Highly Capable Services Handbook
Table of Contents
Program Goals and Learner Outcomes
Characteristics of Highly Capable Students
Elementary Identification Process Grades K-6
Exit and Change of Placement Procedures
Elementary and Intermediate Program Description Grades K-6
Grades K-2 Frequently Asked Questions
Grades 2-6 Frequently Asked Questions
Secondary Identification Process Grades 7-12
Secondary Advanced Learning Opportunities Grades 7-12
Highly Capable Services Mission Statement
The mission of the Oak Harbor Public Schools Highly Capable Program Services is to identify and serve highly capable K-12 students by providing a consistent, challenging and supportive educational environment.
Highly Capable Service Goals and Learner Outcomes
Highly Capable Service Goals
The goals of the program are to provide students with daily opportunities to:
- Maximize their rate of learning and levels of achievement through research-based differentiation;
- Expand their intellectual ability in an environment that places an emphasis on critical thinking and problem-solving skills;
- Develop intellectual curiosity, self-directed learning and communication skills through independent research investigation;
- Develop creative productivity through the purposeful design of products intended to have an impact on one or more target audiences;
- Develop and maintain a positive attitude toward school and learning, as well as toward self and others.
Learner Outcomes
Highly capable students will:
- Demonstrate growth commensurate with their aptitude during the school year;
- Demonstrate use of higher level thinking and problem solving skills;
- Use an inquiry process to conduct independent research investigations;
- Use appropriate written, spoken, and media tools to construct and convey new learning acquired through inquiry;
- Learn and use techniques that help in the search for innovative solutions;
- Recognize their strengths, needs, and individuality. They will develop skills to achieve their potential while making meaningful contributions to their classroom, school and larger community.
Characteristics of Highly Capable Students
Highly Capable Learners
Washington State defines highly capable students as those “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 productivity within a specific domain. These students are present not only in the general education populace, but are present in all protected classes” (WAC 392-170-035).
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 abstractions and complexity earlier than their age 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.
(WAC 392-170-036)
Elementary Identification of Services
The purpose of identification for Highly Capable Program Services is to find students whose potential and/or performance is significant enough to require modifications in their instructional
program.
Grades K-1 Identification
Students in grades K-1 are not formally identified for the HiCap program. However, there is a process to find students who demonstrate characteristics of highly capable learners and who show a need for more advanced work. Students that are eligible for monitoring in the highly capable program will have their classroom curriculum adapted by their teachers to meet their advanced learning needs in their strength area(s). Eligible students are monitored until they are formally identified for the Highly Capable Program at the end of their second grade year.
Following is the step-by-step process used to identify students in K-1:
Step One: Through December, K-1 teachers give common assessments in math and literacy. This means that all kindergarten students receive the same math and literacy assessments, as do first-grade students. The common assessments are given to see which students might be working well above grade level expectations and which students show unusual connections of ideas or other characteristics of highly capable learners. Teachers keep a portfolio of assessments and examples of work that will help document their students’ achievement levels.
Step Two: During the first week of December, the online referral window opens for K-1 students. Teachers, parents, and community member can make referrals using the online referral form located on the Oak Harbor Public Schools website. The referral window is publicized through the Oak Harbor Public Schools website, the school websites, and additional avenues of communication. At this time teachers, parents or guardians may complete an online referral for students who clearly demonstrate characteristics of highly capable learners and for students whose common assessments indicate achievement well above grade level. The referral window is open for two weeks.
Step Three: Once the referral window closes, a selection committee meets to review all the information collected for each referred student. The committee carefully considers student assessment portfolios, which contain the following:
- A teacher and parent scale that rates indicators of highly capable characteristics;
- Common assessments in literacy and math;
- Classroom-based evidence;
- i.Ready reading and math assessments (1st grade only)
- WaKIDS (kindergarten);
- Informal creativity assessment.
The committee analyzes the information to select students who demonstrate well-above grade level performance. The selected students are then monitored until they are screened in their second-grade year. Services for monitored students are described in the section, Elementary Program Description.
Grade 2 Identification Process for Highly Capable Services
“Universal Screening” means the systematic assessment of ALL students within a grade level for identifying students with exceptional ability or potential, especially students from traditionally underrepresented populations;
Step One: Through mid-January, second-grade teachers, in assessing student work and using an observation inventory, look for students who might be working well above grade level expectations and who show unusual connections of ideas or other characteristics of highly capable learners.
Step Two: In January, all second grade students take a 60-minute screening version of the Cognitive Abilities Test (CogAT). The purpose of this test is to find students in need of advanced learning services and to begin the formal identification process of any monitored students. Students who score in the range of 75 and 99 percent on the screening test are referred by their teachers for the HiCap program. Additionally, students who score very high on one portion of the screening test, but whose overall score is outside the range, are also referred. Classroom teachers contact parents to let them know about the referrals.
Step Three: In mid-January, a referral window opens for second-grade students. This is publicized through the Oak Harbor Public School Website, the school websites, and additional avenues of communication. At this time, parents/guardians may complete an online referral for students who clearly demonstrate characteristics of highly capable learners, but whose screening test scores did not fall in the 75 to 99 percent range. The referral window is open for two weeks.
Step Four: After the referral window closes and all the forms are processed, referred students take the complete CogAT, typically in mid-February. Written parent permission is required. After testing has been completed, a selection committee meets to make eligibility and placement decisions for the following year. The committee carefully considers each referred student’s assessment portfolio, which includes the following:
- CogAT scores;
- A teacher and parent scale that rates indicators of highly capable characteristics;
- Classroom-based evidence;
- i-Ready, an adaptive assessment for reading and math;
- Reading fluency screenings (DIBELS).
See the Eligibility and Placement section for information about how eligibility decisions are made.
Step Five: Parents/guardians will receive a letter informing them of their child’s eligibility and placement. They may choose to accept or decline services. Parent/guardian permission is required for services. Parents/guardians should be aware that declining a self-contained classroom placement means that if they wish to have their child participate in the future, it may be necessary to screen again. See the Elementary Program Description section for details about the services offered.
Grades 3-4 Identification
Step One: In early to mid-February, a referral window opens for grades 3-6 students. This is publicized through the Oak Harbor Public School Website, the school websites, and additional avenues of communication. At this time teachers, parents or guardians may complete an online referral for students who clearly demonstrate characteristics of highly capable learners. The referral window is open for two weeks.
Step Two: After the referral window closes and all the forms are processed, referred students take the complete CogAT, typically in mid-March. Soon after, a selection committee meets to make eligibility and placement decisions for the following year. The committee carefully considers each referred student’s assessment portfolio, which includes the following:
- CogAT scores;
- A teacher and parent scale that rates indicators of highly capable characteristics;
- Classroom-based evidence;
- i-Ready, an adaptive assessment for reading and math;
- SBA scores (4th grade).
See the Eligibility and Placement section for information about how eligibility decisions are made.
Step Three: Parents/guardians will receive a letter informing them of their child’s eligibility and placement. They may choose to accept or decline services. Parent/guardian permission is required for services. Parents/guardians should be aware that declining a self-contained classroom placement means that if they wish to have their child participate in the future, it may be necessary to screen again.
Grades 5-6 Identification
The screening process for students in grades 5-6 is identical to the grades 3-4 process. While the eligibility requirements are the same, placement options differ. Oak Harbor Intermediate School offers advanced level classes in the academic areas. Students not eligible for Highly Capable Program services, but who demonstrate academic strength in literacy, math or both, may have the option for advanced classes. In early spring, all fourth and fifth grade students’ assessment data is analyzed. Students scoring well above grade level on i-Ready testing and a level 4 on the Smarter Balanced Assessment are recommended for advanced classes. Teacher and parent input, as well as recent grades, are also considered.
Appeal Procedure
Every effort is made to ensure the integrity and fairness of the identification process. If, however, parents wish to appeal the eligibility decision they may do so by completing the Appeals Process Form. However, placement decisions are final.
Eligibility and Placement
Once students have completed CogAT tests, the district Multi-disciplinary Selection Committee convenes to review the eligibility of each student. The Multi-disciplinary Selection Committee of the Oak Harbor District is comprised of the district’s K-12 Advanced Learning Programs TOSA, a school psychologist, a special education teacher, an ELL teacher, and grade level specific teachers. The selection committee examines multiple measures such as the Cognitive Abilities Test (cogAT), i-Ready reading and math scores, teacher rating scales, observation inventories, and student portfolios. In attempting to increase access for students from minority or disadvantaged populations, the Multi-Disciplinary Selection Committee also reviews ELPA21 scoring, progress being made by students who qualify for ELL services, free/reduced status of students, McKinney-Vento Status, and special education statuses as relevant.
The selection committee is to review all available relevant data for each student to determine whether a preponderance of evidence indicates a need for services and no one selection criteria excludes a student for selection of highly capable services. If the Multi-Disciplinary selection committee determines that a student is eligible for highly capable services, they will determine the level of service needed to meet the students individual needs through placement in either a self-contained classroom, cluster classroom placement, or enrollment in advanced courses based on the student's grade level.
Policies
Once a student has qualified for the elementary program, no additional testing is necessary. However, students eligible for the cluster classroom can be screened again the following year to determine eligibility for the self-contained classroom. Additionally, students who were not eligible for program services may be referred and retested the following year. HiCap program services are determined by the district and provided on a year-to-year basis. Services are provided to the extent that district resources allow.
Exit and Change of Placement Procedures
All placements in the program are provisional and will undergo periodic review to ensure that each student is demonstrating academic progress. Once identified, highly capable students receive ongoing support across the K-12 continuum of services. Student progress is monitored throughout the school year. Classroom, district and state assessments are utilized to assure that highly capable students are making progress appropriate for their skills and abilities. See Policy and Procedure for Change of Placement and Exiting the Program.
Newly Enrolled Students
New students in grades two, three, four and five who have participated in highly capable programs in previous districts will be considered for the HiCap program. If a student enters during the school year, services are not interrupted. However, services are not guaranteed to be the same as the prior school district’s. A screening and testing day is scheduled in August, soon after registration has ended. This is for new students who have: 1). qualified for and/or participated in a highly capable program; 2). moved before having had an opportunity to screen for a program. Parents/guardians are advised to provide contact information from the outgoing school district so previous assessment data can be used with the August test results to determine eligibility and placement. A newly enrolled student who participated in a program comparable to OHSD and who screened using a similar test may have the opportunity to simply join a self-contained program.
Out-of-District Students
Students who live outside of the district attendance area will be charged a $100 examination fee. The fee will be reimbursed for students who both qualify for the program and choose to participate.
Elementary and Intermediate Program Description Grades K-6
At the elementary level, highly capable students receive services in a variety of ways, depending on age and degree of academic need.
K-2 Differentiation Services
K-2 teachers use small group instruction and activities tailored to students’ unique needs to provide learning opportunities appropriate for their academic skill levels.
Cluster Classroom, Grades 3-4
In this placement, eligible students are served in their home schools through the use of cluster classrooms in which a group of other highly capable students are placed together. Their classroom teachers use a variety of methods to provide continuous learning progress, challenge, and enrichment. Examples include, but are not limited to: special projects, online math problem-solving, and small group instruction.
Self-Contained Classroom, Grades 3-4
Starting with the 2019-20 school year, Oak Harbor Elementary will be the home of the third and fourth grade Highly Capable Self-Contained Programs. Due to space at Broad View Elementary, the elementary self-contained classes will move over a two year period. The third grade highly capable program will start in the 2019-20 school year, while the fourth grade class will remain at Broad View Elementary. In 2020-21, both programs will be at Oak Harbor Elementary.
Two self-contained classrooms serve eligible students in grades three and four. In this placement, Washington State’s standards-based curriculum has been modified to provide in-depth learning experiences through the use of advanced math and language arts instruction, problem and project-based learning, simulations, Socratic Seminars, technology integration, and challenge in all areas of the curriculum.
Advanced Classes, Grades 5-6
Oak Harbor Intermediate School provides advanced level classes for academic areas. In both grades, math is accelerated by at least one grade level. The advanced literacy classes are writing intensive and incorporate techniques and strategies that challenge, extend and enrich the curriculum.
Grades K-2 Frequently Asked Questions
Q. Why doesn’t the district test students in grades K-1?
A. Research studies suggest that very young students are not reliable test takers. Students who may truly be highly capable might not score in the eligibility range on standardized tests. Our district has chosen not to begin a cycle of testing and retesting for students in kindergarten and first grade.
Q. What does “monitored” mean for students?
A. This is a process used to ensure the students receive targeted differentiation. We monitor and follow them as they progress through second grade, at which point we may recommend formal testing. Formal testing occurs in late winter, beginning in second grade.
Q. Why “monitored” and not “highly capable”?
A. Students in grades two through five become eligible for highly capable services after going through a formal identification process that includes the complete Cognitive Abilities Test.
Q. What are Highly Capable Program services for K-2 students?
A. Teachers modify the regular curriculum based on a student’s area or areas of strength.
Q. What if a student needs differentiation, but did not get on the monitored list?
A. All K-2 students have the opportunity to benefit from differentiation strategies. Teachers develop a range of ways they can address the unique learning needs of their students.
Q. What happens if a student begins demonstrating characteristics of highly capable students once the referral window has closed?
A. Teachers may continue to refer students throughout the year.
Q. Can parents continue to refer throughout the year?
A. Parents have the opportunity to refer one time per year, but may communicate with their child’s teacher, who may then make a referral.
Q. What is the test all second graders take?
A. In January of each year, all second graders take a 60-minute screening version of the Cognitive Abilities Test Form 7 (CogAT 7). The results of this test are not used for placement, but to find second-grade students who show potential for performing at advanced academic levels. These students will be formally assessed through the identification process.
Grades 2-6 Frequently Asked Questions
Q. Why does second grade have a different referral deadline and testing date?
A. In January, the district tests all second graders using a screening version of the Cognitive Abilities Test (CogAT). One third of the items on the screening test are among the items on the full battery test. Because we are now using an online version of the test, students’ answers are stored for one month. Should they go on to take the complete test, their time spent testing is shortened.
Q. I have a student who did not score 75% or above on CogAT screener, but I believe this student is a strong candidate for the Highly Capable Program. May I refer him?
A. Yes. Teachers and parents may refer a second grader, regardless of the screening score if they believe the student demonstrates advanced academic performance. The CogAT screening test is not intended to exclude students. Please note that for second-grade referrals, a selection committee meets to review the assessment portfolios for referred students. The committee then makes recommendations for further testing. Not all second grade students who have been referred will take the complete CogAT.
Q. If second graders are absent on the day of the screener, will there be a makeup test?
A. We will do our best to make sure all absent students have an opportunity for a makeup test, but we can not make any guarantees.
Q. If my child qualified for a cluster classroom last year, would she need to go through the screening process again to be in a self-contained classroom?
A. Yes. A student may retake the CogAT if a year has passed since the original test date.
Q. How can my child access the advanced classes if they have not qualified for the Highly Capable Program?
A. First, i-Ready math and reading assessments for all fourth and fifth grade students are analyzed. This is one way to screen for students most likely in need of advanced opportunities. Secondly, parents and teachers can recommend students. Current grades, state assessment scores and district i-Ready scores are examined to help determine need and likely success in advanced classes.
Secondary Identification Process Grades 7-12
Grade 7-8
At any time, a parent, guardian or teacher may refer a student who demonstrates characteristics of highly capable learners by contacting a school counselor. The school counselor will work with the district’s HiCap coordinator to facilitate the referral.
Grades 9-12
The identification process for high school students is the same as it is for students in grades 6-8, yet the advanced learning opportunities increase dramatically in grades 9-12. Since students can self-select advanced courses, little advantage is gained in pursuing identification. However, there may be a circumstance in which an underperforming student is assessed to help the student better understand his or her potential and to help reverse underachievement.
Secondary Advanced Learning Opportunities Grades 7-12
There are numerous opportunities in Oak Harbor Public Schools for students seeking more challenges or a more rigorous curriculum. All of the following are either currently available:
Grades 7-8: Teacher recommendations, assessment data, and placement tests are measures used to assess readiness for advanced coursework.
Middle School Honors Classes: These classes are designed to provide enhanced and enriched learning experiences. The content of honors courses extends beyond the core curriculum with an emphasis on independence in learning, critical thinking and advanced research skills.
Grades 9-12:
Career and Technical Education (CTE) in the High School
These courses offer industry-level training and experience in addition to job shadowing and mentorships. You can find CTE courses at Oak Harbor High.
Advanced Placement (AP) in the High School
These classes offer university level course work. Passing a rigorous final exam is required to determine student eligibility for credit. For more information, visit the AP Central Website. Find AP courses at Oak Harbor High.
College in the High School
Oak Harbor High School has partnered with Central Washington University to offer college credit courses to students. Learn more about College in the High School
Running Start
The Running Start Program is a partnership between Skagit Valley College and Oak Harbor High School. The program allows high school juniors and seniors to attend community college classes and earn college credits that may also be used toward high school graduation requirements. Learn more about Oak Harbor High's Running Start.
High School Honors Classes
These classes are designed to provide enhanced and enriched learning experiences. The content of honors courses extends beyond the core curriculum with an emphasis on independence in learning, critical thinking and advanced research skills.