Procedure 2190 - Highly Capable Programs

Definitions 

Highly capable students are those who perform or show potential for performing at significantly advanced academic levels when compared with others of their age, experiences, or environments. Outstanding abilities are seen within students’ general intellectual aptitudes, specific academic abilities, and/or creative productivities within a specific domain. These students are present not only in the general populace but are present within all protected classes. 

The term “learning characteristics” means that students who are highly capable may possess, but are not limited to, the following: 

1. Capacity to learn with unusual depth of understanding, to retain what has been learned, and to transfer learning to new situations; 
2. Capacity and willingness to deal with increasing levels of abstraction and complexity earlier than their chronological peers; 
3. Creative ability to make unusual connections among ideas and concepts; 
4. Ability to learn quickly in their area(s) of intellectual strength; and 
5. Capacity for intense concentration and/or focus. 

The district will employ the following procedures to find students who may qualify for potential placement in the highly capable program: 

Referral 

The district will conduct universal screenings at two elementary grade levels to find students who may qualify for potential highly capable program placement. Referrals for admission into the district’s highly capable program are permitted and accepted based on data or evidence from teachers, other staff, parents, students, and members of the community. Nominations will use the district’s nomination form. Hi-Cap forms are available at https://www.rsd.edu/departments/teaching-learning-curriculum/highly-capable-programs. 

Screening 

The district will select a grade level to implement universal screening procedures for each student. Universal screening must occur once in or before second grade, and again in or before leaving elementary. The purpose of universal screening is to include students who traditionally are not referred for highly capable programs and services. Students discovered during universal screening may need further assessment to determine whether the student is eligible for placement in a program for highly capable students. The district will consider at least two student data points during universal screening, which may include previously administered objective standardized, classroom-based performance, cognitive, or achievement assessments, or research-based behavior ratings scales. 

Assessment 

The district will obtain written or electronic parent/guardian permission prior to conducting additional assessments to determine eligibility for participation in its Highly Capable Program. 

District practices for identifying the most highly capable students must prioritize equitable identification of low-income students. 

Nominees identified for further testing through the screening process will be assessed using multiple objective criteria and will be assessed by qualified district personnel. The assessment process shall be based upon a review of each nominee’s capability as shown by multiple criteria, from a wide variety of sources and data, intended to reveal each nominee’s unique needs and capabilities. The assessment criterion consists of both qualitative and quantitative instruments and may include a standardized cognitive ability test and national, state, or district achievement tests. In addition to ability and achievement tests, the Washington English Language Proficiency Assessment is used to evaluate students with a first language other than English, to determine their ability for rapid language acquisition, which can be a characteristic of highly capable learners. The district must have identification procedures for their highly capable programs that are clearly stated and implemented by the district using the following criteria: 

The district will record test results in the student’s cumulative file. 

Any screenings or additional assessments will be conducted within the school day and at the student’s school. On a case-by-case basis and with the consent of the parent/guardian, the district may offer student screenings or additional assessment opportunities during the summer, outside of school hours, or at an alternative site. 

Selections 

A multi-disciplinary selection committee composed of a special teacher (if a special teacher is not available, a classroom teacher will be appointed), psychologist or other qualified practitioner with the training to interpret cognitive and academic assessment results; a certificated coordinator or administrator with responsibility for the supervision of the district’s highly capable program; and additional professionals, if any, that the district deems desirable will review data that has been collected for each of the nominated students and make the final selection for the most highly capable students in the program.

The multi-disciplinary selection team will evaluate the results of the universal screening, individual student assessment data as well as available district. The selection decision is based on the professional judgment of the team as to which students will benefit the most from inclusion into the district’s program. 

A single assessment score or indicator will not prevent a student’s selection for the highly capable program; however, individual pieces of evidence, if strong enough, can indicate that the student would benefit from these services. All tests and other evaluation materials used in the assessment shall have been validated for the specific purpose for which they are used and shall accurately reflect whatever facts the tests purport to measure. If properly validated tests are not available, the professional judgment of the qualified district personnel shall determine eligibility of the student based upon evidence of cognitive ability and/or academic achievement. This professional judgment shall be documented in writing. 

The district will notify parents/guardians of the students selected with a full explanation of the procedures for identification, an explanation of the process to exit a student from the program, the information on the district’s program, and the options that are available to identified students. Parent/guardian permission will be obtained to place identified students in the program before any special services and programs are provided to the student. 

Process for Appeal 

Parents/legal guardians have the right to appeal the multi-disciplinary selection committee’s decision. Individuals appealing the selection committee’s decision must submit a completed appeal form (F-2) or letter requesting review of selection/placement decision. Grounds for appeal include but are not limited to errors in scoring, testing bias against students who are members of a protected class, and special circumstances including unique, untestable characteristics evident in student performances or products. The written appeal request must include reasons for the appeal and, to support reconsideration, provide additional evidence of significantly advanced cognitive or academic levels and/or outstanding intellectual, academic, or creative abilities. 

The appeal request and supporting evidence must be submitted to the Superintendent or designee within ten school days of receiving the Committee’s decision. The Superintendent or designee will review the student’s file, assessment data, and additional evidence provided in the request for appeal. 

A decision will be made by the Superintendent or designee within ten school days after receipt of the written request for reconsideration. The parent/legal guardian will be notified of the decision in writing. The decision of the Superintendent or designee is final. 

Program Design 

The district will make a variety of appropriate program services available to students who participate in the program. Once services are started, a continuum of services will be provided to identified students in grades K-12. The district will keep on file a description of the educational programs provided for identified students. 

Children of a Military Family in Transition 

When a student, who is a child of a military family in transition, has been assessed or enrolled as highly capable by a sending school, the receiving school shall initially honor placement of the student into a like program or class. 

1. The receiving school shall determine whether the district’s program or the school’s class is a like program when compared to the sending school’s program or class; and 
2. The receiving school may conduct subsequent assessments to determine appropriate placement and continued enrollment in the program or class. 

Exit Process 

Upon the request of a teacher or highly capable program administrator, the district may initiate the exit process for students who no longer demonstrate a need for highly capable program services. The multi-disciplinary selection committee will convene a meeting and invite the parent/guardian to review the student’s profile to determine if the student qualifies for program services based on assessment data and selection criteria. The multi-disciplinary selection committee may request additional evidence of student capabilities. If the committee determines that the student no longer qualifies for highly capable program services, it may recommend that the student be exited from the program. The district will notify the parent/guardian in writing of the committee’s decision and the appeal process. 

Parents may request to remove their students from the program. A meeting will be held with the highly capable program coordinator/director and the parent/guardian to discuss the request. If the parent/guardian wishes to remove their student from the program, the district will exit the student from the program. The multi-disciplinary selection committee will determine if identification procedures are necessary for students wishing to reenter the program in the future. 

All placements in the program are provisional and may undergo periodic review including assessment data, test scores, etc. to ensure that each student is demonstrating consistent academic progress. Should the determination be made that a student is not demonstrating consistent academic progress; a conference to discuss alternatives will be scheduled with parents, teachers, and the certificated coordinator or administrator with responsibility for the supervision of the District’s highly capable program. This may result in a change of placement. 

Reporting 

Identified students will be given appropriate designations in the district’s student information system for end-of-the-year reporting activities. The superintendent or designee will make the required end-of-the-year report to the Office of Superintendent of Public Instruction (OSPI) that includes: 

• Number of students served by grade level K-12; 
• Student demographic information; 
• Data to determine if students who are highly capable met the goals set and if the programs provided met the academic needs of these students; 
• Number and content of professional development activities provided for special teachers and general education staff; and 
• Program evaluation data and, if needed, program changes that will be made based upon this information. 

Adoption: