interests; remembers; is independent.
- Perspective – explains another’s point of view; shows dimension, angle, perspective in art, writing, math solutions, or problem solving; creates complex shapes, patterns, or graphics; applies left and right without prompting; adds interesting details to enhance products.
- Sense of Humor – says or does something indicating an unexpected, sophisticated humor; catches an adult’s subtle sense of humor; understands and uses puns and riddles; “plays” with language; develops humorous ideas to an extreme.
- Sensitivity – cares deeply; intense concern for human issues; tries to take action to help someone in need; expresses feelings through words or art; explains other's feelings; displays strong sense of fairness; expresses high expectations of self and others; seems to overreact at times.
- Accelerated Learning – learns new things quickly with minimum practice; uses multiple characteristics when discussing items; reads passages at an advanced, fluent reading level for the age-level expectations; explains the meaning of what has been read; demonstrates an unexpected mastery of math or science concepts; uses a dictionary, encyclopedia, map, atlas, or computer to gain advanced information, creates products which seem advanced for the age-level expectations.
What are some negatively perceived characteristics sometimes associated with a gifted child?
- Self-critical; impatient with failures
- Critical of others or of the teacher
- Overreacts
- Domineers
- Gets angry or cries if things go wrong
- Hands in messy work
- Is more concerned with concept than the details
- Refuses to accept authority
- Refuses to do rote homework
- Bored with routine tasks
- Makes jokes or puns at inappropriate times
- Disagrees vocally with others or with the teacher about ideas and values
- Is nonconforming/stubborn
- Is reluctant to move on to another topic
What's the difference between a high-achieving child and a high-ability child?
“Identification of gifted students is clouded when concerned adults misinterpret high achievement as giftedness. High-achieving students are noticed for their on-time, neat, well-developed, and correct learning products. Adults comment on these students’ consistent high grades and note how well they acclimate to class procedures and discussions. Some adults assume these students are gifted because their school-appropriate behaviors and products surface above the typical responses of grade-level students. Educators with expertise in gifted education are frustrated trying to help other educators and parents understand that while high achievers are valuable participants whose high-level modeling is welcomed in classes, they learn differently from gifted learners. In situations in which they are respected and encouraged, gifted students’ thinking is more complex with abstract inferences and more diverse perceptions than is typical of high achievers. Articulating those differences to educators and parents can be difficult.” (from High Achiever, Gifted Learner, Creative Thinker, Bertie Kingore, Ph.D.)
What should I do if I disagree with the decision of the identification cadre if my child did not qualify for the High-Ability Program?
Teachers and parents may submit an appeal letter with pertinent criteria that should be considered to the building principal. Please see the Appeals Process tab below for more information.
Parent Resources
Differentiating Instruction: Rethinking Traditional Practices (Bertie Kingore, Ph.D.)
Educators are changing the learning environment so they can see students' readiness levels, learning profiles, needs, and interests more clearly. Through differentiated instruction, teachers are working to customize the complexity of instruction so all students experience learning success.
High Achiever, Gifted Learner, Creative Thinker (Bertie Kingore, Ph.D.)
A three-way comparison of a high achiever, a gifted learner, and a creative thinker is proposed for you to ponder and discuss.
Parenting Gifted Children (Bertie Kingore, Ph.D.)
This article highlights twenty tip that parents and educators can use to nurture gifted children. They include ideas you can use to appreciate, recognize, understand, encourage, and participate in the development of their minds and person.
Indiana Association for the Gifted
The Indiana Association for the Gifted educates and advocates for meeting the academic and social/ emotional needs of gifted youth.
Hoagies’ Gifted Education Page
Welcome to Hoagies' Gifted Education Page, the all-things-gifted site, full of resources, articles, books and links to help and support parents, teachers, and gifted children alike. Pick your entrance, but explore them all!
Scholastic.com article, “Leveled Readers Let Readers Learn at Their Own Pace"
Help your kids become better readers by matching them to the right books at the right time through leveled reading.
Comparison-Bright Child, Gifted Child
Note the differences between a bright and gifted child.
Center for Talent Development (CTD), housed at Northwestern University’s School of Education and Social Policy, is an accredited learning center and research facility that has been serving gifted students, their families and educators for nearly 30 years -- taking their notions of what learning is and introducing them to what learning should be.
Gifted LearningLinks (GLL), like all Northwestern University Center for Talent Development programs, is built on a foundation of decades of nationally recognized research on how to help gifted students realize their potential.
Scholastic Book Wizard
Book Wizard makes it easy to create and customize book lists based on reading levels and other themes.
TestingMom.com - Free Practice Questions for CogAT Test
Glossary of Acronyms
- CogAT - Cognitive Abilities Test
- HA - High Ability
- GT - Gifted and Talented
- NWEA - Northwest Evaluation Association
- CogAT - Cognitive Abilities Test
- HA - High Ability
- GT - Gifted and Talented
- NWEA - Northwest Evaluation Association
Appeals Process
Before completing this High Ability Appeals Form, please read the information below regarding the appeals process for each grade level.
Elementary (K-4th Grade) Appeals
Parents/Guardians who disagree with the identification of their child must submit in writing an appeal form stating the reasons they believe their child should receive high ability services. The High Ability Cadre will review the student’s records and make a determination. In some cases, the administration of a parallel test of ability or achievement may take place. The principal or high ability teacher will notify the parent/guardian of the decision. Appeals will be considered from the first day of school until September 30th. No further appeals will be considered after September 30th.
Intermediate (5th & 6th Grade) Appeals
Parents/Guardians who disagree with the identification of their child must submit in writing an appeal form stating the reasons they believe their child should receive high ability services. At the intermediate school level, all appeals go through the counseling department. After review by the Honors Cadre, the guidance department will inform the parent/guardian of its decision. Appeals will be considered from August 1st-September 30th. No further appeals will be considered after September 30th.
Middle School (grades 7 & 8) Appeals
High-Ability Contacts
Holly Koedyker, High Ability Licensed Teacher, Liberty Elementary
Intermediate School
Kelly Hardwicke, Liberty Intermediate School Principal
Shawn Longacre, Westchester Intermediate School Principa
LIS Counseling Department
WIS Counseling Department
Middle School
Mike Hamacher, Liberty Middle School Principal
Lauren Seiss, Westchester Middle School Principal
LMS Counseling Department
WMS Counseling Department
High School
CHS Counseling Department
Kevin Zeck, Assistant Director of the Department of Teaching and Learning
Title I
Title I is a federally funded program that gives grant monies to schools to ensure that all children have a fair, equal and significant opportunity to obtain a high-quality education. Title I is designed to assist elementary students with reading, language arts, and/or math skills. Duneland School Corporation has four schools that receive or will receive Title I funding this year.
The Duneland School Corporation strives to foster student success and positive home-school relationships. Additional information about Title I, parent meetings and its corresponding activities will be sent home each fall. If you are interested in learning more about Title I policies, serving on the District Title I committee, or your school’s Title I committee, please contact your child’s principal.
- What is Title I?
- Duneland Title I Program Goals
- Title I School Qualification & Designation
- Use of Funds
- Program Design and Services
- Parent/Guardian Rights and Responsibilities
- Documents & Resources for Parents/Guardians
- Duneland Title I Contacts
What is Title I?
Title I is part of the Improving America's Schools Act of 1994, a reauthorization of the Elementary and Secondary Education Act of 1965. It was reauthorized under No Child Left Behind (NCLB) Act of 2001 which has now been replaced by the Every Student Succeeds Act (ESSA) in December of 2015.
Title I is the largest federal education program that provides support to our nation's schools. Its purpose is to provide opportunities and services to students who attend schools with high levels of poverty and who are at risk of meeting the state's challenging performance standards. Federal funds are first allocated to the state education agency, which determines funding amounts awarded to each district. The local school district then identifies eligible schools, determines programming and distributes the Title I resources accordingly.
Title I provides supplemental support in language arts and/or mathematics. Individual schools determine the grade levels and specific subject areas to be served based on funding and personnel.
Title I can also provide support to private schools, homeless programs, youth in foster care, and transitioning preschoolers.
Duneland Title I Program Goals
Improve achievement for all children academically, emotionally, and behaviorally
- examine areas of strength and weakness in the core curriculum
- provide additional instruction to intervene or enrich
- increase learning time
- apply strategies to increase achievement of underserved populations
- provide ongoing progress monitoring and benchmark measures of proficiency
Improve staff development
- attract and retain high-quality, highly qualified teachers and paraprofessionals
- provide ongoing professional development based on staff and student needs
- regularly examine school, teacher, and student data through collaborative discussions
Improve parent and family engagement
- communicate with families through multiple modes, in necessary languages: phone, email, meetings, social media, newsletters
- offer a variety of events at varied times for parents to interact, advocate, and learn in the school community
- encourage parents to provide feedback and input on school decisions
Title I School Qualification & Designation
Title I schools are identified through a state formula each year based on the number of free and reduced lunch recipients. The following elementary schools are identified as Title I schools for 2024-2025: Bailly Elementary, Liberty Elementary, Yost Elementary and Westchester Intermediate.
In order to be designated as a schoolwide Title I program, each school must complete at least one year of intensive planning and complete a comprehensive needs assessment that then must be approved by the district and the Indiana Department of Education for implementation. The comprehensive needs assessment involves an inquiry process, program design, and evaluation by a team of stakeholders including administration, staff, and parent input.
Use of Funds
Title l funds are utilized by school corporations to provide supplemental educational services that help students increase achievement and meet state academic standards. Funds are primarily used to provide personnel to work with the most at-risk students at the Title I schools. Aside from staff, Title I funding also provides materials to support student learning as well as professional development.
Every Title I school must create a specific plan that describes how funds will be utilized in compliance with federal and state guidelines and regulations. Title I serves children through schoolwide or targeted assistance programming. In 2024-2025, Westchester Intermediate offers a schoolwide program for 5th and 6th graders in reading and math. Bailly, Liberty Elem, and Yost are identified as schoolwide Title I schools, which means all students are considered Title I students, and all teachers are Title I teachers.
Targeted assistance programs require funds to be spent only on a targeted group of identified students and staff. Schoolwide programs allow all students to be eligible for support. To achieve schoolwide status each school must complete a comprehensive needs assessment and set yearly goals on how best to improve student achievement for the entire school. All students in the school benefit from added educational services and programs outlined in the schoolwide improvement plan and implemented by all school staff.
Schoolwide advantages are as follows:
- Encouraging innovation and new ideas in school reform
- Promoting collaboration and planning among all staff
- Establishing a supportive learning environment and high expectations for all students
- Involving parents in the development, revision, and review of the program
- Tailoring professional development to meet the school's needs
- Accelerating instruction to move all students toward high performance standards
- Combining funds from a variety of federal programs to provide a quality educational program
Program Design and Services
There is a commitment to encourage instructional decisions at the school level to provide a specific and individualized program to meet unique student needs and populations. Principals, program personnel, and staff assess the different components of the school’s program, consider parent input, and determine appropriate program design yearly. As a result, intervention programs, instructional format, staffing, and grade levels served may vary from building to building.
Parent/Guardian Rights and Responsibilities
Duneland Schools encourage families to be actively involved in the education of their children. Title I further involves parents through a series of parent and family engagement components.
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Each school must convene an annual meeting to explain the Title I, Part A program, its requirements, and the rights of parents to be involved in those programs.
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Parents have the right to know whether a teacher or paraprofessional is highly-qualified and to request those qualifications.
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Each school, with the input of staff and parents, will develop a school-parent compact to guide the partnership between home and school for the good of the student.
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In conjunction with parents, the district and each school will create a parent involvement policy and review those plans annually.
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Schools offer opportunities such as parent-teacher conferences, literacy and math events, and parent workshops to foster parent involvement and communication.
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Feedback and input from parents is used to improve Title I programming.
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A written complaint procedure outlining the formal process for parent complaints regarding violations of the federal statute or regulation that applies the Title I, Part A program is available on the district website. A copy of the complaint procedure policy is available upon request.
[Information about a Teacher’s Qualifications as Required by [Section 1111(h)(6) ESEA.]
At Duneland School Corporation, we are very proud of our teachers and feel they are ready for the coming school year and are prepared to give your child a high-quality education. At our Title I schools, we must meet federal rules related to teacher qualifications as defined in ESSA. These rules allow you to learn more about your child’s teachers’ training and credentials. We are happy to provide this information to you in a timely manner. At any time, you may ask:
- Whether the teacher has met state qualifications and licensing criteria for the grade level and subject areas taught;
- Whether the teacher is teaching under emergency or temporary status in which Indiana qualifications and licensing criteria are waived;
- What undergraduate or graduate degrees the teacher holds, including graduate certificates and additional degrees, and major(s) or area(s) of concentration;
- Whether the child is provided services by paraprofessionals/Title I aides, and if so, their qualifications.
If at any time your child has been taught for four (4) or more consecutive weeks by a teacher that is not highly qualified, you shall be notified by the school of this information. Our staff is committed to helping your child develop the academic knowledge and critical thinking he/she needs to succeed in school and beyond. That commitment includes making sure that all of our teachers and paraprofessionals/Title I aides are highly skilled.
If you have any questions or concerns, please contact the school principal.
Documents & Resources for Parents/Guardians
Duneland Title I Contacts
Administration:
Kevin Zeck, Assistant Director of Teaching & Learning, K-12
Karen Smith, Administrative Assistant
Lead Title I Reading Specialist:
Amber Jakel, Yost Elementary
Reading Specialists:
Sarah Hollaway and Carrie Pack, Bailly Elementary
Laura Duda and Nicole Knutson, Liberty Elementary
Amber Jakel and Maggie Zucker, Yost Elementary
Ann Kelly, Westchester Intermediate
Math Specialist
Dalila Reeder, Westchester Intermediate