1. Consolidated Program Review Technical Assistance for Highly Capable Programs October 26, 2016
Jody Hess, Program Supervisor, Highly Capable Student Programs
Phone: |

2. Webinar Agenda
changes in iGrants and CPR:
Annual Plan for Highly Capable (Form Package 217)
End of Year report for Highly Capable (Form Package 250)
Highly Capable Annual Assurances (Form Package 778)
Consolidated Program Review (CPR) for Highly Capable Programs
Highly Capable/Gifted Education and Every Student Succeeds Act (ESSA- reauthorization of Education of Elementary and Secondary Education)
Project HiCapPLUS: Jacob K. Javits Progress Report
Q and A

3. iGrants Form Packages and Consolidated Program Review Comprehensive Plan for Highly Capable End of Year report for Highly Capable Consolidated Program Review (CPR) for Highly Capable Programs

4. The Office of Superintendent of Public Instruction’s (OSPI) Highly Capable Program is committed to partnering with districts across the state to support efforts to provide services for Highly Capable students. After listening to feedback from districts, we redesigned district plans, reporting, and reviews for the 2016–17 school year. Our goals are to eliminate report duplication and other barriers. Our intent is to ensure district time is spent focused on their Highly Capable students. OSPI also wants to encourage more rural districts to engage in multiple pathways to serve their Highly Capable students.

5. NOTE: As part of RCW 28A (3)(g), the instructional program of basic education provided by each school district shall include programs for Highly Capable students. Consistent with OSPI’s approach to the Learning Assistance Program and the Transitional Bilingual Instructional Program, a district does not have to accept funds. It does need to ensure services are provided to students who qualify. Under the law districts are to identify their most Highly Capable students and serve them. See RCW 28A (1) and (2).

6. New: Simplified Annual Assurances Package in iGrants Form Package (FP) 778
Districts will
(1)indicate if accepting Highly Capable Funds,
(2) provide a district point of contact
(3) sign assurances to follow RCWs and WACs.
Districts Accepting Funds: Those accepting funds need to agree to assurances that comply with RCW 28A.185 and WAC

7. Districts Not Accepting Funds: Those not accepting funds need to attest that they are offering a Highly Capable program that complies with RCW 28A (3)(g).
They will still need to annually review and validate CEDARS data in iGrants FP 250 (end-of-year report) for the students being served in the Highly Capable Program.

8. Approved Annual Plan becomes district Comprehensive Plan in iGrants–
The Annual Plan (FP 217) is now a Comprehensive Plan that only needs to be submitted for OSPI review when districts have made major program changes.
Districts with approved Annual Plan ( ) do not need to submit FP 217 until making major changes to district’s identification or services. The requirement for annual School Board review is still in effect (WAC ). Please copy the most recent approved FP 217, change to current year date, and have Board approve. (Consent agenda is sufficient.)
OSPI staff will look at this plan during the Consolidated Program Review (CPR) process.

9. Approved Annual Plan becomes district Comprehensive Plan in iGrants–
The Annual Plan (FP 217) is now a Comprehensive Plan that only needs to be submitted for OSPI review when districts have made major program changes.
Districts with approved Annual Plan ( ) do not need to submit FP 217 until making major changes to district’s identification or services. The requirement for annual School Board review is still in effect (WAC ). Please copy the most recent approved FP 217, change to current year date, and have Board approve. (Consent agenda is sufficient.)
OSPI staff will look at this plan during the Consolidated Program Review (CPR) process.

10. CPR–OSPI is changing the overall approach to CPR, moving from compliance to technical assistance. Reviews are completed once every five years for most districts. When districts are scheduled for CPR review, their Highly Capable programs will be reviewed.
The review will include the Comprehensive Plan, FP 217. The Highly Capable checklist will be condensed in the 2016–17 cycle for fewer uploads. Also, it will no longer include fiscal information, as that information is provided to OSPI in other report formats.

11. Districts will be reviewed whether or not accepting funds, as highly capable is part of the program of basic education under RCW 28A (3).
OSPI will conduct two types of reviews based on district size. Districts with Over 1,000 Students: The purpose of the review is to offer technical assistance from OSPI, evaluate the implementation and effectiveness of the Highly Capable Comprehensive Plan, and improve service delivery to students based on their evaluation.

12. Districts with Under 1,000 Students: OSPI will follow the precedent to reduce reporting burden for our smaller districts. During CPR, those districts may select to complete the process for larger districts, or opt for an abbreviated desk review.
They will receive technical assistance on ideas for serving their district’s Highly Capable students, as well as examples of how districts of similar size are using their Highly Capable dollars.

13. End-of-Year Report–The end-of-year report for the 2016–17 school year will be streamlined. All districts will need to validate CEDARS data. They will also inform OSPI if making updates to the district’s Comprehensive Plan (currently the annual plan, FP 217 in iGrants). Additionally, those accepting Highly Capable funds will provide evidence on program evaluation, professional learning, and validate CEDARS data.

14. Fiscal Report– Districts are no longer required to complete FP 733, Fiscal Report.
Similar information is collected through the district’s End of Year Financial Statements (F-196) which are submitted to School Apportionment and Financial Services.

15. Highly Capable/Gifted Education and Every Student Succeeds Act (ESSA- reauthorization of Education of Elementary and Secondary Education)

16. Every Student Succeeds Act (ESSA)
Signed into law on December 10, 2015
Reauthorizes the Elementary and Secondary Education Act of 1965 (ESEA) and replaces No Child Left Behind (NCLB)

17. Q: What is ESSA?
The Every Student Succeeds Act (ESSA) is the name of the 2015 legislation that revised and
reauthorized the federal K-12 education law known as the Elementary and Secondary
Education Act of 1965 (ESEA). Prior to passage of ESSA, the law was referred to by the
moniker No Child Left Behind.
ESSA/ESEA is the source of most federal K-12 education initiatives, such as Title I schools,
accountability for student achievement, programs for English language learners, math-science
partnerships, and Title II professional development. Approximately $21 billion in federal funds
under ESEA is distributed to the states and school districts each year through complex formulas
based on student population and poverty and through individual grant programs.

18. In the following slides, “gifted and talented” is the term used in educational research and most states as the term for students who demonstrate high academic ability, achievement, or high potential.
In Washington State, the term “highly capable” was adopted to describe a student XXXX

19. Q: Is there anything in ESSA relevant to gifted and talented students?
Yes. ESSA retained the Javits Gifted and Talented Students Education Program, which waspart of the prior ESEA, and added new provisions that address data collection and reporting, use of professional development funds, use of Title I funds, and computer adaptive assessments.

20. Q: Is anything required of states related to gifted and talented students?
Yes. There are two new requirements:
 On the state report cards: States must include student achievement data at each
achievement level that is disaggregated by student subgroup. Previously, states
provided detailed information for students performing at the proficient level and below.
Now, states also will have to include information on students achieving at the advanced
level.
 In applying for Title II professional development funds, states must include information
about how they plan to improve the skills of teachers and other school leaders that will
enable them to identify gifted and talented students and provide instruction based on the
students’ needs.

21. Q: Is anything required of districts related to gifted and talented students?
Yes. There are two new requirements:
 Districts (“local education agencies” in ESSA) must collect, disaggregate, and report
their student achievement data at each achievement level, as the states are required to
do.
 Districts that receive Title II professional development funds must use the money to
address the learning needs of all students. ESSA specifically says that “all students”
includes gifted and talented students.

22. Q: What about the Javits program?
The Javits program, which has been operating since 1988, was retained in ESSA. The program
focuses grant funds on identifying and serving students who are traditionally underrepresented
in gifted and talented programs, particularly minority, economically disadvantaged, English
language learners, and children with disabilities in order to help reduce gaps in achievement
and to encourage the establishment of equal educational opportunities for all students. In
addition, the Javits program funds a national research center on gifted education and when
funding permits, also funds grants to states to improve the ability of elementary and secondary
schools to meet the special educational needs of gifted and talented students. As with other
grant programs, Congress must provide funding for the Javits program each year. Information
about the current group of grantees is available on the NAGC website.

23. Q: What else is noteworthy in ESSA?
There are several other provisions in ESSA that support gifted and talented students:
 For the first time, ESSA specifically notes that districts may use Title I funds to identify
and serve gifted and talented students.
 ESSA now allows states to use computer adaptive assessments as the format for state
assessments used for accountability purposes and authorizes grant funding to states to
develop such assessments.
 Districts may use their Title II professional development funds to provide training on
gifted education-specific instructional practices, such as enrichment, acceleration, and
curriculum compacting.

24. Q: When do the new provisions go into effect?
The school year is a big transition year. Applications for Title I and other formula
grants will begin July 1, 2016; other federal grant programs will go into effect in October 2016.
State accountability plans will go into effect in the school year.

25. (Something to be aware that parents and advocates know)
Nearly every school district in the nation receives Title I funds, submitting a plan to the
state education agency to receive funds, which are calculated based on the percentage
of low-income students served. Local gifted education advocates will want to be sure to
share with district officials the new language in ESSA that allows districts to use their
Title I funds to identify and serve low-income gifted and talented students and share
strategies teacher may employ to provide appropriately challenging instruction.

26. Districts also will report student achievement data, disaggregated by subgroup, at each
achievement level on their local report cards. The data will provide local advocates with
annual opportunities to discuss any concerns related to the data and to develop
recommendations for instructional change.

27. Preparing to Support Funding for the Javits Program
Gifted education supporters must advocate annually for funding from Congress for the Javits
program. To better prepare for this advocacy it will be important for all advocates to have
information about how students in their states are benefitting from this federal grant program.
NAGC will compile some basic information about the grant program on the website, but
advocates can increase the effectiveness of their messages with examples of projects operating
in school districts in their area that are participating in either the Javits demonstration grants or
in the statewide grant projects.
For more information on ESSA, visit the legislation update section of the NAGC website.
Contact Jane Clarenbach, NAGC Director of Public Education, with questions. or

28. Project HiCapPLUS
Jacob K. Javits Grant
Progress Report

29. HiCapPLUS Gifted and Talented Students Education Project
 Purpose of HiCapPLUS Jacob K. Javits
Gifted and Talented Students Education Project
Build and enhance the ability of elementary and secondary schools to meet the special education needs of gifted and talented students
Develop a comprehensive and innovative system of professional development and technical assistance to help educators identify learning potential, and serve gifted and talented students – regardless of economic disadvantage, disability or proficiency with English.
Background on Javits- passed in 1988 as ESEA
Not awarded to states for many years
WA needs assessment: mandate for K-12 with no additional support
Ongoing challenges: meaningful ways to identify HC students beyond the tests
General education teachers responsible for most of school day
How to measure student growth
HiCapPLUS
January 7, 2016

30. HiCapPLUS Module Introduction — Access and Equity
1. Concept of online professional learning systems
2. Proposed organizational structure for gifted education content module
Multiple Criteria Module as a component of access and equity
Feedback and Input — Participant Brainstorming Sessions
District’s priorities for content over three years of grant
HiCapPLUS
January 7, 2016

31. HiCapPLUS Envision Website Concept District Process District and ESDs
District staff facilitating and implementing the modules
Website Concept
Possible schematics for online professional learning modules
District Process
Address Equity
District and ESDs
What Do You Need?
Next Step
Reflection
HiCapPLUS
January 7, 2016

32. HiCapPLUS Modeling Good Practice
It’s amazing what you can accomplish if you don’t care who gets the credit.
Start with Strengths
Everyone brings something to the table.
Be open to help.
Set goals.
Do more of…
Good practice especially with gifted/HiCap students
Handout CPS
Divergent and convergent production
HiCapPLUS
January 7, 2016

33. HiCapPLUS Use Data and Information Plan Differentiate
Generate a rubric
Reflect
Monitor
Adjust
Evaluate
Celebrate!
HiCapPLUS
January 7, 2016

34. HiCapPLUS Project HiCapPLUS for Washington State
Aligns with TPEP – Teacher and Principal Evaluation Program
WaKIDS is for all kids
SBAC interim assessments out-of- grade-level
Adapts to multi-tiered systems of support (MTSS)
Differentiated to meet local needs
PPT for DC visit
HiCapPLUS
January 7, 2016

35. HiCapPLUS Envision Website Concept District Process District and ESDs
District staff facilitating and implementing the modules
Website Concept
Possible schematics for online professional learning modules
District Process
Address Equity
District and ESDs
What Do You Need?
Next Step
Reflection
HiCapPLUS
January 7, 2016

36. Questions? Thank you. Paula Moore, Director, Title I/LAP/CPR
Phone: |
Jody Hess, Program Supervisor, Highly Capable Student Programs
Phone: |