Program Description
The REACH (Rensselaer Accelerated, Curriculum for High-Ability) is designed to include various identification instruments, assessments, and procedures that will equitably identify students of high ability (HA). The RCSC (Rensselaer Central School Corporation) REACH teachers and staff, under the advisement of the Broad Based Planning Committee, will strive to provide high ability students with a curriculum and program that will challenge at an academic level appropriate and in-line with the intellectual strengths of such students.
Definition
Rensselaer Central School Corporation, in accordance with Indiana Code, defines high ability as a student who performs at or shows the potential to perform at outstanding levels of accomplishment in at least one domain (general intellectual or specific academic in the areas of language arts or mathematics) when compared to other students of the same age, experience, or environment.
Philosophy
RCSC believes that it is important to recognize and meet the academic needs of high ability students. The mission is to provide appropriately challenging curriculum for these students, regardless of gender, ethnicity, language, culture, and socioeconomic status.
Program Goals
RCSC is committed to meeting the following goals for its high ability program:
1. Provide challenging curriculum that aligns with and extends beyond the regular classroom curriculum. According to the Indiana Department of Education Service Options for Students with High Abilities in Indiana, “If students of high ability are to make continuous intellectual growth and ‘adequate yearly progress’ … then students of high ability must be taught curriculum that ensures they will learn something new everyday.”
2. Provide support for the unique social and emotional needs of high ability students. According to Robinson, Shore, & Enersen in Best Practices in Gifted Education (2007), “…it must be understood that there are unique stresses and dynamic issues associated with a person’s giftedness. It is important to consider all of the dimensions of a gifted child’s life: academic, self-concept, social skills and well-being, emotional health and talent maturation.”
3. Provide professional development opportunities to train those working with high ability students on how to meet their needs. As stated in Gifted Program Standards a publication by the National Association for Gifted Children, “Gifted education is a specialized field of study. Teaching gifted learners reflects particular knowledge and competencies. Therefore, those who are most qualified to teach gifted learners are those who have participated in a gifted education professional development program.”
The REACH (Rensselaer Accelerated, Curriculum for High-Ability) is designed to include various identification instruments, assessments, and procedures that will equitably identify students of high ability (HA). The RCSC (Rensselaer Central School Corporation) REACH teachers and staff, under the advisement of the Broad Based Planning Committee, will strive to provide high ability students with a curriculum and program that will challenge at an academic level appropriate and in-line with the intellectual strengths of such students.
Definition
Rensselaer Central School Corporation, in accordance with Indiana Code, defines high ability as a student who performs at or shows the potential to perform at outstanding levels of accomplishment in at least one domain (general intellectual or specific academic in the areas of language arts or mathematics) when compared to other students of the same age, experience, or environment.
Philosophy
RCSC believes that it is important to recognize and meet the academic needs of high ability students. The mission is to provide appropriately challenging curriculum for these students, regardless of gender, ethnicity, language, culture, and socioeconomic status.
Program Goals
RCSC is committed to meeting the following goals for its high ability program:
1. Provide challenging curriculum that aligns with and extends beyond the regular classroom curriculum. According to the Indiana Department of Education Service Options for Students with High Abilities in Indiana, “If students of high ability are to make continuous intellectual growth and ‘adequate yearly progress’ … then students of high ability must be taught curriculum that ensures they will learn something new everyday.”
2. Provide support for the unique social and emotional needs of high ability students. According to Robinson, Shore, & Enersen in Best Practices in Gifted Education (2007), “…it must be understood that there are unique stresses and dynamic issues associated with a person’s giftedness. It is important to consider all of the dimensions of a gifted child’s life: academic, self-concept, social skills and well-being, emotional health and talent maturation.”
3. Provide professional development opportunities to train those working with high ability students on how to meet their needs. As stated in Gifted Program Standards a publication by the National Association for Gifted Children, “Gifted education is a specialized field of study. Teaching gifted learners reflects particular knowledge and competencies. Therefore, those who are most qualified to teach gifted learners are those who have participated in a gifted education professional development program.”