1. HIGHLY CAPABLE PROGRAM REVIEW COMMITTEE
NOVEMBER 9, 2016

2. Tonight’s Agenda 4:30-4:40 Reviewing Our Charge
Tonight’s Agenda and Outcomes
4:40-5:10 Establish norms for our work
5:10-5:25 Review Decision Making Protocol
5:25-5:50 What Do We Mean When We Say “Highly Capable”? 
5:50-6:20 Create a Draft Mission  
6:20-6:30 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
Michael

4. Establishing Norms for Our Work
Anzara

5. Decision Making Protocol Draft for Approval
In order for the group to reach a decision on a recommendation, we will follow the following protocol:
All committee members (including chair and facilitator) are voting members with equal weight in decision making.
Michael

6. Decision Making Protocol Draft for Approval
In order for the group to reach a decision on a recommendation, we will follow the following protocol:
Consensus is reached which most members of the team agree on a clear option and if a few oppose it, they think they have had a reasonable opportunity to influence that choice. All team members agree to support the decision.
What is “most”? 80%
What is a quorum? All in attendance at the time of the vote.
Michael

7. Refining Our Mission Review of state law and definition
Review of student characteristics
Revisiting value words
Comparing statements
Drafting statements
Coming to consensus
Kathleen

8. What is giftedness?
The quick response is that there is, as yet, no universally agreed upon answer to this question. Giftedness, intelligence, and talent are fluid concepts and may look different in different contexts and cultures…
NAGC does not subscribe to any one theory of the nature of human abilities or their origins. We assert that there are children who demonstrate high performance, or who have the potential to do so, and that we have a responsibility to provide optimal educational experiences for talents to flourish in as many children as possible, for the benefit of the individual and the community.
Early 1900s identification through IQ testing has shifted… A VERY fluid and debated concept today.
Traditionally, students who scored at 130 or above on an IQ test were considered gifted
Over time, the idea of cognitive potential and talent development in specific domains became more accepted than general intellectual ability.
While there is no one accepted definition of gifted, the current descriptions from the National Association for Gifted and the Federal government guide our work, as noted here. Key ideas -
Supporting the needs of high-ability learners.
Supporting the needs of high-potential learners.

9. Changes to Washington State Law: WAC 392-170
For highly capable students, access to accelerated learning and enhanced instruction is access to a basic education
Districts shall make a variety of appropriate program services available to students who participate in the district's highly capable program
A continuum of services shall be provided for students from K-12
Talking points:
Big changes are outlined in red:
Basic education means services must be readily accessible to students identified for services.
Program services may not mean any longer just one type of program. Different needs may be met in different ways.
For elementary schools, K-2 students must be served.
is a transition year; is the implementation year

10. Reflecting on the Learning
Record your reflections on sticky notes
Post on posters around the room for consideration at future meetings
A question
An important idea
A connection
Kathleen

11. Definition of Highly Capable Students
Students who perform or show potential for performing at significantly advanced academic levels 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
(WA Administrative Code)
Kathleen

12. Definition of Learning Characteristics
Capacity to learn with unusual depth of understanding, to retain what has been learned, and to transfer learning to new situations.
Capacity and willingness to deal with increasing levels of abstraction and complexity earlier than their chronological peers.
Creative ability to make unusual connections among ideas and concepts.
Ability to learn quickly in their area(s) of intellectual strength.
Capacity for intense concentration and/or focus.
Kathleen

13. What do they look like?
Kathleen
Kingore 2004

14. Kathleen
Kingore 2004

15. High Achievers, Gifted Learners, and Creative Thinkers
Handout with full details.

16. High Achiever or Gifted Learner?
On-time, neat, well-developed, and correct learning products
Consistently high grades
School appropriate behaviors and products are above typical grade level responses
Complex thinking with abstract inferences and more diverse perceptions
Seek idea mates rather than age mates and enjoy the company of peers when that group understands shared ideas
Considers multiple nuances and alternative perspectives
Kathleen

17. Kent S.D. HiCap Video
Kathleen

18. More Perspectives on the HiCap Learner
Protocol for this activity:
Choose one of the articles to read silently, marking key ideas
When your group has finished reading, take turns “teaching” your partners the important ideas from your article
Record any additional questions, connections, or important ideas on your sticky notes for posting
Kathleen

19. Committee Timeline Dates of Our Upcoming Meetings:
Nov. 16
Dec. 6
Dec. 14
TBA Jan.
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