COMPREHENSIVE PLAN FOR HIGH ABILITY LEARNER EDUCATION PROGRAMMING
WINSIDE PUBLIC SCHOOL REVISED/REVIEWED 2025
Jeff Hoesing, Superintendent 402-286-4466
April Knust, PK-6 Principal 402-286-4466
David Schmit, 7 -12 Principal 402-286-4466
James Gubbels and Brittany Foote 402-286-4466
Philosophy
The philosophy of the Winside Public Schools High Achievers Program is to provide programs to meet the needs of all children the district serves. These programs will now encompass the program for the high-ability learners in our school. The Winside program for high achievers will enhance the school experiences of children who show above-average intelligence, high achievement, critical thinking ability, and/or creative abilities shown in talents such as drama, art, music, leadership, sports, and problem-solving.
Operational Definition of High Ability Learner
A high-ability learner is one who has shown, through testing, observations, and recommendations, above-average academic ability or exceptional talent in the arts or other pursuits. This ability or talent is irrespective of social position or ethnic background.
Goals and Objectives of High Ability Learning Program
The goals and objectives of our local program for learners with high ability will include the following:
1. Identification procedures that are fair and thoughtful
2. Inclusion of all high achiever students in some activity or project each school year
3. Continual placement of students during the year-new students, newly discovered talents, and revolving door students
4. Talent development through trips, quiz bowls, community service projects, and other contests
5. Development of meaningful projects and activities for high-ability learners that foster empathy for cultural diversity and respect for aged persons in the community
6. Increase understanding of this program and participating students
Identification Procedures
The following identification procedures will be used; they only need one to qualify. The following are multiple objective and subjective criteria:
1. MAP test scores: 90% or above in math, reading, and science, one makes them eligible for the program
2. ACT scores: 28 or above
3. Teacher observation and recommendation
4. Parent recommendation/request with evidence
5. Student recommendation/request with evidence
6. Cumulative record review
7. IQ of 126 or above
Parents and teachers will be notified when their son or daughter is selected for the High Achiever Program. The initial list should be completed and sent by approximately September 15th.
This process will contain a student “opt-out” procedure that consists of the parent’s written request to the building administrator.
Suppose a student’s behavior and academic performance become a concern. In that case, the principal will arrange a meeting with the student’s parents, the classroom teacher(s), and, if appropriate, the
student to determine what steps should be taken to correct the problem. Ultimately, the decision to place a student in the program or to remove a student from the program lies with the principal.
Required Curriculum
The required curriculum for students (subject matter and hours) is found in the teacher handbook. The curriculum for the high achievers will be adapted to allow them additional education opportunities. Teachers will teach students their strengths and challenge them outside of their regular course requirements and grade-level expectations. Cluster grouping by content area and compacting curriculum will be implemented to make additional adjustments.
The high achievers will have access to enrichment experiences such as community service projects (e.g., Youth Leadership Council), the Internet for research and project development, and field trips for the purposes previously outlined.
Students were assessed through pre-tests and interviews to eliminate already mastered material. What is left to be learned will be compacted and substituted with topics of interest. The Internet will be used to facilitate the process. Other avenues may be student grouping in subject areas, mentoring, and shadowing. The guidance counselor, administration, gifted coordinator, and other staff members will provide career and vocational awareness, academic planning, and counseling, both individual and small groups.
Evaluation and Future Planning
The local plan will be reviewed annually using tests on the actual levels and determining the progress demonstrated. The evaluation process will allow for input from parents, educators, students, and community members. Evaluation design will identify program strengths and weaknesses in student needs, student progress, learning environment, program design, program goals and curriculum, student identification process, resources, communication, staff development, personnel qualifications, and cost-effectiveness.
The district-wide plan will be evaluated using quality indicators and criteria for both curriculum-based and student-based components.
The local plan for special education of high-ability learners will be revised according to the results of the annual review. Curricular planning will be open to and reflective of current research and information regarding learning, learners, and learners with high ability.
Plan for Staff Development and Communication
All teachers in the school district will be aware of the district-wide plan for learners with high ability and will understand their characteristics. Teachers will be able to design and implement classroom experiences that utilize differentiation of curriculum and instruction and assess the work and progress of learners with high ability. Meetings with the administrative and teaching staff will be conducted to share information regarding the high-ability learning plan.
The school administration, staff, and Board of Education will all play important roles in communicating with the public about the High Achievers’ Program and its goals and objectives.
The Superintendent will be in charge of the program’s management and will advocate for funding needed for implementation. The Superintendent will be in charge of all financial issues. As this program continues to function, input will be solicited from various individuals, including parents and community members.