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Response to Instruction (RtI)-High Ability

WWS identifies high ability students and offers a range of services for students K-12.
The philosophy of RtI-high ability is tied to the beliefs of the district. All students can learn more than they already are and it is the obligation of our school district to ensure that this happens. A student may be ready to learn more whether it be in a lesson, unit, or course.  It is the responsibility of the educators of this district to provide differentiated learning opportunities for these students in order for them to achieve higher levels of performance in language arts and math at all levels and science and social studies in the upper grades.

High ability is categorized under our RtI (Response to Instruction) process—a range of services offered to target the abilities of all students. This mirrors the State’s effort in aligning services. The State defines Response to Instruction as a systemic process that ensures ALL students learn. Indiana’s Vision of Response to Instruction is a framework for prevention, advancement, and early intervention, which involves determining whether all students are learning, and progressing optimally academically, socially, emotionally, and behaviorally when provided with high quality instruction that addresses all aspects of students. RtI in Indiana offers the opportunity to integrate, collaborate, and cooperate across various educational initiatives including, but not limited to, school improvement; general education; Title I; special education; high ability students; and family, school, and community partnerships to ensure students are prepared for their futures. These services may include, but are not limited to, self-contained, cluster grouping, flexible grouping within a grade level team, and/or differentiation by the classroom teacher.
The RtI process identifies students who require enhanced instruction during regular school hours for language arts and mathematics to develop their potential. Enhanced opportunities for intellectual growth through acceleration, compacting, and academic enrichment programs, and the use of community resources are utilized. Testing for language arts and math occurs in grades K, 2, and 6. CogAT (ability) and NWEA MAP (achievement) are the tests used for placement. An algebra readiness test and rubrics are used for placement at the secondary level. At the end of 8th grade, multiple criteria are used to place students into high school courses. Notification will occur at the end of the school year. Flexible grouping, differentiation, and clustering occur within a classroom or grade level K-2. Cluster or self-contained groupings occur in 3rd-6th grades as well as differentiation and flexible grouping.   Advanced courses are offered in grades 7-8.  Honors, AP (Advanced Placement), and ACP (Advanced College Project) classes are offered at the high school level, as well as other advanced courses.