On Friday, May 25, 869 students graduated from Penn High School in Commencement Ceremonies at Purcell Pavilion on the University of Notre Dame campus. Click to view the Class of 2018 Commencement photo gallery .

Penn’s Class of 2018 features 17 Valedictorians: Nicholas Casetti, Madeline Cullison, Margaret Finnessy, Kendra Fuelling, Kristine Hocker, Morgan Jankowski, Fezaan Kazi, Veronica Kirgios, Sybil Kurian, Kendra Laidig, Erin Ludwig, Bryan Mai, Christopher Mazurek, Matthew Rach, Maheera Siddique, Mackenzie Wood and Renee Yaseen. Click to read more about these students and see where they’ll be attending college/university. The Valedictorians have an average GPA of 4.4 on a scale of 4.0!

Lauren Frank and David Li earned Salutatorian status. The average GPA of the salutatorians is 4.3! Click to read more about this year’s Salutatorians.

This year’s class also has six National Merit Scholarship Finalists: Nicholas Casetti, Margaret Finnessy, Kristine Hocker, Shane Hullinger, Kendra Laidig, and Renee Yaseen. 

Nicholas Casetti also earned Indiana Academic All-State Honors.

Of the 869 member graduating class:

• 304 are graduating with High Honors
• 446 – Academic Honors
• 105 – Technical Honors
   

Another highlight of this year’s graduating class is that it includes 82 students of the first cohort of the Early College Academy. The Academy was started four years ago to offer students, who wouldn’t otherwise have the opportunity to attend college, to earn dual college credit in the supportive environment of Penn High School. These students have been taking classes at Penn and also earning college credit through courses at Ivy Tech Community College.

• 37 earned Associate of General Studies degrees
• 31 earned Technical Certificates (earning between 32-62 credits, the equivalent of one year of college or more)
• 14 earned at least 15 college credits

To date, members of this year’s graduating class continuing their academic career in higher education have received just over $8 million in scholarships!

Many students will be attending in-state colleges and universities:

• Purdue University – 86
• Indiana University South Bend – 84
• Indiana University Bloomington – 65
• Indiana University – Purdue University Indianapolis– 38
• Ball State University – 25
• Butler University – 11
• University of Notre Dame – 6
• University of Indianapolis – 4

A few Kingsmen will also be venturing a little farther from home attending across the country, for example: Oregon State University, University of Southern California, University of Utah, University of Colorado Boulder, University of Mississippi, Florida State University, University of North Carolina at Chapel Hill, and Massachusetts Institute of Technology.

We take pride in providing a wide array of academics and career learning opportunities to appeal to a wide base of student interests supporting our students for college and career readiness.

Fourteen students have enlisted in the military and armed services to honorably serve our country.

Several members of the Class of 2018 will also pursuing Electrician School, Apprenticeship for Photography, Apprenticeship for Carpentry, and finishing Cosmetology Programs.

Click to read more about the Penn’s Class of 2018 and the Student Awards handed out at Senior Recognition Night held last week (Tuesday, May 15, 2018). 

Click to watch Class of 2018 Excellence Happens Here student profiles on Penn-Harris-Madison’s YouTube channel.

Article written by Melinda O’Malley, Director of P-H-M DVT & Planetarium

On the morning of Wednesday, January 31st, Michiana and all of North America will see its first Super Blue Blood Moon in more than 150 years!

P-H-M families will want to rise early and try to find a nice open viewing area to see as much of  this beautiful “lunar trifecta” as possible. On the morning of Jan. 31^st, the moon will be low on the western horizon–opposite the rising sun when the eclipse begins. Around 5:51 a.m., the left side of the moon will begin to take on a slightly pink color as it moves into the outer edge, the penumbra, of the Earth’s shadow. The moon will continue to move deeper into the Earth’s shadow as it slowly sets.  By 6:48 a.m., viewers in our area will begin to see the Moon’s color changing to a deep red as the Moon moves into the center, the umbra, of the Earth’s shadow. 

Now here’s an explanation of the Super Blue Blood Moon Eclipse is why it is so special …

A supermoon is when a full moon occurs during perigee, its closest distance to Earth within its orbit. This makes the moon appear bigger and brighter than normal.

A “blue” moon, despite the name, actually has nothing to do with the color. Instead, it signifies the second full moon within a single calendar month. The expression “once in a Blue Moon” implies something rare. Blue Moons typically happen every two to three years, but double Blue Moons only happen three to five times per century and 2018 we will experience double Blue Moons in January and March! 

Finally, a Blood Moon is often the name given to a total lunar eclipse because the moon appears a reddish color when it enters the Earth’s shadow. The red coloration is caused by sunlight that is refracted, or bent, as it passes through the earth’s atmosphere.

Just as the entire lunar surface is bathed in a “blood red” tint totality begins and the Moon will start to disappear below the horizon. So, make sure to wake up early to beat the rising sun and witness a once in a lifetime “lunar trifecta!”

Bringing the world to students and students to the world!

Penn-Harris-Madison believes there is immense value in enhancing students’ understanding and comprehension of globalization and history through experiential learning opportunities. Annually, we offer one week trips at the end of the school year to Washington, D.C. for 8^th graders. Every other Spring Break we offer one week immersion trips to China through our cultural exchange program with Lishan school district in Anshan, China. Qualified middle school students also have the opportunity to travel to Europe every other summer visiting historical sites during our curriculum based trip. All of these travel opportunities are open to students from all three of our middle schools (Discovery, Grissom and Schmucker).

The safety of our students and staff is the number one priority for P-H-M, that is what we partner with the EF Educational Tours for our China and European trips. As our trusted educational partner, P-H-M has conducted numerous tours with EF. The company has more than 50 years of experience providing a 24/7 Tour Director who is able to connect with a local EF office present in 53 countries around the world.

Europe Summer 2018 Trip

The 10-day-trip trip planned for the summer of 2018 is scheduled to depart June 25 and return July 4, 2018. Students will visit historic sites in Germany, Italy & Switzerland. This trip will provide an opportunity for students to take the knowledge and standards they gain in the classroom and connect it to the real world. The trip is designed to align with the Social Studies sixth, seventh and eighth grade standards that focused on western civilization, world religions, exploration, scientific revolution and the enlightenment periods. World War II and the Holocaust will also be studied when the children are in Germany.​ Click here to see the full travel itinerary.

The safety of our students and staff is the number one priority for P-H-M, that is what we partner with the EF Educational Tours for our China and European trips. As our trusted educational partner, P-H-M has conducted numerous tours with EF. The company has more than 50 years of experience providing a 24/7 Tour Director who is able to connect with a local EF office present in 53 countries around the world.

Trip enrollment is going on right now! If you are interested in having your child participate, please email Mr. Kevin McMillen or Mrs. Sheryl Harper for details. Students must be in good discipline standing.

If you missed the previous parent meetings, you can get more trip details by viewing the Google Slide show by clicking here.

China Spring 2019 Trip

One of the many educational value adds that Penn-Harris-Madison students have a chance to encounter are travel abroad experiential learning opportunities. Every other spring break, students from all three middle schools (Discovery, Grissom and Schmucker) are given the amazing chance to travel to China. P-H-M Discovery Middle School Principal Sheryll Harper established the exchange program with Lishan school district in Anshan, China in 2008, trips began in 2009.  The next trip is planned for March 27 – April 4, 2019.

The curriculum based immersion trip engrosses the students in Chinese culture during the one week plus trip. The curriculum was developed by P-H-M educators and meets Indiana state Social Studies educational standards. It is well timed and coordinates to when the middle school students are studying ancient and modern day China in their Social Studies classes. 

And for the first time ever, the P-H-M Education Foundation is making available two (2), $2,500 travel grants enabling two (2) qualified current P-H-M 6th and 7th grade students for participation in the Spring 2019 Middle School China Immersion Trip. Please click here to download a pdf copy of the grant description, criteria, application process and acceptance of terms. Applications are being accepted now!

If you are interested in having your child participate, please email Mr. James Howard or Mrs. Sheryl Harper for details. Students must be in good discipline standing.

Enrollment for this trip will open soon. Stay tuned for more information about upcoming parent and student information meetings.

Washington, DC 8^th Grade Trip Spring 2018

Each year 8th graders from all three middle schools travel to Washington, D.C. and Gettysburg, Pennsylvania at the end of May for a week long national history field trip!  Our students tour the nation’s capital by boot, bus, and boat, taking in monuments and museums. If that isn’t enough, students charge the battlefields of Gettysburg before we make our way home.  This is an incredible opportunity for our students and is a memory-making experience to conclude their study of U.S. history.

Each school handles the trip as a school field trip, so please visit the Discovery, Grissom and Schmucker websites individually to view more detailed information about each school’s specific trip. 

Summer instruction is provided for elementary, middle and high school students who need additional time and extra support mastering grade level skills.

Based on teacher recommendations, parent requests, test results and evidence of need, principals will issue invitations in the spring for certain students to attend one or more sessions of P-H-M’s summer school program.  

Instruction is very focused, and may cover only math or only reading, depending on the student’s needs.  The approach is remedial, prescriptive, and highly supportive.  Bus transportation and food service are provided as part of summer school. 

Penn High School’s summer program is credit-based, meaning students undertake and complete actual courses for credit, some in the classroom and some online.  Students who wish to include summer classes in their schedule should see their counselor. 

Information about P-H-M’s summer instructional programs are mailed to families who students participate in the program. Dates, times and locations are posted on the website in the spring.

Homebound instruction provides continuity of educational services between the classroom and the home for students whose medical needs, both physical and psychiatric, prohibit school attendance. 

Additionally, homebound instruction may be used to supplement the classroom program for health-impaired children whose conditions may interfere with consistent attendance or children with disabilities that prevent regular school attendance. 

Homebound instruction is intended to be temporary. The “temporary” requirement is based on the premise that instruction should take place in the school setting to the fullest extent possible. 

Who is eligible for homebound instruction?

The Penn-Harris-Madison School Corporation, per Board Policy #2412 and in accordance with Indiana Code 20-26-3, will provide individual instruction to students of legal school age who are not able to attend classes because of accident, illness, or disability. 

A student is eligible to receive homebound instruction if:
•    The student is expected to miss 20 consecutive days of school, or
•    A total of 20 days over a period of one year, or
•    Any number of days of homebound care or hospital care necessary to complete the school year
 

Continuity of educational services for the student is the goal of homebound instruction. 

How does homebound instruction work?

•    The homebound instructor is a licensed teacher who acts as a bridge between home and school. 
•    If services are provided in the home, the parent/guardian must be present. Services may be provided at an alternate location per agreement between the parent and the homebound teacher. 
•    Laboratory and activity-based classes like physical education and choir are not available through homebound services. 
•    Five hours of instruction per week is the maximum available to a homebound student.  
•    The homebound teacher will keep a log of all tutoring hours and materials taught. 
•    When the student returns to school the homebound teacher will prepare a report summarizing the student’s academic progress and submit it to the principal or guidance counselor. 

How do I arrange for homebound services for my child?

Documentation of a disabling condition must be done by a physician licensed to practice in the State of Indiana.

The physician must:
•    Certify the nature of the medical disability, and
•    State the probable duration of the confinement, and 
•    Certify the student’s ability to participate in an educational program

The parent starts the application process by filling out the Request Physician Form or request a printed copy from your school principal or your student’s guidance counselor. This form must be presented to the student’s physician who should complete and sign it, and then returned to the school or the parent. 

In addition, the parent must read, sign, and return the Homebound Requirements and Parental Agreement. The information on this page makes clear how important parental support is to a child’s successful homebound experience.

Both forms must be on file at the school before a homebound instructor can be scheduled. 

How long can my child receive homebound instruction?

The goal of homebound instruction is to facilitate the student’s return to the classroom setting as quickly as possible. 

Application for homebound services must be completed each year. Homebound services do not continue from one school year to the next without a new application form and physician-certified statement of need. 

Questions? 

Contact Heather Short, Asst. Superintendent for Instruction
Office 574-258-9588 ♦ hshort@phm.k12.in.us

Penn-Harris-Madison School Corporation
55900 Bittersweet Road, Mishawaka IN 46545
Receptionist 574-258-7941 ♦ Fax 574-258-9547

Early Learning Academy is offered at these three locations:

• Northpoint Elementary *New site for the 2025-2026 school year
  • Address: 50800 Cherry Rd, Granger
  • Main Office: (574) 271-8598
  • Click here to Register for Northpoint
• Mary Frank Elementary
  • ​Address:  13111 Adams Road, Granger
  • Main Office: (574) 272-0340
  • Teacher:  Tonya Rhodes trhodes@phm.k12.in.us
  • Click Here to Register for Mary Frank

• Horizon Elementary
  • Address:  10060 Brummitt Road, Granger
  • Main Office:  (574) 679-9788
  • Teacher:  Lisa Langfeldt llangfeldt@phm.k12.in.us
  • Click Here to Register for Horizon

Additional Information: 

The non-refundable registration fee of $60 is due before your child is officially registered into the Early Learning Academy.  The fee can be dropped off at the school office between 8:00 a.m. and 2:30 p.m.

In addition to submitting the online registration form (linked at the bottom of the page), you will need to provide a copy of the child’s birth certificate, immunization records, and two proofs of residency (mortgage/lease/rental statement and a current utility bill). Instructions on where to send these documents are found on the electronic registration form.  School front office staff will be happy to help you with any questions you may have.

Who is eligible to apply? 

Registration for the Northpoint, Horizon and Mary Frank Early Learning Academies are open now.

The child must be 4 years old on or before September 1, 2025 to attend during the 2025 – 2026 school year. There is no residency requirement. Youngsters who live in neighboring school districts are welcome to apply. Please note – when non-resident preschool children are of age to attend Kindergarten, parents/guardians must apply for a spot during the P-H-M non-resident application process.  Attending the Early Learning Academy does not qualify non-resident students to automatically attend a P-H-M school.

How many days a week does this program operate? 

The program operates 5 days a week, Monday through Friday.

What are the hours of operation? 

Both ELA locations at Mary Frank and Horizon operate from 8:00 a.m. – 2:30 p.m. , Monday through Friday. We follow the established P-H-M school calendar, including school closings and delays that may occur due to weather. 

• Click here for the school calendar

How much does it cost? 

In addition to the non-refundable registration fee of $60, the cost for the  2025 – 2026 school year is $35 a day.  Cost includes full-day programming, a daily lunch and a snack.

We do offer an option to pay fees online. Please click here for more details on how to pay Early Learning Academy fees online using e~Funds for Schools.

What is the curriculum for the program? 

Each location is served by a certified lead teacher, assisted by para-educators in the classroom setting. We use a research-based, early childhood program that builds strong foundations for school success focusing on each student’s social, emotional and cognitive learning through a variety of tools. Our preschoolers spend time in role-play which has shown to lead to higher measures of creativity and cognition. Students are exposed to learning through multiple intelligences including literacy, mathematics, socialization, music, physical education, and the arts. Through fun, creative activities, we scaffold students through multiple levels of learning. 

Watch this video highlighting how our professionally-staffed, full-time programs promote learning while encouraging creativity and problem solving. 

Are either transportation service or Kids Club available? 

We do not offer bus transportation to and from preschool. If it is necessary for your child to attend Kids Club (P-H-M’s child care services before and after school program), please indicate the need on the ELA application.

Click here to Register for Northpoint Early Learning Academy Registration Form for the 2025 – 2026 school year.

Click here for the Mary Frank Early Learning Academy Registration Form for the 2025 – 2026 school year.

Click here for the Horizon Early Learning Academy Registration Form for the 2025 – 2026 school year.

Our Parent Handbooks cover many details and are available here:

• Parent Handbooks

Alternative education provides options to students who are not successful in the traditional school setting. The Penn-Harris-Madison School Corporation offers the following alternative programs.

Pennway Alternative Program

The purpose of the Pennway Alternative Program is to provide each student with the resources and support necessary to successfully complete a program of studies that will lead to a high school diploma as well as obtain marketable work skills.

Pennway Alternative Day School offers a program for 11th and 12th grade students. This program connects to the corporation program at Penn High School. If students are employed or volunteer, they may be eligible for additional credits. Pennway Alternative also houses the Penn High School Independent Study program. This is for Penn High School students in grades 9-12 who need to retake a course for credit.

For more information, contact the Penn High School Guidance office at 574-258-9502.

Listed below is the Student Alternative Education Application and the Pennway Student Handbook:
2024-2025 Penn High School Student Handbook

Pennway Night School

The Penn-Harris-Madison School Corporation also offers a Pennway Night School program whose purpose is to provide coursework for a high school diploma. There is a comprehensive core curriculum of North Central Association and Indiana Department of Education-approved courses delivered through several software programs. Students are required to pass the Indiana End of Course Exams (ECA) in Language Arts 10 and Algebra 1 and take the Biology 1 ECA as a requirement of No Child Left Behind.

To qualify for the Pennway Night School you must be 18 years of age or older and need a high school diploma. Individuals who are currently enrolled in high school classes are not eligible to enroll as a full time night school student. Enrollment is quick and easy. You must be 18 years of age or older to enroll. A fee of $25 is required at the time of enrollment. You can register by appointment with Brad Boyd, Pennway Night School in the evenings Monday through Thursday (between the hours of 3:00 to 9:00 p.m.). Enrollees will need the following documents to enroll: government issued picture ID or birth certificate for proof of age. Only checks or money orders will be accepted. Penn-Harris-Madison reserves the right to determine appropriate academic placement for students.

Pennway Night School is located at 55985 Bittersweet Road across from Penn High School and north of the Paul H. Schmucker Middle School. For more information, contact the Guidance Office at Penn High School at (574) 258-9502 or Pennway Night School Director Brad Boyd by telephone at (574) 254-2895.

P-H-M’s English as a New Language (ENL) program serves all students whose first language is not English.

Upon enrollment in U.S. schools, all students complete a Home Language Survey to indicate the student’s native language.  If English is not the student’s native language, an English language assessment is completed. Indiana utilizes the WIDA Screener to determine the student’s English language fluency. If a student has obtained a fluent score (from a WIDA assessment of 5.0 or higher) from a previous school, it is helpful to present this at the time of registration. 

ENL services are provided in all P-H-M schools. An Individual Learning Plan (ILP) is developed for each “limited English proficient” (LEP) student.  This document outlines specific modifications appropriate for all classroom instruction and state testing accommodations. 

Elementary students are serviced by a licensed English language teacher and through small groups or individual in class assistance by an ENL aide. These services are presented according to the language level of the student in conjunction with Indiana Department of Education standards as well as WIDA’s English Language Development (ELD) Standards. Collaboration occurs between the mainstream teacher and EL staff to address areas of focus. 

Middle and high school students are enrolled in English Language Development (ELD) and/or Language Lab. Both courses provide opportunities to develop skills in listening, speaking, reading, and writing. WIDA’s English Language Development (ELD) Standards are also addressed.

Additional information can be found at the Indiana Department of Education’s website for English Learning and Migrant Education. 

CONTACT

• For district related questions, please contact the Director of Alternative Education and Special Projects, Robert Thompson, phone (574) 254-2857 extension 20617. Email him at rthompson@phm.k12.in.us 
• At the elementary level (grades K-5), please contact the Elementary EL Coordinator, Nicole Parker, phone (574) 259-2486, extension 53261. Email her at nparker@phm.k12.in.us​
• At the middle school level (grades 6-8), please contact the Middle School EL Coordinator, Rylee Jacobson, phone (574) 674-7375, extension 49245, Email her at rjacobson@phm.k12.in.us
• At the high school level (grades 9–12), please contact the High School EL Coordinator, Lauren Tarbet, phone (574) 258-9543, extension 20461. Email her at ltarbet@phm.k12.in.us

How We Identify High Ability Students

In Indiana, students can be identified as High Ability based on either achievement or aptitude. We are required to administer nationally normed tests to assess High Ability. We use the NWEA assessment and ILEARN checkpoints to measure achievement and the CogAT assessment to measure aptitude.

Selection committees use data and adopted criteria to identify High Ability students. Students only need to meet the cut-off score on either the aptitude or achievement measure. For grades K–2, the cut-off is the 99th percentile on either the NWEA or CogAT assessments. For grades 3–5, the cut-off is the 97th percentile on the CogAT aptitude test in either math or reading. Achievement for grades 3–5 is measured by the cumulative percentile average of the ILEARN Checkpoints, with separate cut-offs of the 97th percentile in math and reading.

Formal High Ability Identification Years

Because young students change and grow, we formally identify students with high abilities three times during their elementary experience: kindergarten, second grade, and fifth grade.
The following documents outline the process:

• Kindergarten high ability identification process
• Second grade high ability identification process
• Fifth grade high ability identification process

Informal High Ability Identification Years

Grades 1, 3, and 4 – These are informal years for High Ability identification. Students participate in achievement testing only if nominated by a teacher. Nominated 1st graders will take the NWEA test(s) in January. Nominated 3rd and 4th graders do not take additional tests; however, their ILEARN Checkpoint scores will be reviewed to determine if they meet the 97th percentile criteria in math and/or reading.

Testing Windows 2025-2026

• October: ILEARN Checkpoint 1 (Grades 3-5)
• November: CogAT (Grades K, 2, and 5)
• December: ILEARN Checkpoint 2 (Grades 3-5)
• January: NWEA (select students in Grades K and 2)
• February: ILEARN Checkpoint 3 (Grades 3-5)

Test Results

Beginning in late April, parents may request test reports/results by emailing your child’s building principal. Please include the child’s first name, last name, grade and school in the email.

Parent Letters

Letters for newly identified students will be sent during the week of April 27th. A small number of students will be tested after spring break. If any of these students qualify for High Ability, their parents will be notified by the end of May.

Appeals – Grades 2 and 5 only

Parents may request an appeal form by emailing their child’s building principal. Appeal forms should only be submitted if a student narrowly missed the required score and there is additional evidence that the student demonstrates characteristics of a High Ability learner. Appeals are due by May 8th; late submissions will not be accepted.

Identifying students who are new to the Corporation  

Please send recent achievement and aptitude test reports to your child’s school to ensure accurate placement. Principals are responsible for all student decisions and have final discretion in these matters. Only actively enrolled students are assessed for High Ability during the testing window each year.

If your child was identified as High Ability or gifted and talented in a different school corporation, please provide recent nationally normed test reports to your child’s principal. The High Ability/gifted and talented designation will continue only if the percentile scores meet our cut-off criteria using the same measures as noted in our identification process.

Placement of high ability students in elementary schools

High Ability Cluster Grouping Model with a Mixed Ability Class

Definition:  All High Ability students are grouped together in one classroom per grade, where subjects are differentiated. In some schools, cluster groups may be formed across two or more classes if the number of identified students is high.

Note: Our corporation does not have one specific way to manage High Ability cluster groups. Each school and teacher uses strategies that fit the number of identified students, their learning preferences, and the teacher’s instructional approach. Please contact your child’s principal if you have specific programming questions.

How We Serve High Ability Students in Elementary Grades

Language Arts

Writing

Writing instruction occurs both with the whole class and in small groups. It naturally differentiates according to each student’s individual strengths and needs with every writing assignment. 

Reading

MyView, Fundations, Heggerty, and the reading curriculum maps provide the framework for instruction. All grade-level standards and skills outlined in the curriculum maps should be taught or reviewed based on each student’s experience. This can be done with the whole class or in small groups. Instruction integrates principles from the science of reading to support effective literacy development.

Practice will be differentiated for students who have demonstrated mastery of on-grade-level standards. Differentiated practice is based on our approved curriculum. Below you will find resources that teachers may use to support differentiation.

Question Stems – These are higher-level questions aligned with the reading standards that can be used with texts at a student’s instructional level. They are suitable for small group discussions or individual assignments. Texts may come from MyView, building library collections, or other approved resources.

Off-Grade Level Magazines – Teachers have subscriptions to off-grade-level magazines for their identified High Ability Language Arts students. These magazines offer many engaging thinking activities based on articles and stories at higher reading levels.

Other resources that may be used by High Ability Language Arts Teachers:

• Junior Great Books
• Novel Studies
• Other off grade level resources that are provided by the High Ability Coordinator

Math

Everyday Mathematics and the math curriculum maps provide the framework for instruction. All standards on the curriculum map should be taught and/or reviewed, either with the whole class or in small groups. The corporation expects High Ability students to master on-grade-level skills while being introduced to and practicing off-grade-level standards. Below is a list of resources provided to High Ability math teachers to support the instructional needs of our High Ability math students.

Unit DI Guides – Unit guides  provide guidance for differentiation. The first level references the on-grade level standards. The second level lists activities that are on grade level but at a higher DOK level. The third level lists off grade level standards that align to each on grade level standard. As High Ability students show mastery in on grade level standards, teachers use this guide to help them plan differentiated practice at a students’ instructional level.

Off grade level standard resources – Teachers are provided with additional resources that practice off grade level standards.

PHM High Ability Reports

• High Ability Final Report, 2022-23
• High Ability Final Report, 2023-2024
• High Ability Final Report, 2024-2025

Please contact your child’s principal for more information regarding High Ability programming.

Saturday Enrichment at Schmucker Middle School

During the 2025-2026 school year, we will offer a variety of Saturday Enrichment opportunities for our students. Invitations will include details about eligible grade levels and class offerings.

Fall 2025 Enrichment Dates: Saturdays, 8:00 – 11:00 a.m.

• November 8
• November 15
• November 22

Spring 2026 Enrichment Dates: Saturdays, 8:00 – 11:00 a.m.

• March 14
• March 21
• March 28

*Priority is given to students that were unable to attend Fall Saturday Enrichment.

Eligibility Requirements for participating in Saturday Enrichment (Grades 3-5)

Grade 3

• Scored in at least the 90th percentile on a second grade NWEA test or CogAT test
• Identified as High Ability

Grades 4 – 5

• Scored an above proficiency on the Spring 2025 Language Arts or Math ILEARN
• Identified as High Ability