Draft%20of%202190P%20High%20Capable%20Services.pdf

Parent document: Regular Board Meeting-02-12-2024.pdf

Text

- Public Schools

Book Board Policy

Section 2000 - Instruction

Title Draft of Highly Capable Services

Code 2190P

Status

Adopted April 1, 2008

Last Revised December 6, 2023

Prior Revised Dates 01.12; 01.14; 12.27.2018; 09.22.2021; 11.03.2022; 11.13.2023;

HIGHLY CAPABLE SERVICES
The following procedures will be used to refer, assess and determine eligibility for Highly Capable services.

Referral

The district will conduct universal screenings to find students who may qualify for potential highly capable

services placement. Referrals must be available for all grade levels not being universally screened, and may be submitted
by teachers, other staff, parents, students, and members of the community.

Screening

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

Assessment
The district will screen each referred student to identify students who qualify for further assessment.

Prior to conducting the Cognitive Abilities Test (cogAT), the district will obtain written or electronic parental permission.

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

The district will assess students identified for further testing through the screening process using multiple objective criteria.
The district must base the assessment process upon reviewing each referred student's capability as shown by multiple
criteria, from a wide variety of sources and data, intended to reveal each referred student's unique needs and capabilities.
The assessment criterion consists of both qualitative and quantitative (district may select one or both) instruments and may
include: Dibels, WAkids, i.Ready, SBA, Common Formative Assessments, , and the cogAT. Students may be tested with the
cogAT once within a calendar year.

The district must have identification procedures for their Highly Capable Services that are clearly stated and implemented
by the district using the following criteria:
a. Districts must use multiple objective criteria to identify students who are arrengthe-mesthighheapabledetermined
to need services. Multiple pathways for qualifications must be available and no single measure may disqualify a
student from identification;

b. The district must base Highly Capable Services eligibility decisions on consideration of criteria benchmarked on local
norms, but the district will not use local norms as a more restrictive criterion than national norms at the same


percentile.

c. The district will not use subjective measures, such as teacher recommendations or report card grades, to screen out
a student from assessment or to disqualify a student from identification. However, the district may use these data
points alongside other criteria during selection to support identification; and

d. To the extent practicable, the district must give screening and assessments in the native language of the student. If
native language screening and assessments are not available, the district must use a nonverbal screening and
assessment.

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 school the student
attends. On a case-by-case basis and with the consent of the parent or guardian, the district may offer student
screenings or additional assessment opportunities during the summer, outside of school hours, or at an
alternative site.

Eligibility for Services

A multi-disciplinary eligibility committee composed of a district administrator, psychologist, or other individuals who can
interpret cognitive and achievement test results, and a teacher will review data that has been collected for each of the
referred students. The multi-disciplinary eligibility committee is composed of: a special teacher (however, if a special
teacher is not available, a classroom teacher shall be appointed); a psychologist or other qualified practitioner with the
training to interpret cognitive and achievement test results; a certificated coordinator or administrator with responsibility for
the supervision of the district’s Highly Capable Services; and additional professionals, if any, that the district deems
desirable.

The multi-disciplinary eligibility committee will evaluate the results of the universal screening, any further
individual student assessment, and any available district data and make the selection decision based on:
1. A preponderance of evidence from the profile data demonstrating that a student-+s-ameng+the-mest highly
eapabte would benefit from accelerated learning; and

2. Evidence of clear need for Highly Capable Services.s-ard

A single assessment score or indicator will not prevent a student's eligibility for the Highly Capable Services; however,
individual pieces of evidence, if strong enough, can indicate that the student would benefit from services. If properly
validated tests are not available, the professional judgment of the qualified district personnel shall determine the eligibility
of the student based upon evidence of cognitive ability and/or academic achievement.

The district will:

A. Notify parents of the student’s eligibility for Highly Capable Services. Parents will receive a full explanation of the
procedures for identification, an explanation of the appeal process, an explanation of the procedures to exit a
student from the program, the information on the district’s program and the options that are available to identified
students;

B. Obtain parental permission to place identified students before any special services are provided to the student;

Program Design: A Continuum of Services

The district will make a variety of appropriate program services available to students who are eligible for services. Once
services are started, the district will provide a continuum of services to identify students in grades K-12. The district will
keep on file a description of the educational programs provided for identified students. The district reviews services yearly
for each student to ensure that the services are appropriate.

Highly Capable Services Goals:
The goals of the program are to provide students with daily opportunities to:
e Maximize their rate of learning and levels of achievement through research-based differentiation;

e Expand their intellectual ability in an environment that emphasizes critical thinking and problem-solving skills;

e Develop intellectual curiosity, self-directed learning, and communication skills through independent research
investigation;

e Develop creative productivity through the purposeful design of products intended to have an impact on one or more
target audiences;


e Develop and maintain a positive attitude toward school and learning and self and others.

Learner Outcomes:
Students receiving Highly Capable Services will:
e Demonstrate growth commensurate with their aptitude during the school year;

e Demonstrate use of higher-level thinking and problem-solving skills;

e Use an inquiry process to conduct independent research investigations;

e Use appropriate written, spoken, and media tools to construct and convey new learning through inquiry;
e Learn and use techniques that help in the search for innovative solutions;

e Recognize their strengths, needs, and individuality. They will develop skills to achieve their potential while making
meaningful contributions to their classroom, school, and the larger community.

The district will offer students receiving highly capable services the following service options:

K-2 Monitoring Cluster Services
K-2 teachers use small group instruction and activities tailored to students’ unique needs to provide learning opportunities
appropriate for their academic skill levels. K-2 students will be grouped in cluster classrooms.

Cluster Classroom, Grades 3-5

In this placement, eligible students are served in their home schools through cluster classrooms in which a group of other
highly capable students is placed together. Their classroom teachers use a variety of methods to provide continuous
learning progress, challenge, and enrichment. Examples include, but are not limited to special projects, critical thinking and
problem-solving, and small group instruction.

Self-Contained Classroom, Grades 3-5

Self-contained classrooms serve eligible students in grades three through five. In this placement, Washington
State’s standards-based curriculum has been modified to provide in-depth learning experiences through the use
of advanced math and language arts instruction, problem and project-based learning, simulations, Socratic
Seminars, technology integration, and challenge in all areas of the curriculum. Services in a self-contained setting
are based on student needs and available space. Services in the self-contained setting are not guaranteed. A
student receiving highly capable services in a self-contained setting one year may receive highly capable services
in a cluster setting another year.

Advanced Classes, Grade 6
Oak Harbor Intermediate School provides advanced-level classes for academic areas in reading and/or math for 6th-grade
students.

Advanced Classes, Grades 7-8
North Whidbey Middles School provides advanced-level classes through accelerated math classes, Honors English Language
Arts, and/or Honors Social Studies.

Advanced Classes, Grades 9-12

Highly Capable students in grades 9 through 12 may self-select advanced courses from Honors and Pre AP Courses,
Advanced Placement Courses, College in High School through Central Washington University, or Career Tech Education
courses. Procedures for placement in these classes are outlined in Policy 2195 Academic Acceleration.

Process for Appeal

Parents/legal guardians have the right to appeal the Multi-Disciplinary Eligibility Committee’s decision. If your child was
ineligible for Highly Capable Program services, you may appeal the eligibility decision, but not the placement decision.
Individuals appealing the eligibility committee’s decision must submit a completed appeals form or letter requesting a
review of the eligibility decision. The written 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 Department of Teaching and Learning, 350 S. Oak
Harbor Street, Oak Harbor, WA 98277 within one month of receiving your child’s letter of eligibility for Highly Capable
Program services. The district’s multi-disciplinary eligibility committee will review the student’s file, assessment profile data,
and additional evidence provided in the request for appeal.

The decision of the Multi-Disciplinary Eligibility Committee may include:
e Reversing the decision of the Multi-Disciplinary Eligibility Committee;


e Upholding the original decision of the Multi-Disciplinary Eligibility Committee;

The appeals eligibility committee will decide within one month after receiving a written request for reconsideration and
notify the parent/legal guardian of the decision in writing. The decision of the committee is final.

Exit Process

Students identified for Highly Capable Services receive ongoing support across a K-12 continuum of services. Student
progress is monitored throughout the school year using classroom, district, and state assessments. These tools monitor
growth that highly capable students are making appropriate for their skills and abilities. If a child is struggling in Highly
Capable Services, a meeting will take place to determine if Highly Capable Services are meeting the child's needs.

Change in Service

After reviewing assessment data, if a student placed in a self-contained classroom or cluster class has not demonstrated
grade level or beyond performance, the student may have a change of service. Before the service change or possible exit of
service, the following procedure must occur.

Procedure

1. Parents are notified of concerns. The family and child meet with the teacher, building administrator, and Highly
Capable Program coordinator to form an intervention plan. The group determines an intervention period and a data
collection protocol.

2. If concerns continue through the end of the intervention period, a parent conference will be scheduled to
determine if Highly Capable Services are meeting the child's needs or if accommodations should be made
to the services.

3. After consultation with the parent, teacher, building administrator, and the student, a decision will be made
regarding services. This may include exiting the student from services.

4. A decision to have the student re-enter Highly Capable Services at a future time will include the data from
the exit procedure. If adequate information indicates that the student is demonstrating a need for Highly
Capable Services, the original data shall not preclude re-entry. It may be necessary for the student to
retest.

5. Request for Exit - If a parent requests explicitly to have their child exited from the Highly Capable Services,
that request will be honored, and the child will be placed in an alternate educational setting.

A parent/legal guardian may request to withdraw the student from the program or a student may voluntarily withdraw from
the program. A meeting will be convened by the Highly Capable Program Coordinator/Director to discuss the request. If the
parent/legal guardian desires to withdraw the student from the program, the district will exit the student from the program.
The multi-disciplinary eligibility committee will determine if identification procedures are necessary for students wishing to
reenter the program in the future.

Reporting
The superintendent or designee will provide an end-of-the-year report, if required, to the Office of Superintendent of Public
Instruction (OSPI).