1. HIGHLY CAPABLE PROGRAM REVIEW COMMITTEE
NOVEMBER 16, 2016

2. Tonight’s Agenda 4:30-4:40 Tonight’s Agenda and Outcomes
4:40-5:00 The current service model in Shoreline
Demographics and academic outcomes of
Shoreline’s HiCap students in magnet school
and in their home schools.
5:00-5:30 Learning from Jody Hess, OSPI HiCap Office
5:30-5:40 Break
5:40-6:20 Beginning our work on best service models for Shoreline 
6:20-6:30 Final Thoughts and Next Steps
Michael

3. The Norms for Our Work
Anzara

4. Our Current Program
Michael

5. Elementary HiCap in Shoreline
Grades 1-6: Self contained full year all day at Meridian Park or Ridgecrest, depending on which side of the district the student lives.
Kindergarten: Full day once a week at Meridian Park or Ridgecrest depending on which side of the district in which the student lives and enrollment. The K program begins in the spring semester after selection is complete.
Transportation from home schools is provided.

6. Elementary HiCap in Shoreline
Grades 1-6 provides enriched and faster paced curriculum with high levels of depth and complexity. Students work above grade level in Mathematics grades 1-5. In Grade 6, the 7/8 Math curriculum is telescoped into the one year, so highly capable students in the self- contained classroom enter middle school two years accelerated in Mathematics. Instruction in English Language Arts, Social Studies, and Science is taught using on-grade level standards, but at a greater level of depth and complexity.
The kindergarten program focuses largely on math so that the students will be ready for second grade math the following year. Other subjects are integrated into the learning. The instruction is very hands-on and project based.

7. Secondary HiCap in Shoreline
In the middle and high schools, highly capable students have a wide variety of challenging courses open to them. Therefore we do not have specific classes just for these students. The counselors at their schools monitor the progress of the highly capable students on a regular basis paying attention to which classes they are taking and their progress. The goal is to assure that they are taking advantage of the challenging work for which we know they are capable. Students applying for college can indicate on their applications that they participated in a highly capable program. This could help their application to stand out from others.
(See program brochure for Honors and AP options.)

8. Our Previous Selection Model

9. Our Current Selection Model
Eligibility for Highly Capable Program service will be determined based on preponderance of evidence as demonstrated on standardized assessments given in the winter and other state, district, and classroom achievement and aptitude data as available. The District uses the following multiple objective criteria (WAC ) to identify students as highly capable:
Cognitive Abilities Test (CogAT) Verbal Quantitative, and Non-verbal Batteries,
Iowa Tests of Basic Skills (ITBS) Reading and Mathematics subtests,
Other state, district, and classroom assessments, and
Teacher input via a nationally recognized inventory of the characteristics of gifted students.
SPS District Procedure 2166P, rev. 5/2016

10. Gender: Female 48%
Male 52%

11. Gender: Female 45%
Male 55%

12. Gender: Female 48%
Male 52%

13. Highly Capable The State View
Guest: Jody Hess, Highly Capable Program Supervisor
Office of the Superintendent of Public Instruction
Please take notes on the note sheet provided.

14. Reflecting on What We Learned from OSPI

15. Models for Service in a Student’s Home School
Committee members will select a model to research for serving HiCap students who choose not to go to the magnet schools.
The model must meet the state expectations.
Divide this work also by elementary, middle, and high school.
Within your group, decide which model you want to research.
You will have time at our next meeting (Dec. 6) to do this work.

16. RESEARCH BASED MODELS
There are a variety models of service delivery for gifted students who do not go to a magnet school:
self-contained classrooms
differentiated instruction
pullout classrooms
individual classroom modifications
cluster groups
resource rooms
schoolwide enrichment models
consulting teacher services for students in individual classrooms
adjunct service models

17. Service at Home School 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
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

18. Committee Timeline Dates of Our Upcoming Meetings:
Dec. 6
Dec. 14
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