Middle & High School Curricula Information

The Middle School (6th, 7th, and 8th) and High School (9th, 10th, 11th and 12th) offers curricula following the Indiana Department of Education Proficiency Standards with emphasis on linguistic and cognitive skills with real world applications. American Sign Language (ASL) is the language of instruction utilizing bilingual approach and methods. The curricula encompass American Sign Language (ASL), Deaf studies, language arts (English and reading), mathematics, science, social studies, keyboarding, health and safety, physical education, art, Family and Consumer Sciences and multi-media graphics and a host of elective classes. The Middle School and High School programs utilize technology, especially computers, as productivity tools.

State and Local Assessments

Assessment is a key part of today’s educational system. Assessment serves as an individual evaluation system. The purpose of assessment is to gather relevant information about student performance or progress, or to determine student interests to make judgments about their learning process. After receiving this information, teachers can reflect on each student’s level of achievement, as well as on specific inclinations of the group, to customize their teaching plans. The Indiana Department of Education requires all school districts to provide state-wide assessments on an annual basis.

College Board SAT for High School Accountability: Indiana will use the SAT (provided by College Board) to fulfill requirements listed in Indiana Code 20-32-5.1-7(d) for high school accountability. Students may also use scores to fulfill some high school graduation requirements. SAT assesses high school Mathematics, Reading, and Writing standards in grade 11. The SAT is administered in the spring of each school year, beginning Spring 2022. ISTEP Grade 10 (Graduation Requirement for Class of 2022): The ISTEP+ Grade 10 English/Language Arts and Mathematics tests replace the End of Course Assessments in Algebra I and English 10 as the graduation requirement for the class of 2022.

Reading, writing, and math are essential life skills, and students must demonstrate a basic understanding of English/language arts and mathematics as part of the requirements for graduation. The assessment requirement for graduation can be met in three (3) ways:

1. Pass the Grade 10 ISTEP+ in English/Language Arts and Mathematics (graduating class of 2022).

2. Fulfill the requirements of the Evidence-based waiver.

3. Fulfill the requirements of the Work-readiness waiver.

Indiana Department of Education – State Assessments

ILEARN: measures student achievement and growth according to Indiana Academic Standards. ILEARN is the summative accountability assessment for Indiana students and assesses:

• English/Language Arts (Grades 3-8)

• Mathematics (Grades 3-8)

• Science (Grades 4 and 6)

• Social Studies (Grade 5)

• Biology (High School)

• U.S. Government – Optional (High School)

I AM (Indiana’s Alternate Measure): measures student achievement and growth according to Indiana’s Alternate Academic Standards or Content Connectors. I AM is the summative accountability assessment for students with significant cognitive disabilities in grades 3-8. It assesses:

• English/Language Arts (Grades 3-8 and 10)

• Mathematics (Grades 3-8 and 10)

• Science (Grades 4 and 6 and 10)

• Social Studies (Grade 5)

Participation in I AM: A Case Conference Committee may determine that Indiana’s Alternate Measure (I AM) is the most appropriate assessment utilizing the criteria for determining eligibility to participate.

WIDA (The World- Class Instructional Design and Assessment): The Purpose of WIDA Assessments in Grades K-12 In accordance with federal regulations, all states are required to:

• identify the languages other than English present in their student population;

• assess the language proficiency of students in order to place them in the appropriate language development program; and

• administer an annual assessment of English proficiency, which includes measuring a student’s oral language, reading, and writing skills in English.

The purpose of the WIDA English Language Proficiency Assessments is to determine a student's level of English proficiency. Assessing Comprehension and Communication in English State to-State for English Language Learners (ACCESS for ELLs) is the English Language Proficiency Assessment administered in Indiana. The W-APT placement test (kindergarten) and the WIDA Screener (grades 1-12) function as a screener that is used for both initial and English Language (EL) program placement of students who are identified as Limited English Proficient (LEP). The annual assessment, ACCESS for ELLs and Alternate Access for ELLs, is administered in a January/February test window to determine a student's current level of English proficiency. The annual assessment is also used for accountability purposes.

Local Assessments

NWEA: Measures of Academic Progress (MAP) Growth is a state-aligned computerized adaptive assessment program that provide ISD educators with the information they need to improve teaching and learning and make student-focused, data driven decisions. Students in grades 2 – 12 are tested three times per year in math, reading, and language use. Educators use the growth and achievement data from MAP to develop instructional strategies and to plan school improvement.

MAP:

• Is not an accountability test

• Generates test questions based on student responses

• Reports student results in RIT scores

• Give immediate results

• Measures growth over time

• Provides information used to target individual instruction

Student MAP testing results are reported in RIT scores (short for Rasch Unit). A RIT score is an estimation of a student’s instructional level and it also measures student progress or growth in school.

Homework Expectations

Homework is an out-of-school assignment that contributes to the educational process of the student. Homework is an integral part of the educational program. The classroom teacher assigns homework for the purpose of helping students develop good study habits, foster positive attitudes toward school, and to communicate to students that learning takes work at home and the residential hall as well at school. Homework shall be viewed as an extension of class work and is related to the objectives of the curriculum. It should help the student develop useful skills and gain increased insight into class work. All homework should contribute directly as well as indirectly to the student’s performance evaluation. Although regular homework requires self-discipline and individual commitment on the part of the student, the best results occur when homework is a collaborative effort between school, teachers, students, residential staff, and families. ISD recognizes that the student’s out of school life must also be devoted to physical, social, religious, and other activities. Homework is meant as an educational tool, not a disciplinary measure.

Reading is essential in student achievement and should be a fun and positive experience for you and your child. Research shows the more time your child spends reading, the more successful your child will be in all other areas. Twenty minutes per day at home is the minimum for best result in academic achievements for all age.

Educational Support

When a student’s grades fall below a C average in any class, the teacher will reach the family and residential advisor (for residential students) and discuss a plan to address the reason behind the low grade. The teacher, residential advisor, student, and family discuss with the teacher options to help the student with academic difficulties. It is the day student and family’s responsibility to transport the student home if an after-school hour support option is discussed and preferred. The teacher(s), residential advisor and family may call a meeting to discuss other options if the student does not get the grade pulled up. Any concerns regarding your child’s grades need to be referred to your child’s classroom teacher directly. As last resort, a case conference may be called when all options are exhausted to discuss additional support and options that will ensure student’s academic progress is successful.

Daily Schedule

Students in the Middle and High School departments attend classes from 8:00 am to 3:15 pm Monday through Thursday. There are seven period classes with focused instructional time (FIT)/homeroom time for 30 minutes each day before lunch. On Fridays, students attend classes from 8:00 am to 2:15 pm: Middle School classes are 49-minutes each, and High School classes are 49-minutes each.

Semester and Final Exams

Exams are given to High School students at the end of each semester. Exams may not be taken early. However, prior arrangements can be considered for students to take exams at a later date. An incomplete grade may be awarded until all coursework is completed.

The IEP goal progress monitoring and report cards are posted quarterly, and transcripts are posted each semester in the portfolio tab of your Skyward account. Middle School and High School grades are updated as work is completed to allow students an opportunity to monitor their own individual progress and completion of their work. Mid-term grades are posted for Middle School and High School students in the grade tab of your Skyward account midway through each quarter. When Middle School and High School families check Skyward for grades each week as teachers update, this information will inform families of any problems or concerns in a subject area. Please refer to the school calendar for dates when grades and progress monitoring reports will be posted. Families and students are encouraged to contact teachers if there are any additional educational concerns with their child.

Procedures

1. All day student car riders are to be dropped off at Caskey (High School students) and KRC (Middle School students) no earlier than 7:30 am. Middle School and High School busses are assigned to either Caskey or KRC as assigned by the principal. Day students may be dropped off at Willard Hall after 7:55 am.

2. Residential students are brought to Brown Cafeteria with the residential advisor and the day staff will switch out with the residential advisors and then dismiss students to go to class.

3. Day student’s family must communicate any change in transportation plans for after school with the school department secretary or residential dean in writing via email or note before 7:50 am. Verbal messages will not be accepted.

4. Day students planning to spend the night or weekend with another day student must have written email or note from both parents with details of the changes (include date of change, bus number and names of students with parent signature). Verbal messages will not be accepted.

5. Weekend transportation changes for Friday/Sunday with residential students will need the weekend transportation change form filled out. The form may be obtained from the residential advisor or dean and must filled out and given back to the residential dean before Wednesday night by 10 pm for any Friday and/or Sunday transportation changes. Parents of the student inviting another student to ride home with them must contact their home district to check for local policy/rules with students from different district riding with the student.

6. Families must pick their child up in the Middle School/High School office for any appointment during the school day. They will be responsible to sign-in and/or sign-out their child. Please wait in the department lobby for your child.

7. Students who need to go to the Health Center during the school day must have a Health Center pass from the department secretary.

8. No over-the-counter or prescription drugs may be carried or kept by day or residential students. All such medication must be kept in the Health Center.

Grading Scale

Formula for calculating GPA of Weighted Courses

Rank in Class

Students who move into ISD are ranked along with the other students on the ranking system after they have attended this school for one semester. In the case of new seniors who need to have a rank for college application before the end of their first semester here, an estimated rank is given.

Honor Roll

Students who earn a 3.0 GPA are recognized quarterly as Honor Roll students. In addition, we also recognize students who receive no C’s, D’s, or F’s during the quarter and special recognition honors.

Graduation Requirements and Information

Academic Honors Diploma

The Academic Honors Diploma is a special high school diploma offered by the State of Indiana. This diploma is the highest level of academic recognition given by the State of Indiana to high school students.

To earn this diploma a student must:

1. Complete at least 47 high school credits. This is seven credits more than what is needed for a regular diploma and seven credits more than a Core 40 diploma. (One credit is equal to earning a passing grade for one semester).

2. Complete courses in the areas listed and approved by the Indiana Department of Education as qualifying for the Academic Honors Diploma. Check with your guidance counselor to make sure the classes you take are on this list of approved courses.

3. Pass the End of Course Assessment.

4. Meet any additional graduation requirements at your school.

Core 40 Diploma

Indiana's Core 40 is the academic foundation all students need to succeed in college, apprenticeship programs, and the workforce. By providing all Indiana students a balanced sequence of academically rigorous high school courses in the core subjects of English/language arts, mathematics, science and social studies; physical education/health and wellness; and electives including world languages, career/technical, and fine arts, the Core 40 requirement gives all our students the opportunity to compete with the best.

The student receiving a Core 40 Diploma has met Core 40 requirements and has earned a grade of C or above in each required class. Classes who enter in the fall of 2012 have the option of the following diplomas:

• General

• Core 40

• Core 40 with Academic Honors

• Core 40 with Technical Honors.

Graduating class of 2019-2022 will be required to:

• Meet course and credit requirements.

• Pass the Graduation Qualifying Exam (GQE)/qualify for a GQE waiver; or complete the Graduation Pathways.

General High School Diploma (Evidence-Based Waiver Process)

The completion of Core 40 becomes an Indiana graduation requirement.

To graduate with less than Core 40, the following formal opt-out process must be completed:

1. The student, the student’s family, and the student’s counselor (or another staff member who assists students in course selection) meets to discuss the student’s progress.

2. The student’s career and course plan are reviewed.

3. The student’s family determines whether the student will achieve greater educational benefits by completing the general curriculum or the Core 40 curriculum.

If the decision is made to opt-out of Core 40, the student is required to complete the course and credit requirements for a general diploma and the career/academic sequence the student will pursue is determined.

A student with a disability who does not pass the End of Course Assessment (ECA) may meet the graduation qualifying examination requirement as described in Indiana Code (law). This is often referred to as the “evidence-based waiver” process or the “alternate documentation” process and applies to students with disabilities who have met all graduation requirements except passing one or both parts of the ECA. A diploma earned in this way is an official Indiana high school diploma.

The Evidence-Based Waiver Process is as follows:

1. The family/adult student sends a signed waiver review request form to the principal.

2. Completes remediation opportunities provided to the student by the school to the extent required by the IEP.

3. Ninety-five percent (95%) attendance rate to the extent required by the IEP, with excused absences not counting against the student’s attendance.

4. Takes the graduation examination (ECAs) at least once school year.

5. At least a C or better (2.0 GPA or higher) average in credits required for graduation.

6. Satisfies all state and local graduation requirements.

7. Teacher signs off.

8. Agreement of the principal and the waiver committee.

ISTEP and Pathways Waiver Requirements:

Students in the class of 2023 (or any student in the class of 2020, 2021, or 2022, as requested) can graduate using the Graduation Pathways waiver described at this link. 

Certificate of Completion

Certification of Completion is awarded to students who are removed from the diploma pathway by a case conference committee to reflect that the student has completed the special education program as outlined in the student’s Individualized Educational Plan (IEP). Students on certification of completion track will follow requirements to complete applied units or a combination of applied units and credits, equaling a total of 40, with an emphasis on academics and employability skills.

Distinguished Graduates

The distinguished graduate program is a recognition given to the top 10 percent of the graduating class who score the highest Grade Point Average (GPA) that is at least above 3.0 and at least 90% attendance. The purpose is to recognize students who excel in academics, service, leadership, and extracurricular activities. The school administrators will decide which graduate(s), if any, will be given the honor of speaking at commencement.

Transition Programming

Transition Planning

Students entering 6th grade will begin discussing their future plans at the Annual Case Conference. Students entering 8th grade will be given a vocational assessment. This will assist the student in making successful career choices. The student will use this information to identify their strengths, preferences, interests and needs as they relate to future career planning. Students will have the opportunity to look at different areas such as work, education, living, personal and social environments.

Transition IEP

A student must have a transition IEP in place by the time he/she enters 8th grade or becomes fourteen (14) years of age. The transition IEP contains present levels of academic achievement and functional performance as well as postsecondary goals. The IEP will establish measurable goals that will reasonably enable the student to meet the post-secondary goals, related to training, education, employment, and where appropriate, independent living skills. Documentation regarding whether the student will pursue a high school diploma or certificate of completion will be noted in the transition IEP.

Attendance

The Indiana School for the Deaf (ISD) is committed to an attendance policy that promotes an appreciation among students of the need to attend school regularly and punctually in order to successfully develop social, emotional, and academic skills. The state of Indiana, as expressed by the Compulsory Attendance Statute (IC 20-8.1-3), has established responsible attendance habits as a priority for Indiana students. Any child over the age of seven (7) is bound by the requirements of the Compulsory Attendance Statute. Families need to support the school by having their child/ren arrive to school on time.

Reporting Absences

Families are expected to notify the High School secretary (317-493-0614) or Middle School secretary (317-493-0617) of their child’s absence on the same day as the absence before school starts at 7:50 am. Please state the reason for the absence. If the secretary is not notified and then the absence will be considered unexcused. According to the state law IC 20-33-2-18, if a child does not attend school due to an illness, surgery, mental or physical incapacity, a certificate signed by a doctor is required by the school.

Excused Absences

The following types of absences are generally recognized as excused, subject to requirements set forth in IC 20-33-2:

• Documented illness or emergency

• Health care and social services appointments

• Pages in Indiana General Assembly

• Death in the immediate family

• Religious instruction commitments

• Subpoena as a witness in a judicial proceeding

• Participation in Election Day activities

• Detention in Juvenile or Criminal Justice System

• College visits

• Family obligation

If a student is absent because of illness or emergency, the family must contact the school the morning of the day the student is absent. In those cases where a student is absent for five (5) or more consecutive days as a result of illness or injury, a doctor’s statement shall be required as a condition of classifying the absence as excused.

The office will notify the family at the 8th excused absence that a student must bring the written verification from the doctor after the student reaches the 10th excused absence in a year. If no written verification is brought to the office, the absence will be documented as unexcused.

A pattern of excused absences may be an indication that the student’s attendance is not in alignment with the school policy and may be treated as unexcused if there is doubt to the legitimacy of the excuses and the principal makes a determination that the absences are unexcused after an investigation by the principal. In such case, the student’s family/guardians shall be given notice of the principal’s determination and afforded an opportunity to contest that determination.

If your child has more than 10 days of excused absences, the 11thabsence will require a doctor’s note to be considered excused If we do not receive a valid note explaining of the child’s absence it will be marked unexcused.

Unexcused Absences

With the exception of absences resulting from suspension, all absences other than those listed above generally shall be classified as unexcused unless extenuating circumstances, as determined by the principal, warrant that the absence be classified as excused. The child’s family will be contacted by the department secretary to identify the reason for absences each time we are not contacted with a reason.

The following procedures will be implemented to help ensure student attendance:

1. When a student has had three (3) unexcused absences      in a school year, a letter will be mailed home from the attendance compliance      officer.

2. When a student has had five (5) unexcused absences      in a school year, the student is identified as a Chronic Truant and the      student’s attendance records will be flagged as (CT).  Students who      miss up to five (5) unexcused days within a school year will have their      family contacted by the homeroom teacher to discuss a plan to address the      absences.

3. The homeroom teacher will also contact the student’s      family after the student      has missed six (6) unexcused days to set up a meeting that includes ISD      staff, the family and student to discuss a plan to address the absences.

4. If the student reaches the 7th unexcused      absence, the attendance officer will contact the family and place student      in Friday after school detention or Monday evening detention. The attendance officer will also      continue to work with the student, the family, and the homeroom teacher to      correct the attendance problem. The Local Education Agency (LEA) for your      child’s home district will be notified from the 7th -10th unexcused      absence. Families will be notified that at 10 unexcused absences, it is      reported to Child Protection Service (CPS).

5. Student      unexcused absences must not exceed 7 days in any one class per      semester.  On the eighth (8th) day, the student will      receive a grade of WF (withdraw/failure) with no credit given for that      class. In addition, the student will be removed from the class and      placed in study hall for the remainder of the semester. The attendance      officer will also continue to work with the student, the family, and the      homeroom teacher to correct the attendance problem. The Local Education      Agency (LEA) for your child’s home district will be notified from the 7th      -10th unexcused absence. Families will be notified that at 10 unexcused      absences, is reported to Child Protection Service (CPS).

6. The attendance officer will contact the student’s      family after the student has missed nine (9) unexcused days.  The      school counselor will work with the child’s family to revise a plan to      help the attendance, identifying barriers to the child’s attendance and      additional strategies to remove the obstacles.  Families will be      notified that at 10 unexcused absences, it is reported to Child Protection      Service (CPS).

7. When      a student has had ten (10) unexcused absences in a school year, the      student is identified as a Habitual Truant and the student’s attendance      records will be flagged (HT). If a student is enrolled in the Middle      School or High School and is under the age of eighteen (18), the school      will refer to truancy court for a violation of IC 20-33-2-27 (compulsory      school attendance). Students who are determined to be in violation of      IC 20-33-2 may be placed on      probation by court and will be monitored more closely by the attendance      officer. If a student violates the terms of probation, the student will be      referred to court for additional action. ISD will report the attendance      violation to the Child Protection Service (CPS).

8. For any one currently in high      school, the course audit will be applied upon the student; should they      miss at least 10 excused and/or unexcused school days. Please refer to the      section titled Course Audit under the high school guidelines.

Make-Up Work for Excused Absences

It is the student’s responsibility to arrange make-up work with the teacher. For each day of an absence, the student has one (1) day in which to complete the make-up work. (Example: A student has three days to complete make-up work for a three-day absence.) Teachers will announce exams at least two days in advance. Therefore, if a student is absent the day before the exam and returns the day of the exam, the student will take the exam. Students will not be able to take their exams early. They may take the test after they return from their excused absence.

Unexcused Absences

Any absence from school or class not included as an excused absence is considered an unexcused absence. “Unexcused Absence” means an absence from school that is not authorized by the local school administrator.

Consequences for Unexcused Absence

Students are expected to contact the teacher to arrange make up missed work. Teachers have the option to allow make up work or not for unexcused absences. Make up work which includes late work, quizzes, projects, daily assignments, etc. will be graded in a fair and reasonable manner in accordance with the teacher's classroom rules. Such consequences will be communicated by the teacher in writing to students in each class at the beginning of each semester. Unexcused absences may also warrant other disciplinary action, such as detention, suspension, or expulsion, and may result in action taken under the compulsory school attendance laws (IC 20-33-2).

Activity Participation after Absence

A student may not participate in extracurricular activities, practices, employment, or after-school functions unless they arrive by 11:00 am. Students absent all day, due to illness, may not attend any extracurricular activity that day. If extenuating school or family circumstances result in a student’s failure to be present the required completed periods, an exception can be made. Reasons may include: ISD approved college visit, ISD field trips, medical emergency, or funeral.

Tardy to Class

Teachers will keep a record of tardiness to their class. The third tardy to a class will result in serving detention during lunch in the Student Responsibility Center. If the student is late to the homeroom period, they will need to report to the department secretary for a pass, if the tardy is excused, this will remove them from the absence list.

Truancy

This refers to situations where the student is somewhere on campus without authorization, does not attend class as expected, leaves the school without authorization, or willfully fails to attend school with or without families’ knowledge. Habitual truancy as defined in IC 20-332-11 states a child who is designated as a habitual truant, which must, at a minimum, define the term as a student who is chronically absent, by having unexcused absences from school more than ten (10) days of school in one (1) school year.

Friday evening/Monday night detention in the Student Responsibility Center (SRC) room:

When a student reaches a maximum of 3 detentions in a semester, the 4thdetention will result in a Friday evening/Monday night detention (Friday evening for day students/Monday night for residential students).

Students will serve a 3-hour detention from 2:15 pm to 5:15 pm on Friday evening / 6:00 pm to 9:00 pm on Monday night. It will be the families’ responsibility to arrange transportation for their child from Friday evening detention.