About Our Program

mission statement

Perry Township recognizes and identifies high ability learners and supports them in maximizing their potential. Perry Township recognizes that high ability learners are found in all racial, ethnic, and socioeconomic subgroups and recognizes that these learners will require differentiated curriculum and instruction to maximize their potential.

DEFINITION OF A HIGH ABILITY LEARNER

Perry Township Schools defines a high ability student as one who performs at or demonstrates the potential to perform at an outstanding level of accomplishment when compared to peers of the same age, experience, or environment. Students may be identified in the area of Math, Language Arts, or both.

The goals for students enrolled in High Ability Programs in the Perry Township are as follows:

  1. To develop advanced study skills and to become independent and interactive learners grappling with increasingly complex subject content.
      • Students will participate in cluster classrooms at elementary and high ability or advanced courses at secondary. Student progress on study skills will be measured by a study skills assessment quarterly or performance in AP courses and on AP Exams.
  2. To be able, through a differentiated curriculum, higher level thought processes.
      • Students will participate in cluster classrooms at elementary and high ability or advanced courses at secondary. One or more of the following will measure student progress including grade level classroom assessments, IDEA report card, Evaluate data, and/or performance in AP courses and on AP Exams.
  3. To respect and maximize their own giftedness and to strive to improve potential areas of growth.
      • Students will set an area of reinforcement based on their strengths and area of growth each year based on data from screening measures, benchmarks, self-reflection, or other classroom data at the beginning of the year.
      • Students will monitor their progress in the goal areas quarterly. At the end of the year, they will summarize their progress on a self-reflection piece that would be kept in an electronic portfolio.
  4. To increase their understanding of and respect for people of varying ability levels through developing more sophisticated interpersonal skills.
      • Students will participate in an environment that intentionally addresses social/emotional skills.
      • Students will set a social/emotional goal for the year that includes a reflection at the beginning and end of the year.
      •  Interpersonal skills will be assessed quarterly through observation, peer/self -ratings, or focus groups.
  5. To demonstrate responsibility to society by using their special abilities to make positive contributions to society.
      • Students will complete at least one project per year based on a talent, skill, or interest that focuses on community involvement. Projects and requirements will vary by teacher; however, each project should include a pre-assessment and post-reflection and a needs based survey or community data analysis.

The student program goals will be addressed through instruction which fosters the areas of critical and creative thinking, independent research and inquiry.

Students will demonstrate a mastery of advanced subject content through:

  1. Verbal written products (e.g. stories, letters, reports, essays, content exams).
  2. Verbal spoken products (e.g. oral reports, interviews, panel discussions).
  3. Products in media or the visual arts (e.g. drawings, maps, models, flow charts).
  4. Products in the performing arts (e.g. skits, role playing, drama, puppetry).

Identification of students for the high ability program occurs for the first time during the second semester of kindergarten. A combination of measures to estimate academic and intellectual ability are used in the screening process. In addition, teacher scales are used when a student is close to qualifying. Students may be recommended for the program at any grade level in between the screenings as move-in students.  Nominations are welcomed from parents, teachers, and students themselves. Please see the For Parents, Policies page for more information.