Voyagers ProgramCulver Community School Corporation
Definition of High Ability
Students with high ability perform or show the potential to perform at higher levels of academic accomplishment in Math and/or Language Arts when compared with others of their age, experience, or environment.
Culver Community School Corporation recognizes there are such students in all-cultural and economic groups. We strive to identify high ability students, grades K-12, in order to provide the challenging curriculum and instruction they need to develop their potential of performance.
Our mission is to assist high ability students in attaining intellectual and creative potential in the areas of Language Arts and Math. This will be accomplished by providing challenging, diverse, motivating, open-ended atmosphere that recognizes the uniqueness of the individual, and promotes differentiated learning experiences apart from the basic core curriculum.
Culver Community Corporation Identification Process
The corporation identifies students in kindergarten through 7th grades in Language Arts and Math. Students are identified in kindergarten, second grade, and seventh grade. Letters are sent home to parents once students are identified for high ability services. Teachers, staff, or parents can obtain nomination forms from the high ability coordinators.
~Math Placement Tests
~Language Arts Placement
*The junior high and high school identify students in grades eighth through twelve by those who self-select into advanced placement or honor courses.
Cognitive Characteristics of High Ability Students
~Has an extensive and detailed memory, particular in the area of interest
~Has vocabulary advanced for age-precocious language
~Has communication skills advanced for age and is able to express ideas and feelings
~Asks intelligent questions
~Is able to identify the important characteristics of new concepts and problems
~Learns information quickly
~Uses logic in arriving at common sense answers
~Has a broad base of knowledge – a large quantity of information
~Understands abstract ideas and complex concepts
~Uses analogical thinking, problem solving, or reasoning
~Observes relationships and sees connections
~Finds and solves difficult and unusual problems
~Understands principles, forms generalizations and uses them in new situations
~Wants to learn and is curious
~Works conscientiously and has a high degree of concentration in areas of interest
~Understands and uses various symbol systems
~Is reflective about actions and learning
~Is interested in numerical analysis
~Has a good memory for storing main features of problems and solutions
~Appreciates parsimony, simplicity, or economy in solutions
~Reasons effectively and efficiently
~Solves problems intuitively using insight
~Can reverse steps in the mental process
~Organizes data and experiments to discover patters of relationships
~Improvises with the math method
~Is flexible in solving problems
~Enjoys Language/Verbal communication skills
~Engages in intellectual play, enjoys puns, ahs a good sense of humor
~Organizes ideas and sequences in preparation for speaking and writing
~Suspends judgment, entertains alternative points of view
~Is original and creative—has unique ideas in writing or speaking
~Is sensitive to social, ethical, and moral issues
~Is interested in theories of causation
~Likes independent study and research in area of interest
~Uses these qualities in writing - paradox, parallel structure, rhythm, visual imagery, melodic combinations, reverse structure, unusual adjectives/adverbs, sense of humor, and philosophical bent
Affective Characteristics of High Ability Students
The following characteristics are given a great deal of consideration as we identify and educate our high ability students:
~Heightened sensitivity -- capacity for strong empathy/compassion, feelings hurt easily, concern with death, fears, anxieties, and depression
~Emotional intensity – capacity for deep attachment to people, places and objects, experiences of intense joy/exuberance
~Perfectionism – excessive high standards, self-worth tied to achievement
~More likely to be introverted
~May experience difficulty interacting socially with same-age peers
~Difficulty dealing with stress
~May be given more responsibility because of maturity and may not handle this well
~Often lack good study skills
~May struggle with peer pressure due to differences
~Development of a “false self” or hiding abilities to fit in
· Students will demonstrate measurable growth.
· Students will report a positive attitude about school, learning, and their own academic abilities.
· Parents will report positive attitudes about their children's learning experiences.
· Students will have increased opportunities for educational choice in the overall school program.
Culver Community School Corporation
Broad Based Planning Committee
The Broad Based Planning Committee (BBPC) is made up of teachers, parents, administrators, and school board members. The meetings take place at the Culver Community High School Library.