Process for identifying students for Highly Capable:

 

Referral:

  • Students may be referred on an annual basis by families, teachers, staff or community members.
  • Students in grades 6-11 may self-refer.
  • Once a student is referred, both the school and family are contacted notifying them of the student’s participation in the process for identifying potential need for the continuum of services

 

Evidence Collected:

  • Three forms of evidence are compiled into a portfolio (aptitude scores, achievement scores and qualitative input from families and staff).

Student Data
APTITUDE (Natural Ability) ABILITY TEST
Nat’l Percentile, Standard Age
Cognitive Abilities Test (CogAT) 97th Percentile OR
top 3% of same age, experience
and environment
ACHIEVEMENT (Testing) STANDARDIZED
ACHIEVEMENT TEST
standard based on specific measures:
MAP, SBA, CBA…
QUALITATIVE (Descriptions)                       EVIDENCE OR PRODUCT
Teacher HOPE Scale
Parent Survey
Additional Work Samples

 

Team Examines Evidence:

  • Based on the Bellingham Promise, with the whole child in mind, we use a portfolio of evidence to determine a student’s need for the continuum of highly capable services.
  • This portfolio includes:
    • natural abilities measures (CogAT)
    • standardized test scores
    • input from teachers and families
  • The portfolio is reviewed by a team including (OSPI: WAC 392-170-075):
    • Director working with students identified Highly Capable
    • Teacher(s) on Special Assignment (TOSA) working with students identified Highly Capable
    • District Psychologist
    • Secretary
    • Additional Educators
  • As the team examines the evidence they are reviewing information to consider whether a student is demonstrating a need for the Highly Capable continuum of services. Students identified Highly Capable perform or show potential for performing at significantly high academic levels when compared with others of their age, experiences, or environments. Outstanding abilities are seen withing 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. (WAC 392.170.035)
  • Students not identified Highly Capable will continue to be supported in the general education setting.
  • Appeals:
    • Families may appeal the decision of the multidisciplinary team by completing an appeal form.  Please click here for the appeal form. Por favor haga clic aquí para obtener el formulario de apelación en español.
    • Appeal forms must be received by the district office within 15 days of notification.

Goals and/or Plans Created:

  • Upon identification as Highly Capable, the HCL team, family and teachers work collaboratively to determine the specific approach and/or goal for the student.
  • Services are individualized and are determined using our multi-tiered systems of support model.

 Review of Student Progress:

  • Student performance on district and state assessments is monitored by the HCL Director for growth.
  • Student Learning Plans (SLP) for students in grades 3-8 are reviewed at least once a year.
  • Students in high school work with their building counselor to monitor the appropriate challenge of their course work in alignment to their High School and Beyond Plan.

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