How do you move your current Highly Capable Program (HCP) to meet the new requirements?

Chapter 28A RCW The legislature finds that, for highly capable students, access to accelerated learning and enhanced instruction is access to a basic education. There are multiple definitions of highly capable, from intellectual to academic to artistic.

WAC /BISD Definition of Highly Capable Students As used in this chapter, 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.

Chapter 28A RCW The research literature strongly supports using multiple criteria to identify highly capable students, and therefore, the legislature does not intend to prescribe a single method. Instead, the legislature intends to allocate funding based on two and three hundred fourteen one-thousandths percent (2.314%) of each school district's population- and authorize school districts to identify through the use of multiple, objective criteria those students most highly capable and eligible to receive accelerated learning and enhanced instruction in the program offered by the district

WAC Substance of Annual School District Plan The school district's annual plan shall contain the following: 1)A report of the number of K-12 students who are highly capable that the district expects to serve by grade level. 2)A description of the district's plan to identify students. 3)A description of the HCP goals. 4)A description of the services the HCP will offer. 5)A description of the instructional program the HCP will provide.

WAC Substance of Annual School District Plan 6)A description of ongoing professional development for educators of students who are highly capable and general education staff. 7)A description of how the HCP will be evaluated that includes information on how the district's HCP goals and student achievement outcomes will be measured. 8)A fiscal report. 9)Assurances signed by the school district's authorized representative that the district will comply with all applicable statutes and regulations.

Highly Capable Review Committee Membership PositionLocationLast NameFirst Name Co-ChairDistrictGoldsmithJulie Co-ChairDistrictMosimanBill ConsultantSeattleGhoshJayasri Differentiation TOSADistrictRobbinsGlen Secondary AdminWMSNelsonKristin Elementary AdminSakaiBrownSteve Elem. PrincipalWilkesBeltSheryl TeacherBHSGoetschCathy TeacherWMSKundtzAnne TeacherSakaiWalterJana TeacherBlakelyCameronSam TeacherOrdwayDodgeJanette TeacherWilkesCovertBill TeacherWilkesCollinsKristin TeacherCOSWellsMartha TeacherOrdwayBaileyAmanda Community LevineJudy Community MulhernPegeen Community StephensStephanie Community CainCheryl

Jayasri Ghosh Educational Consultant PhD, Educational Psychology/ Gifted Education – Research in learning styles of gifted children and its application to the classroom. – Activities and Societies: Phi Delta Kappa Society, International Students' Association Adjunct Faculty at Antioch University, Seattle, in the Masters of Teaching program teaching education courses Head of Seattle Country Day School and Annie Wright School serving gifted youth

Highly Capable Review Process The Highly Capable Review Committee (HCRC) is tasked with the development of a recommendation to the BISD School Board Policy 2166 and Procedure P2166 to bring these documents in alignment with Washington Administrative Code This includes the following components: Definition of Highly Capable Students: and -036 Nomination and Notification Process: and -047 Screening, Assessment and Selection: and -076 Services: and -080 Monitoring:

HCRC Process (cont’d) Anticipated Duration: School Year; Meeting Frequency: Nine Meetings after school with two of those meetings all day; Carry out assigned tasks with agreed upon timelines; Provide regular and accurate communications to constituent groups; Gather and analyze data, research about subject area, and curriculum and program information; Develop Recommendations

Potential Impacts Expanding services from grades 4-8 to K-12 Creating new processes for identification that encompasses K-12 Professional development to support staff in required changes

Process To-date Formed Committee Reviewed new requirements with staff Surveyed parents Conducted parent meetings Identified strengths and areas for improvement

Next Steps Provide information to the Board Meeting with Staff Meeting – April 17, 2014 Forward the Board Recommendations of updated policies and procedures Begin implementation of School Board approved Recommendations for the school year and beyond.