HIGHLY CAPABLE PROGRAM REVIEW COMMITTEE DECEMBER 14, 2016

Tonight’s Agenda 4:30-4:40 Tonight’s Agenda and Outcomes 4:40-5:30 Continue review of program models 5:30-5:40 Break 5:40-6:00 Reviewing Survey Data 6:00-6:25 Discussion of Data  6:25-6:30 Final Thoughts and Next Steps Michael

DISTRICT HIGHLY CAPABLE PROGRAM REVIEW COMMITTEE CHARGE AND OUTCOMES A representative committee will be formed to make recommendations to the Superintendent.   OUTCOMES: Define the the mission and vision of the Shoreline Highly Capable Program Determine how best to meet the new state service requirements Service in one or more areas of giftedness Service at home school if parent declines service at a self contained school Define selection based on broader range of evidence Study how to increase access and equity in the Highly Capable program

The Norms for Our Work

Program Model Review Guidelines In order to serve our students, any model must: Meet the Washington state requirements Meet the needs of all gifted students regardless of race, gender, special needs, ELL, etc. Meet the needs of students who qualify in just one or multiple areas Michael

Program Model Review Guidelines There are obvious learning outcomes for HiCap students Must be inclusive, not exclusive Michael

Program Model Review Guidelines In order to serve our students, any model must: Take into account potentially small numbers of students in any one school Be manageable within the district budget (additional HiCap students do not generate any additional revenue from the state) Meet both academic and social needs Michael

Research Based Models Self-Contained Classrooms at Home School Differentiation/Flexible Grouping in the General Education Classroom Cluster Groupings: for Content within Grade Level or Cluster for Content Across Grade Levels Pullout from General Education Classrooms Schoolwide Enrichment Models Resource Room/Drop-In HiCap Teacher Michael

Research Process for HiCap Models PART 1: EXPERT GROUPS Form three groups with one person representing each model Each present your findings. Others listen and take notes. They may ask questions but not offer opinions yet. Discuss the pros and cons. Appoint a note taker to capture the comments on the form provided. Kathleen

Kathleen

Research Process for HiCap Models PART 2: STRAW POLL Post your group’s notes on the chart on the wall. Everyone circulate around the room. Read the notes for each model, then put a dot on each chart: Green – “This meets the needs of our students and could be implemented. It’s a strong candidate.” Yellow – “This is worth considering, but I need to know more about it.” Red – “I don’t think this meets the needs of our students or it could not practically be implemented. We should not continue to consider it.” kathleen

Julie’s Survey Data Julie Harris

Review & Discuss Data (mark up process) Individually, then with group: What can we learn from the data? * for ideas affirmed or confirmed ! for surprises ? for questions you have Michael

Sharing Out Complete and Chart Sentence Stems: Related to the (first) committee charge, the data can inform our work by __________________________________. Repeat for other committee charges. Post your chart for a gallery walk. Michael

Next Steps Review our findings so far Consider if we are ready to make some decisions Michael

Committee Timeline Dates of Our Upcoming Meetings: Jan. 18 Feb. 1 All meetings are from 4:30-6:30 in Room I-107. Recommendations will be submitted to the Superintendent. The Board of Directors will consider any policy changes in spring 2017. Michael