HiCAP HANDBOOKREVISED 6.3.2015

This document will be annually reviewed and modified to reflect best practices.

Recognition and Thank You

This Handbook was developed in cooperation with the following members of the HiCap Task Force:

1. Wendy Mecham2. Mary Ann White3. Dean Hamilton4. Carol Eastman5. Nate Grygorcewicz6. Jay Sparks

7. Danielle Vekich 8. Gail Hanninen (Consultant) 9. Barb Torres10. Scott Niemann11. Greg Domingos12. Patty Dolezal

13. Donna Atkinson14. Marlo Braun15. Shelley Habenicht16. Diane Hutchison17. Regina Brown

Centralia School District Non-Discrimination Notice

Centralia School District does not discriminate on the basis of sex, race, creed, religion, color, national origin, age, veteran or military status, sexual orientation including gender expression or identity, disability, or the use of a trained dog guide or service animal in its programs and activities and provides equal access to the Boy Scouts of America and other designated youth groups. Questions and complaints of alleged discrimination should be directed to:

Matt McCauley, Assistant Superintendent, 360-330-7600, 2320 Borst Avenue, Centralia, WA 98531

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TABLE OF CONTENTS

1. Statement of Purpose/Rationale & Definition1.1. Purpose1.2. Rationale1.3. Definition

2. Identification of Highly Capable Students 2.1 Annual Notification2.2 Definition of Learning

Characteristics2.3 Initial Screening/Referral2.4 Testing 2.5 Data Review2.6 Communications

3. Highly Capable Selection Committee

4. Highly Capable Program Goals

5. Highly Capable Student Goals

6. Continuum of Services K-12 & Service Delivery Options6.1 K – 26.2 3 – 6 Elementary HiCap6.3 7 – 8 Humanities 6.4 9 – 12 Advanced Placement

7. Protocols for HiCap Services7.1 Transfer students7.2 Underachieving students or

students experiencing academic difficulties

7.3 Appeals Process7.4 Withdrawal from services and

opting out of full-time placement7.5 Dual Exceptionalities7.6 Accommodations

8. Roles (optional)8.1 Director of Special Programs &

Assessment8.2 HiCap Teacher’s Role8.3 Parent’s Role8.4 Principal’s Role8.5 Teacher’s Role8.6 School HiCap Advocate’s Role

9. Professional Development

10. Policies & Procedures (on file)10.1 Annual Notification (WAC 392-

170-042)10.2 District Plans (WAC 392-170-020)10.3 Selection of Most Highly

Capable (Board Policy – WAC 392-170-075)

11. Characteristics of HiCap Students

12. Appendix12.1 Characteristics of HiCap Students12.2 Glossary of Terms

13. Forms13.1 Referral Form13.2 Appeals Form13.3 Opt-Out Form13.4 Withdrawal Form

14. HiCap ILP Template

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Chapter 28A.185.020 RCWThe legislature finds that, for highly capable students, access to accelerated learning and enhanced instruction is access to a basic education.

1. STATEMENT OF PURPOSE, RATIONALE, & DEFINITION

1.1 Highly Capable Program Purpose Centralia School District is committed to identifying and providing for the unique intellectual,

social, and emotional needs of our most highly capable students. Our purpose is to provide appropriate educational programs and services through instructional,

curricular, and administrative modifications to create educational opportunities for Highly Capable students which will maximize their individual potential and prepare them for college and career readiness.

1.2 Rationale In a total educational program, the needs of all children are provided for according to their

specific abilities, aptitudes, and their levels of performance. Children who have outstanding abilities are capable of exceptional performance and warrant opportunities that meet their needs. The most highly capable students require an intensified and varied curriculum as well as an opportunity to share interests and experiences with other children with like abilities.

The HiCap program is designed to place greater emphasis on the more advanced levels of learning and abstract concepts, while recognizing these students’ individual needs of diversification which brought them to this program.

1.3 Definition Centralia School District students who are highly capable perform or show potential for

performing at significantly advanced academic levels when compared with others of their age, experiences, or environments. Knowing that the most highly capable students have the ability to acquire knowledge and produce significantly beyond the standards, the Centralia School District has provided a differentiated curriculum, for those students, designed to develop and offer deeper critical and analytical learning opportunities. These learning alternatives will meet the individual cognitive as well as the affective needs of the most highly capable students. (WAC 392-170-035, WAC 392-170-036, Title IX, Part A, Definition 22. (2002)

2. IDENTIFICATION

2.1 Annual Notification (WAC 392-170-042) 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 in school

and district publications or other media, with circulation adequate to notify parents and students throughout the district.

As a key component of its Highly Capable Program Identification and Selection Process, Centralia School District will make it a priority to qualify students from various racial, ethnic, and socio-economic groups.

2.2 Definition of Learning Characteristics (WAC 392-170-036) Capacity to learn with unusual depth of understanding, to retain what has been learned, and to

transfer learning to new situations;

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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; and Capacity for intense concentration and/or focus.

2.3 STEP 1: Initial Screening/Referral (WAC 392-170-045) & (WAC 392-170-030 #2) Classroom teachers, parents, community members, or students can refer a student (K-12) to the

HiCap Coordinator. Students in grades K-2 will be referred and then screened using the following:

o KOI (Kinder Only)o Scales for Identifying Gifted Students (SIGS)

Completed by parents and teachers All 2nd grade students will be screened using the OLSAT, for possible admission the following

fall

Additional student information will be gathered from the following sources: Scholastic Reading Inventory & Scholastic Math Inventory will also be considered when

screening students. Assessment data from intellectual and academic assessments Observation Inventory (KOI – Kinder Only) WaKIDS Screen with researched based characteristics of HiCap students. Portfolio Artifacts Academic Assessments Performance Assessments Observations by trained professionals Student interviews The elementary and middle schools use the Response to Intervention (RtI) model to review and

refer a student to the Centralia’s Highly Capable Program.

2.4 STEP 2: Selection - Testing Initial testing will be required for all students. Parent permission is required for individual/group

testing. Test results will be shared with parents and the HiCap Services Team and become part of the student’s permanent record.

Additional testing may be required

2.5 STEP 3: Selection - Data Review When a student has been referred, the HiCap Services Team collects and reviews applicable

data. In addition to standardized test scores, this data must include at least three other pieces of supporting evidence such as work samples, grades, and/or parent/teacher referral forms (see KOI K-3). The HiCap Services Team then decides whether the student:o meets criteria for identification, o may meet criteria, but more information is needed,o does not meet criteria.

2.6 STEP 4: Communication Parents and the student’s teacher(s) will be notified of the identification decision. Parents have

the right to appeal the decision if they disagree and should contact the HiCap Coordinator. If it is not resolved the parent may file a formal appeal.

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3. HIGHLY CAPABLE SELECTION TEAM

The HiCap selection team for the final selection of the most highly capable students for participation in the Centralia's program for highly capable students shall consist of the following professionals: A HiCap Coordinator A counselor or qualified practitioner A certificated administrator with responsibility for the supervision of the district's program for highly

capable students HiCap Teachers Such additional professionals, if any, the district deems desirable. (WAC 392-170-070)

4. HIGHLY CAPABLE PROGRAM GOALS

Through the use of curriculum and instructional differentiation, each Highly Capable Student will achieve at least 1 grade level or more in each of his/her core content areas of study.

By his/her participation in exploring and pursuing real life investigations, each Highly Capable Student will improve his/her use of various independent skills, exploration of topics of interest and understanding of real-life experiences as documented in an Individual Student Log/Activity Record .

By learning about and continuously using critical and creative thinking skills, each Highly Capable Student will progress to effectively use such skills as demonstrated through his/her performance in group discussions, class and special assignments and individual or group investigations.

WAC 392-170-030

5. STUDENT GOALS

Centralia School District Highly Capable Student Goals Students will use critical-thinking strategies to advance their levels of understanding of specific

interests and topics of inquiry. Students will use creative-thinking strategies to challenge their areas of gifts and talents. Students will use problem-solving model strategies in areas of their gifts and talents to produce

solutions or products. Students will use inquiry models to expand their expertise in the areas of their gifts and talents.

6. CONTINUUM OF SERVICES K-12, SERVICE DELIVERY OPTIONS & PROCEDURES

Centralia School District will make a variety of appropriate program services available to our most highly capable students. Once services have started, a continuum of services will be provided to each identified student from K-12. Centralia School District will periodically review services for each student to ensure that the services are appropriate. (WAC392-170-078)

All HiCap students will be provided with a HiCap Individual Learning Plan (ILP). The HiCap ILP indicates which modifications to the regular education services will be made and how they will be implemented. The district will provide various educational options that may be chosen to fit the HiCap student’s individual abilities. The ILP has goals and outcomes that appropriately differentiated for the HiCap learner. The HiCap ILP must be matched to the identified need, age, and developmental level of the individual student. The HiCap ILP may be designed to challenge promote acceleration, enrichment, or both.

6.1 K-2 Services Menu of options to meet HiCap students’ needs. Delivery of services may vary by grade level, grade span, and school level.

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6.2 3-6 Elementary HiCap Services1. Pullout model – transport to Centralia Middle School2. Grade level cluster grouping3. Grading & Missed Work

• HiCap students will not receive a grade for their participation in the program. It is the responsibility of the classroom teacher to make sure that the students know and understand the required content materials. Since HiCap students generally learn very quickly and efficiently, it should not be necessary for them to make up all work missed during time in HiCap resource classes. In some cases, missed lessons may be abbreviated or compacted; for example, a student may be asked to do the five most difficult questions in an assignment rather than all 25 questions. In other cases, if the student has demonstrated sufficient mastery, the missed work may be not required at all. In all cases, the students should not be punished for their time in mandated HiCap services by the assignment of excessive make-up work. Students may not be denied HiCap services by the regular classroom teacher for missed homework, make-up of class tests, or discipline issues.

• It is the responsibility of the regular classroom teacher to inform the Elementary HiCap Program teacher if a student’s performance level is declining at the onset of the problem.

4. ConferencesEach parent and student will be provided a minimum two conference each school year, one at the beginning and at the end. The first conference must establish a written student plan and at least two goals for the student, an academic goal(s) and a personal goal(s). The second conference will address the evaluation of student goals. All other conferences will be conducted upon request by either the parent, student, or teacher.

5. RecessDue to the requirements associated with RCW 28A.230.040 (Physical Fitness) students will be required 100 minutes of activity per week. The elementary students (as with all elementary students) will attend recess.

6. Building RulesAll students will follow building rules and be responsible to the building principal if an infraction of these rules occurs.

7. Field Trips All trips will be at the discretion of the program teacher as appropriate for the curriculum being offered and with the approval of the executive director of teaching and learning. Request for the travel must be written and approved two weeks in advance.

6.3 7-8 Services Cluster Grouping & Acceleration (Math)

o Students will be assessed at the 7th and 8th grade level for opportunities for advancement in math.

Content differentiation aligned with Student Learning Plan, Group and Individual Investigations. Humanities Online digital learning possibility

6.4 9-12 ServicesHigh school students have a variety of options: Students may enroll in honors courses, AP (Advanced Placement) courses

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Advanced Placement, Running Start, mentorships, internships, online learning, alternative schooling

HiCap Program advisory group (Nav)

The HiCap Services Team will convene when needed, and will review each student’s documents. The team will be comprised of the certificated administrator overseeing district HiCap program, assessment coordinator, and HiCap education coordinator (one of whom will serve as the child’s advocate). Centralia School District uses a multiple criteria approach to making eligibility decisions. Each student’s test scores, rating scales, grades, and other information in the eligibility packets are reviewed at the eligibility meeting, and the information is transferred to an eligibility matrix. Based on the final totals on the matrix, the student may be recommended for resource services or for fulltime services, or may be found not eligible. Placement decisions are based on each student’s need for educational rigor, challenge, and instructional depth beyond that provided for in the regular instructional program.

Occasionally, the HiCap Services Team may request additional information in order to make an accurate decision. For example, a second teacher rating scale may be requested from a different teacher in order to provide additional information about the student’s performance in class. If so, the parent will be notified that the eligibility decision is deferred until the additional information can be obtained. As part of the district-wide screening process, the OLSAT (Cognitive Ability Test) is administered to all third grade students. The district does not allow any one single criterion to deny or guarantee access to HiCap educational services.

Parents of students who are not found eligible for HiCap services may appeal the decision. Parents are asked to discuss the decision with the HiCap Coordinator as the first step of the appeals process. If the decision cannot be resolved through discussion, parents should write to the executive director of teaching and learning within 10 days of receipt of the decision, and an appeals committee (HiCap Services Team) will be convened. The decision of the appeals committee is final. Grade acceleration (skipping a grade) and class placement decisions (above grade level reading and math) are made by each the HiCap Service Team and school principal.

Eligible students in grades K-2 and 7-12: Resource services will be provided at the home school in collaboration with the HiCap Coordinator and regular classroom teacher, ensuring appropriate differentiation in the student’s area(s) of strength. Identified students should also be cluster grouped by areas of academic strength to further support differentiated instruction. The resource curriculum provided for these students includes acceleration, enrichment, and advanced content, designed and differentiated specifically to meet the needs of HiCap students. The programs may also include other academic content that is presented in greater depth or breadth than is possible in a regular classroom.

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7. PROTOCOLS FOR HICAP SERVICES

7.1 Transfer students Students will have their information reviewed to determine if the student is eligible based on the

Centralia School District’s criteria, which may be different from the criteria used in the previous district. If insufficient data is available in the student’s records, additional testing may be necessary.

7.2 Underachieving students or students experiencing academic difficulties It is expected that students identified as the most highly capable will have a wide variety of skills,

and may not demonstrate HiCap behaviors in all academic areas. Teachers should differentiate as necessary, both to support the student’s strengths and to remediate areas of weakness. If a student is chronically underachieving, school counselors may be consulted, and parent conferences may be requested. A Learning Contract may be developed for each underachieving student to specify particular areas of weaknesses and specify instructional support, strategies, student expectations and parental support needed to enable the student to raise his or her level of performance.

7.3 Appeals ProcessAny eligibility or placement decision made by the Highly Capable Selection Team may be appealed. The first required step in the appeals process is to submit a Request for Appeal form (Form 13.3) to the District Office within 10 days of receipt of the original eligibility or placement decision. The selection team will review all relevant information, and make a decision within 35 days of the Request for Appeal form. Parents will be notified by letter of the selection team’s decision. The decision of the selection team is final. However, parents may refer again the next year, using the Referral Form in Section 13.2, p. 18.

7.4 Withdrawal from services and opting out of full-time placement A parent may initiate a withdrawal from HiCap services in writing, by completing a withdrawal

form. The signed form should be sent to the Centralia School District Office. The student may then be withdrawn from services, but will remain on the roster of identified students. The school administration and resource staff will be notified of the decision. If a parent chooses to opt out of the full time placement recommended by the eligibility committee for the student, the parent must sign an opt out form and return it to Centralia School District Office.

7.5 Dual Exceptionalities Identification of HiCap students who are disabled is problematic. Standardized tests may be

incomplete sources of information for these students and observational checklists may be inadequate for uncovering hidden potential in children who have disabilities. In addition, HiCap children with disabilities often use their intelligence to compensate for the disability. This may cause both exceptionalities to become less obvious. The disability may appear less severe because the child is using their intellectual skills to cope, and that effort may hinder other expressions of being highly capable. Research also shows that it may be difficult to distinguish between some behaviors that are characteristic of students with ADHD and other behaviors that may be characteristic of some HiCap students. The HiCap Services Team looks at all available sources of information in the identification process, and confers with special education specialists as needed.

7.6 Accommodations Accommodations or modifications determined by a student’s special needs (special education

students, students with 504 plans, and ELL students) are incorporated into the student’s HiCap

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educational services. The HiCap education teacher will be asked to serve on the student’s ILP team when appropriate to meet the needs of the student.

8. ROLES

8.1 Director of Special Programs & Assessment Ensure all aspects of the HiCap program are in compliance with Board policy Manage grants and budgets

8.2 HiCap Teacher Create ILP and collaborate with teacher Consult with school administrator and teachers Consult with teachers and school staff regarding services Provide ongoing staff development on HiCap Individual Educational Plans Provide staff development for the unique needs of the HiCap learner Coordinate testing and reporting services Consult with parents Participate in parent/teacher conferences as needed Provide parents with training and resources regarding HiCap

8.3 Parent’s Role Can initiate the HiCap identification process on behalf of their child Provide information about their child’s development and interests Give input into the selection of appropriate services for their child Communicate with the teacher or district coordinator as needed Support school efforts at home

8.4 Principal’s Role Maintain communication with parents Plan and develop services that result in educational progress in all curricular areas in all grade

levels with general education teachers and the HiCap Coordinator Ensure HiCap Individualized Learning Plans are reviewed and refined in collaboration with the HiCap

Coordinator Hold teachers accountable to the implementation of the HiCap Individualized Learning Plan Encourage and support the general education teacher on the HiCap student needs

8.5 Classroom Teacher’s Role After being referred, Initiate the HiCap identification process on behalf of a student (NOTE – anyone

can refer a student and that option needs to be encouraged) Be aware of and implement the HiCap Individual Learning Plan Assess level and monitor rate of learning in different content areas Differentiate curriculum and instruction Advance the level of understanding using Common Core State Standards

9. PROFESSIONAL DEVELOPMENT

Centralia School District recognizes that a HiCap Coordinator of highly capable students is one who has training, experience, advanced skills, and knowledge in the education of highly capable students. Therefore, it is essential that as a district and as a professional community, we have a very clear commitment to assuring that each of our teachers who work with highly capable students either in the regular classroom or in special courses of study have the training necessary to appropriately enhance the learning opportunities for each highly capable student. In order to meet this need, the district will provide appropriate educational programs and services through instructional, curricular, and administrative modifications to create educational opportunities for HiCap students which will maximize their individual potential.(WAC 392-170-038)

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For the 2014-15 school year, this will be achieved by: Having a component of our District level Staff Development focus on differentiation possibly include

a 2 hr. presentation on differentiation for Highly Capable Students in the regular classroom/content areas.

Providing building level Staff Development, as requested, on how to effectively use the RtI model for addressing the learning needs of potentially highly capable/underachieving students.

Providing support for the Highly Capable Coordinator to use his/her expertise in working with specific schools/teachers and highly capable students to address specific issues.

Making available the resources to bring into the district recommended experts in the area of Highly Capable education to provide training and counsel as deemed necessary.

10. POLICY & PROCEDURES – ON FILE

10.1 WAC 392-170-042 Annual notification Annual public notification of parents and students shall be made before any major identification

activity.

10.2 WAC 392-170-020 District plans for the district's highly capable program Submit an annual plan to OSPI

10.3 WAC 392-170-075 Selection of most highly capable.Each year school district's board of directors shall adopt policies and procedures for the selection of the most highly capable students by the multidisciplinary selection committee. Such policies and selection procedures: Shall not violate federal and state civil rights laws, including, without limitation, chapters

28A.640 and 28A.642 RCW; Shall be based on professional judgment as to which students will benefit the most from

inclusion in the district's program; and Shall be based on a selection system that determines which students are the most highly

capable as defined under WAC 392- 170-055, and other data collected in the assessment process.

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12APPENDIX

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12.1 Characteristics Of Hicap Students

These are some typical factors that are often indicative of the most highly capable. Obviously, no child is outstanding in all characteristics. Many high-achieving children may also show some of these characteristics. Shows exceptional reasoning powers and marked ability to handle abstract ideas; can

generalize readily from specific facts and can see subtle relationships or patterns. Shows outstanding problem solving ability; enjoys complex problem solving; may not be

satisfied with simple solutions or answers. Shows persistent intellectual curiosity; asks many searching questions; shows exceptional

interest in the nature of humanity and the universe; prefers big ideas rather than basic skills.

Has a wide range of intellectual interests; develops one or more interests to considerable depth; knows a lot about many things.

Is markedly advanced in written and/or spoken vocabulary; is interested in the subtleties of words and their uses.

Reads avidly and absorbs books well beyond his or her years. Learns quickly and easily and retains what is learned; recalls important details, concepts and

principles; comprehends readily; has excellent memory. Shows insight into arithmetical problems that require careful reasoning and grasps

mathematical concepts readily. Shows creative ability or vivid imaginative expression in such things as music, art, dance,

and drama. Sustains concentration for lengthy periods and may show outstanding responsibility and

independence in classroom work. Sets realistically high standards for self; is self-critical in evaluating and correcting his or her

own efforts. Shows strong concern about justice; may become unusually upset if something is perceived

as unfair. Shows initiative and originality in intellectual work; shows flexibility in thinking and considers

problems from a number of viewpoints. Observes keenly and is responsive to new ideas. Shows an ability to communicate with adults in a mature way. Gets excitement and pleasure from intellectual challenge; shows an alert and subtle sense

of humor.

12.2 Glossary of Terms Used In HiCap Education

1. Acceleration An instructional strategy that is used when a student demonstrates knowledge and skills that exceed those that are outlined in the planned course or grade placement level. Acceleration allows the student to move through the curriculum at a faster pace, or to begin the instruction at a more advanced level.

2. Achievement TestA measure of a person’s acquired knowledge and skills in a particular content area or areas, usually mathematics, language arts, science, or social studies.

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3. Aptitude Test “ability test”A measure of a person's ability or potential to form concepts, solve problems, acquire information, reason, and perform other intellectual operations. Abilities that are typically measured by aptitude tests include abstract, verbal, and numerical reasoning and thinking.

4. Cluster Grouping Assigning several identified HiCap students to the same groups, allowing the teacher to differentiate learning activities for a group of students rather than for just one or two.

5. Compacting An instructional strategy that assesses what a student does and does not yet know about content to be learned, plans for what the student still needs to learn, and allows for time to be spent in enriched or advanced study.

6. Critical Thinking SkillsThe development of analytical thinking for decision making, problem solving, seeing other points of view, analyzing arguments carefully, and reaching justified conclusions.

7. Differentiated Curriculum And Instruction Curriculum and instruction modified to accommodate specific learning needs of students in their areas of strength. Differentiation provides for (i) advanced content and pacing of instruction; (ii) original research or production; (iii) problem finding and solving; (iv) higher level thinking that leads to the generation of products; and (v) a focus on issues, themes, and ideas within and across areas of study.

8. Dual or Twice ExceptionalitiesTwo or more identified educational needs, such as those of an identified HiCap student who also has a learning disability.

9. Eligible Student A student who has been identified as HiCap by the identification and placement committee for the school division's HiCap education program.

10.Endorsement In Hicap Education A designation on a teaching license indicating that the teacher has completed specific coursework and training in HiCap education prescribed by the Washington Department of Education.

11.Highly Capable (HiCap) Students Those students who demonstrate high levels of accomplishment or who show the potential for higher levels of accomplishment when compared to others of the same age, experience, or environment. Their aptitudes and potential for accomplishment are so outstanding that they require special programs to meet their educational needs. HiCap students may be identified as having:

General intellectual aptitude. Such students demonstrate or have the potential to demonstrate superior reasoning; persistent intellectual curiosity; advanced use of language; exceptional problem solving; rapid acquisition and mastery of facts, concepts, and principles; and creative and imaginative expression across a broad range of intellectual disciplines beyond their age-level peers.

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Visual arts aptitude. Such students demonstrate or have the potential to demonstrate superior creative reasoning and imaginative expression; persistent artistic curiosity; and advanced acquisition and mastery of techniques, perspectives, concepts, and principles beyond their age-level peers in visual arts.

12.High Achieving Students who consistently achieve at a high level, as documented by high grades or advanced products. Not all HiCap students are high achieving, and not all high achieving students are HiCap students.

13. Identification The process of finding students who are eligible for the division's HiCap education program. The identification process begins with a division-wide screening component for all 2nd graders in the spring, for admission the following fall. This is followed by a referral component, and that concludes with the determination of eligibility. The identification process includes the review of valid and reliable student data based on criteria established and applied consistently by the school division. The process includes the review of information or data from multiple sources to determine whether a student's aptitudes and learning needs are most appropriately served through the school division's HiCap education program.Parents may also refer their student for the program at other grades (see Form 13.2). The committee will consider all referrals that are submitted by March 30th, for admission the following fall. Students will be tested for HiCap no more than once every two years.

14.Identification And Placement Committee The district-level committee that determines a student's eligibility for the district's HiCap education program, based on the student's assessed aptitude and learning needs. The identification and placement committee determines which of the school district's program options are most appropriate for meeting the learning needs of the eligible student.

15.Individual Learning PlanThe HiCap ILP indicates which modifications to the regular education services will be made and how they will be implemented. There are unlimited educational options that may be chosen to fit the HiCap student’s individual abilities. The ILP has goals and outcomes that show how school curriculum may be appropriately differentiated for the HiCap learner. The HCap ILP must be matched to the identified need, age, and developmental level of the individual student. Each HiCap ILP must be unique to the student and consciously designed to promote acceleration, enrichment or both.

16.Learning Contract A written agreement in which the student is given individualized choices on how to complete independent work.

17.Learning Needs Of Hicap Students HiCap students' needs for advanced and complex content that is paced and sequenced to respond to their intellectual, artistic, or technical curiosity; exceptional problem- solving

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abilities; rapid acquisition and mastery of information; conceptual thinking processes; and imaginative expression.

18.Matrix A data collection tool used to review data used in the identification of students for a HiCap program. Typically, multiple criteria (e.g., test scores, teacher recommendations, rating scales are assigned point values. The student is assigned points in each category according to a predetermined range. The identification/placement committee then totals the points and considers a student’s score against the district’s score for eligibility.

19.Norm-Referenced A test or assessment that compares individual student performance to the performance of a normative sample of peers. Each test-taker receives a score that compares the individual to others who have taken the test, usually given by a percentile. Test-takers cannot "fail" a norm-referenced test. Tests that set goals for students based on the average student's performance are norm-referenced tests. Tests that set goals for students based on a set standard (e.g., 80 words spelled correctly) are criterion- referenced tests.

20.Open Ended Questioning An instructional strategy where there is more than one correct answer to the question or solution to the problem. It is appropriate for divergent and creative thinkers and for encouraging advanced thinking skills.

21.Placement The determination of the appropriate educational options for each eligible student.

22.Referral The process that parents, teachers, professionals, or students use to request that any student be evaluated for HiCap education program services

23.Rubric A tool for assessment made by the teacher that explains what is expected in the assignment and the criteria for how it will be graded.

24.Screening The division-wide search conducted across all students to determine which students should be referred for identification and service in the HiCap education program. The annual screening consists of a review of current assessment data for all kindergarten through twelfth-grade students. Students selected through the screening process are then referred for formal identification.

25.Student Outcomes The advanced achievement and performance expectations established for each HiCap student, through the review of the student's assessed learning needs and the goals of the program of study that are reviewed and reported to parents or legal guardians.

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13FORMS

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13.1 PARENT CONSENT FORM AND QUESTIONNAIRE

First Name Last Name

School Name

Person Nominating Phone

Relationship to the Student Date

Insert “X” beside your choice

I consent to my child being evaluated for possible eligibility for the Highly Capable program.

I do not wish to have my child considered for placement in the program for Highly Capable students.

Parent/Guardian Signature _______________________________________________ Date ____________________

13.2 REFERRAL FORM

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Students can refer themselves for HiCap and talented services or they may be referred by parents, peers, counselors or teachers. Information from the nomination will be used as one of the sources of data to determine the student’s educational needs.

REFERRAL INFORMATION

FIRST NAME LAST NAME

SCHOOL NAME

PERSON REFERRING PHONERELATIONSHIP TO THE STUDENT DATE

What prompted you to initiate this referral?

What qualities or characteristics do you observe that you believe are exceptional?Capacity to learn with unusual depth of understanding, to retain what has been learned, and to transfer learning to new situationsCapacity 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; andCapacity for intense concentration and/or focus. Capacity to learn with unusual depth of understanding, to retain what has been learned, and to transfer learning to new situations

Please reflect on the social & emotional well-being of the student—relationships and/or interactions with peers, siblings, parents, others.

What other information do you wish to add?(i.e. Second Language Learner Dual or Twice Exceptional)13.3 APPEALS FORM

STUDENT INFORMATION

FIRST NAME LAST NAME18

TEACHER

SCHOOL DATE

GRADE

I have received notification regarding the identification/placement committee decision for my child.

Yes No

I have been given the opportunity to discuss this decision with my child’s guidance counselor, a HiCap education coordinator.

Yes No

I would like to appeal the decision for the following reason:

What additional information can you provide that might be relevant to this decision?

PARENT/GUARDIAN INFORMATIONFIRST NAME LAST NAME

MAILING ADDRESS

CITY STATE ZIP

HOME PHONE WORK PHONE

Parent/guardian Signature ____________________________________________

Date ______________________

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13.4 OPT-OUT FORM

STUDENT INFORMATION

FIRST NAME LAST NAME

TEACHER

SCHOOL DATE

GRADE

I have been informed of the academic reasons for placing my child in HiCap services, and understand the possible impact of not making that placement. My signature below indicates that I would NOT like my child to receive Highly Capable services.

Parent Signature: Date:

So that we may better serve our students’ needs, please use space below to provide a brief explanation of your decision. Please return this form to the Executive Director of Teaching and Learning, Centralia School District, 2320 Borst Ave, Centralia, WA 98531.

13.5 WITHDRAWAL FORM20

STUDENT INFORMATION

FIRST NAME LAST NAME

SCHOOL ATTENDINGWITHDRAWAL INITIATED BY

GRADEPARENT/GUARDIANNAME

Withdrawal requested for the following reason(s):

Date of Withdrawal Request Date of Next Review

Insert “X” beside your choice

I request that my child be withdrawn from (not attend) HiCap services until:

After next review on:

School Year

Written permission from parent is granted to continue HiCap services

I understand that I have the right to revoke this decision at any time by contacting the District Office at 360.330.7600

Parent Signature: _________________________________________________ Date: _____________________

Please submit this form to the HiCap Coordinator._ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ For Administrative Use Only:Review Information/comments:

Notification of Withdrawal: HiCap CoordinatorAdmin/Designee Teacher14 HICAP INDIVIDUAL LEARNING PLAN

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Knowing that the most highly capable students have the ability to acquire knowledge and produce beyond the regular grade level expectation, the Centralia School District has provided a differentiated curriculum, for those students, designed to develop and offer deeper critical and analytical learning opportunities. These learning alternatives will meet the individual cognitive as well as the affective needs of the most highly capable students.

STUDENT INFORMATIONFirst Name Last NameSchool TeacherILP Review DateGrade

PRESENT LEVELS OF EDUCATIONAL PERFORMANCE (PLEP)1. PLEP must include information that clearly identifies current functioning levels. They form the basis

for the annual goals and short-term learning outcomes. They must be updated each year. 2. Information should be formulated by teacher observations, parental input and student self-

assessment. Information should also be obtained by using a variety of assessment strategies.3. To add definition and clarity to the PLEP section, it is suggested that the PLEP be divided into

components to assist in comprehensively addressing the present levels of the student.

TESTING INFORMATIONDateGrade LevelOLSATMSP Reading MSP Math EOC MathHSPESRISMI

STRENGTH NEEDS

PARENT INPUT

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GOAL EXAMPLESHiCap Study, Social and Research Skills (check three)

To improve organizational skills.To accept responsibility for learningTo develop critical thinking skillsTo effectively use a variety of resources to extend learning and solve problemsTo be task committedTo accept new challenges with a positive attitudeTo foster respect and the positive image of self and othersTo improve self-controlTo use correct bibliographic referencesTo manage time wellTo take an active part in class discussions and also be an active listener

To assume more leadership responsibilities in groupsOther:

GOAL SETTING PLAN My Goals Are Strategies and Materials Used

Reflection Date _________________

Expected Progress Method or Methods of Evaluation

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