1. HIGHLY CAPABLE PROGRAM REVIEW COMMITTEE
DECEMBER 14, 2016

2. 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

3. 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

4. The Norms for Our Work

5. 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

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

7. 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

8. 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

9. 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

10. Kathleen

11. 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

12. Julie’s Survey Data
Julie Harris

13. 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

14. 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

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

16. 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