GIFTED CHILDREN AND THE LAW The State of Gifted Education

Basic Education  The law:  Beginning in the fall of 2011, Highly Capable Programs (HCP) will be included in the definition of “Basic Education.”  “The instructional program of basic education provided by each school district shall include… programs for highly capable students under RCW 28A through 28A ”

Basic Education  The law:  Definition of Highly Capable: “Students who are highly capable perform or show potential for performing at significantly advanced academic levels when compared with others of their age, experience, or environments…” WAC

Basic Education  The law:  RCW 28A (1) states: “The Legislature finds that for highly capable program students, access to accelerated learning and enhanced instruction is access to a basic education.” Elementary Highly Capable Programs: Merlin and Sage (Grades 3-5) Middle School Humanities Plus Science Path II Math Path II High School Advanced Placement Courses Running Start Options Online Courses available  WAC states that “Each district shall submit an annual plan for the district’s highly capable program…”

Basic Education  The law:  RCW 28A states (1): “In accordance with rules adopted by the superintendent of public instruction, school districts shall implement procedures for nomination, assessment and selection of their most highly capable students.” “…multiple criteria to identify highly capable students.” (RCW 28A ) “…use of multiple, objective criteria” (RCW 28A ) Merlin and Sage: Stanford 10 Achievement test, CogAT (Cognitive Abilities Test), and SOI (Structure of Intellect Creativity Test) is used for selection H+: 4 th grade MSP reading scores, 5 th grade Stanford reading scores, 4 th grade MSP writing, 5 th grade report card

Basic Education  The law:  RCW 28A states (2): “When a student, who is a child of a military family in transition, has been assessed or enrolled as highly capable by a sending school, the receiving school shall initially honor placement of the student into a like program.” ISD doesn’t have a large population of military families, but it’s important to be aware of this law.

Basic Education  The law:  RCW 28A states (1): “There are multiple definitions of highly capable, from intellectual to academic to artistic.” ISD offers advanced classes for students in a variety of content areas. Humanities Plus Math Path II Science Path II Evergreen Philharmonic Jazz Band

Basic Education  The law:  Parent Notification WAC , states that, “Annual public notification of parents and students shall be made before any major identification activity. The notice shall be published or announced in multiple ways in appropriate languages to each community in school and district publications or other media…” All parents must be aware of the process of identification BEFORE the testing begins. Multiple ways is included so families of different cultures, ethnicities, and socioeconomic status all have access to the same information.

Basic Education  The law:  Parent Notification WAC , states that, “Parental permission shall be obtained in writing before: (1) conducting assessments to determine eligibility for participation in programs…(2) Placement in the district’s highly capable program before any special services and programs are started…” Parents can opt out.

Basic Education  The law:  Students who have MET STANDARD RCW 28A states that, “students [are provided] the opportunity to achieve at significantly higher levels, and to provide alternative or additional instructional opportunities to help students who are having difficulty meeting the essential academic learning requirements…” Also, it adds, “students who have met or exceeded the essential academic learning requirements be provided with alternative or additional instructional opportunities to help advance their educational experience.”

NAGC Standards National Association of Gifted Children Standard #1: Learning and Development Description: Educators, recognizing the learning and developmental differences of students with gifts and talents, promote ongoing self- understanding, awareness of their needs, and cognitive and affective growth of these students in school, home, and community settings to ensure specific student outcomes

Issaquah School District  Educators in the ISD strive to develop activities and projects that are differentiated in order to meet each students developmental level.  Level Questions  Pre-assessments allow students to “test out” of a unit and work on an independent learning project of their own that is still related to the material being studied in class.  CYC Project Choose your Challenge

Issaquah School District  Elementary:  MERLIN and SAGE  Middle School:  Humanities +  Math Path II  Science Path II  High School:  AP Courses  Running Start

Issaquah School District  Out-of-School Opportunities  Ruth Roy Scholarship Encourages students to pursue academic or intellectual interests beyond the classroom.  Summer Options for Enrichment

NAGC Standards National Association of Gifted Children Standard #2: Assessment Description: Assessments provide information about identification, learning progress and outcomes, and evaluation of programming for students with gifts and talents in all domains.

Issaquah School District  Assessments are used to:  Qualify students for the MERLIN (Mind Education Right Left Integration) and SAGE (Special Approach to Gifted Education) programs (at the elementary level)  Qualify students for the humanities plus program (at the middle school level)  Allow students to test into a advanced math track  For EOC (End of Course) exams in math classes  To pre-assess students prior to a new unit  To assess students on standards and determine the next course of action.  All-District Reading Assessment

NAGC Standards National Association of Gifted Children Standard #3: Curriculum Planning and Instruction Description: Educators apply the theory and research-based models of curriculum and instruction related to students with gifts and talents and respond to their needs by planning, selecting, adapting, and creating culturally relevant curriculum and by using a repertoire of evidence-based instructional strategies to ensure specific student outcomes.

Issaquah School District  The base curriculum is taught and supplemental materials are added.  Great books  Scholastic Scope and New York Times Upfront  Evidence-Based Strategies Used District-wide  Shared Inquiry discussions  The amount of evidence-based strategies and differentiated curriculum used in classrooms is based on:  Amount of time teachers have taught high-ability learners  Amount of professional development teachers of high-ability learners have had

NAGC Standards National Association of Gifted Children Standard #4: Learning Environments Description: Learning environments foster personal and social responsibility, multicultural competence, and interpersonal and technical communication skills for leadership in the 21st century to ensure specific student outcomes.

Issaquah School District  Regardless of level, teachers in ISD…  Have high expectations  Foster a safe environment in their classrooms  Can recommend VOICE mentors for students who need assistance  Provide instruction on social skills  ISD teachers of highly capable students…  Provide leadership opportunities for students  Provide ample opportunities for students to develop advanced communication and presentation skills  Help students use advanced forms of technology

NAGC Standards National Association of Gifted Children Standard #5: Programming  Description: Educators are aware of empirical evidence regarding: (a) the cognitive, creative, and affective development of learners with gifts and talents, and (b) programming that meets their concomitant needs. Educators use this expertise systematically and collaboratively to develop, implement, and effectively manage comprehensive services for students with a variety of gifts and talents to ensure specific student outcomes.

Issaquah School District  ISD teachers routinely collaborate at the district level to maintain consistency across the district in advanced classes.  Professional development classes and a CONNECT site for H+ teachers help teachers be on the same page.  ISD teachers routinely collaborate at the school level to create a continuum of challenge, so that the level builds consistently throughout the years.  District-wide  Merlin and Sage programs at the elementary level  H+ at the middle level  AP and Running Start at the high school level

NAGC Standards National Association of Gifted Children Standard #6: Professional Development  Description: All educators (administrators, teachers, counselors, and other instructional support staff) build their knowledge and skills using the NAGC-CEC Teacher Standards for Gifted and Talented Education and the National Staff Development Standards. They formally assess professional development needs related to the standards, develop and monitor plans, systematically engage in training to meet the identified needs, and demonstrate mastery of standard. They access resources to provide for release time, funding for continuing education, and substitute support. These practices are judged through the assessment of relevant student outcomes.

Issaquah School District  ISD had been fairly weak in the area of professional development until the school year.  1 teacher currently gaining an endorsement in Gifted and Talented education  Most teachers of highly capable students have many years of experience  2 teachers have received a grant to attend the NAGC convention  All H+ teachers (at the middle level) have received training on how to use Great Books and Shared Inquiry in their classrooms.

Application of Common Core Standards for Gifted Children  Grade level common core standards will be inadequate.  The standards will be met more quickly than grade level peers.  What to do:  Accelerated content strategies  Differentiation  Professional development is key!  Assessments  Should be used to measure ABOVE-GRADE LEVEL standards!

Application of Common Core Standards for Gifted Children  Issaquah School District Shared Inquiry Discussions with Great Books At the elementary and middle school level Challenges advanced learners in the CCSS of Speaking and Listening Students learn… Participate in a discussion about a complex text How to support their opinions with text-based evidence