2190 Procedure – Highly Capable Programs


Students identified as highly capable 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 following procedures will be employed to refer, evaluate and select students to access highly capable services:

Anyone may refer a child to be identified highly capable, including teachers, other staff, parents/guardians, students and members of the community. Referral forms are submitted to the secretary for highly capable to begin the process of compiling a portfolio of evidence.


In their second-grade year, all students will be screened using the CogAT 7 online screener to identify students who qualify for further assessment. Available assessment data from kindergarten, first and second grade will be reviewed as additional screening information. Students considered for further assessment are those performing at the top of their peer group when ranking performance data by score, age, school, ethnicity, gender and languages spoken.

Assessment and Portfolio of Evidence

The district will obtain written permission prior to conducting the full CogAT (cognitive exam) to determine highly capable identification. A portfolio of evidence will be compiled for all students identified through the referral or screening process. Each portfolio will include a variety of sources of data intended to reveal each student’s unique needs and capabilities demonstrating a potential benefit of the continuum of services provided for students identified highly capable.

Aptitude Data: CogAT 7.

Achievement Data: WaKIDS (kindergarten), Benchmark Assessment System, MAP, Smarter Balanced Assessment and other classroom-based measures as appropriate.

Qualitative Data: Family survey, HOPE scale input from staff and work samples.


A multi-disciplinary selection team comprised of a district administrator, psychologist or other individual who can interpret cognitive and achievement test results, a teacher with expertise in teaching highly capable students and ELL specialist will review data that has been collected for each of the referred students. The committee will select those students who would receive the most benefit from services provided to students identified highly capable.

The district will:

  1. Notify parents/guardians of students who have been identified. Parents/guardians will receive a full explanation of the procedures for identification, the continuum of services and the appeal process; and
  2. Obtain parent/guardian permission to provide services.

Process for Appeal
Parents or guardians may appeal the identification of the multidisciplinary team by completing an appeal form. Appeal forms must be received by the district office within fifteen (15) days of notification.

Exit Procedures
A student may be exited from highly capable at any time by parent or guardian request. Staff may also recommend exit if they determine the services do not meet the student’s needs. Criteria for exiting the program will include a review of standardized test scores, student work samples and/or other assessment data as needed.

Program Design

The district will offer a continuum of services to students identified highly capable that may include but are not limited to:

Tier I: Classroom experiences which all students access;

Tier II: Differentiation to extend/enrich classroom experiences, intentional grouping arrangement for collaboration, menu of learning options;

Tier III: Single subject acceleration, advanced placement courses, whole grade level acceleration (i.e. early entrance to kindergarten), individualized approach.

Each second through eighth grade student will have a unique Student Learning Plan developed in collaboration with the student, teacher and family to nurture the identified area of strength or to strengthen an area where the student may struggle.


The superintendent or designee will provide an end-of-the-year report to the Office of Superintendent of Public Instruction (OSPI) which includes number of students served by grade level, the ethnicity and gender of such students and program(s) provided for these students.

Adopted/Previous Revisions: 06/18/14; 07/29/14; 01/29/15
Updated: 10/08/18