OSD Highly Capable Board Update August 6, 2015

Who are highly capable or gifted children? The federal government says… “Children and youth with outstanding talent who perform or show the potential for performing at remarkably high levels of accomplishment when compared with others of their age, experience, or environment.” – US Department of Education, 1993

Who are highly capable or gifted children? Our state says… “…highly capable students are students 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 according to chapters 28A.640 and 28A.642 RCW.”28A.64028A.642

Who are highly capable or gifted children? Research says… “Gifted individuals are those who demonstrate outstanding levels of aptitude (defined as an exceptional ability to reason and learn) or competence (documented performance or achievement in top 10% or rarer) in one or more domains. Domains include any structured area of activity with its own symbol system (e.g., mathematics, music, language) and/or set of sensorimotor skills (e.g., painting, dance, sports).” – National Association for Gifted Children “There is no universally accepted definition of giftedness.” – National Association for Gifted Children

Highly capable learners may…  Show a capacity to learn with unusual depth of understanding, to retain what has been learned, and to transfer learning to new situations  Show a capacity and willingness to deal with increasing levels of abstraction and complexity earlier than their chronological peers  Show a creative ability to make unusual connections among ideas and concepts  Show an ability to learn quickly in their area(s) of intellectual strength  Show a capacity for intense concentration and/or focus WAC

How would a parent or teacher recognize a highly capable student? Gifted students…  are often perfectionist and idealistic.  may experience heightened sensitivity to their own expectations and those of others.  may work at different pace than others  Some gifted students are “mappers” (sequential learners), while others are “leapers” (spatial learners).  may be ahead of their chronological age peers  are problem solvers.  often think abstractly and with such complexity that they may need help with concrete study and test-taking skills.  may define success as getting an “A” and failure as any grade less than an “A”. National Society for the Gifted and Talented

Highly capable students need…  guidance from well-trained teachers who challenge and support them in order to fully develop their abilities. Otherwise, their resulting boredom and frustration can lead to low achievement, despondency, or unhealthy work habits.  teachers that are able to recognize and support gifted learners and that have appropriate professional development to meet individual needs.  modifications to the regular curriculum (if appropriate) to ensure they are challenged and learn new material. National Association for Gifted Children

OSD Highly Capable Program  All students K-8 screened  Top 20% given full cogAT battery to determine most highly capable  MDT team reviewed multiple current and historical data points including cogAT screener, cogAT battery, MSP scores, SIGS (scales for identifying gifted students), DIBLES and anecdotal data  State funded 2.1% and OSD served 5% of students ReadingMath K-5 (same kids get ELA and Math) (4 kids qualified in both) students in AP, Running Start and advanced courses

Participation by grade level  K – 0  1 st – 2  2 nd – 5  3 rd – 3  4 th – 3  5 th – 7  6 th – 6  7 th – 6  8 th - 11

Breakdown by gender and ethnicity K-5 – 20 students total  7 female (35%) / 49% of population  13 Male (65%) / 51% of population  2 Hispanic (10%) / 12% of population  1 Asian (5%) / 1% of population  16 Caucasian (80%) / 76.5% of population  1 Two or more races (5%) / 8.9% of population  4 Free and reduced lunch (20%) / 40% of population American Indian/Alaskan Native (0.8%), African American (0.8%) and Section 504 (3.1%) not represented in Highly Capable program

Breakdown by gender and ethnicity 6-8 – 23 students total  8 female (35%) / 50% of population  15 Male (65%) / 50% of population  2 Hispanic (8%) / 13.5% of population  21 Caucasian (91%) / 76.4% of population  1 Two or more races (5%) / 8.1% of population  4 Free or reduced lunch (17%) / 38% of population American Indian (0.2%), Asian (0.9%), African American (0.7%), Hawaiian/Pacific Islander (0.2%), Section 504 (5.3%) or Special Education (11.8%) not represented.

Continuum of services Quality core instruction – 5D framework, TDG, WSLS Regular progress monitoring – PLC process, classroom data, student growth inquiry Differentiation – Based on individual needs. Strategies include flexible grouping, different tasks, extended thinking, higher level reading, etc.) Pull-Out Enrichment – Target Hi-Cap areas (problem solving, reasoning, creativity) and content specific focus in math and ELA Acceleration – By subject or by grade level

Highly capable students and SBA performance 3-5 Highly Capable Smarter Balanced Data  10/14 scored level 4 on ELA  4/14 scored level 3 on ELA  13/14 scored level 4 on Math  1/14 scored level 3 on Math 6-8 Highly Capable Smarter Balanced Data  10/13 scored level 4 on ELA  3/13 scored level 3 on ELA  13/14 scored level 4 on Math  1/14 scored level 3 on Math

Advanced Placement Data  Increased the number of students taking AP exams from 105 to 120  Increased the total number of AP exams taken from 134 to 171  Increased number of students receiving a score of 3 or better from 43 to 50  Eight students recognized as AP Scholars  One student recognized as AP Scholar with Honor  Three students recognized as AP Scholar with Distinction

Anecdotal Data OPS – Student and parent feedback generally positive. Teachers noticed benefit on student learning. PtR – Flexible groups allowed for need based enrichment. Data driven decisions. OMS – Project-based worked well. Involved parents and community. Positive feedback.

Issues Raised… Need continued professional development around highly capable Increased communication around process Examine delivery model – IE – enrichment clusters? Concerns around enrichment blending hi cap and non hi cap

Anticipated next steps  Prepare annual plan for board review. Examine WAC and present practice.  Screen K and 5 th grade.  Communicate nomination process and criteria  Examine learning objectives and measurable outcomes  Parent/Student/Teacher survey data  Reflect upon and refine delivery model  Continue Teacher Development Group and explore other relevant professional development