Highly Capable Program

Process for identifying students for Highly Capable

1. Referral 
2. Evidence Collected
3. Team examines evidence
   • Students identified as Highly Capable generally fall in the 1-3 percent of their same age, grade, experience and/or environment. Meridian currently qualifies students in the areas of Reading and Math.
4. Goals and/or plans created
5. Review of student progress

Referrals

• Students may be referred on an annual basis by families, teachers, staff or community members.
• Once a student is referred the family is contacted for permission to test. 

Determining which students should be referred for highly capable

Students who perform or show potential for performing at significantly advanced academic levels when compared with others of their age, experiences, or environments qualify for Highly Capable identification. (WAC 392-170-035) Students in grades K-11 may be referred. Students may be referred for services in the Highly Capable Program once per 12 month period. All referral forms must be submitted to the Highly Capable Coordinator for the district.

Who refers students for highly capable:

• Teachers
• Families
• Community members
• Students in 6th-11th grade may also self-refer. (WAC 392-170-045).

Referral Steps:

1. Referral is submitted by teacher, family, community member or student in 6-11th grade.
2. Referrals must be submitted within the referral window to be considered for the school year qualifying assessment. (Referrals received after the referral deadline must be resubmitted for testing in the subsequent year.)
3. A portfolio of evidence will be collected for referred students. This may include, but is not limited to, previous assessment data, parent survey responses, teacher input and new assessments. 
4. Students in Kindergarten, 1st, and 2nd grades take the CogAT screener. They must score above the 85th percentile to move on to the full CogAT. All other grade levels take the full CogAT assessment. 

Second and fifth grade: In an effort to provide equitable access to qualify for Highly Capable identification all second and fifth grade students are screened. Referrals for these students are not necessary. 

Evidence Collected

Evidence collected for consideration could include, but is not limited to (aptitude scores, achievement scores and qualitative input from families and staff).

• Aptitude (Natural Ability)
  • Ability test – National Percentile, Standard Age
  • Cognitive Abilities Test (CogAT) typically in the top 3% of same age, experience and environment
• Achievement (Testing)
  • Standardized Achievement Test standard based on specific measures: SBA, CBA, I-Ready, IRLA data, and other nationally normed assessments
• Qualitative (Descriptions)
  • Teacher and Family feedback,  Additional Work Samples

Evidence Examined by Team

• The portfolio is reviewed by a multidisciplinary team (MDT) including (OSPI: WAC 392-170-075):
  • Director working with students identified Highly Capable
  • Teacher(s) on Special Assignment (TOSA) working with students identified Highly Capable
  • District Psychologist
  • Additional Educators
• As the team examines the evidence they are reviewing information to consider whether a student is demonstrating a need for the Highly Capable services. Students identified as Highly Capable perform or show potential for performing at significantly high academic levels when 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. These students are present not only in the general populace, but are present within all protected classes. (WAC 392.170.035)
• Students not identified as Highly Capable will continue to be supported in the general education setting.
• Families may appeal the decision of the multidisciplinary team by completing an appeal form. Appeals must be submitted in writing within 14 days of notification. Families must present evidence not previously reviewed that demonstrates a significantly advanced need.

• Upon identification as Highly Capable, family and teachers work collaboratively to determine the specific approach and/or goal for the student.

 Review of Student Progress

• Student performance on district and state assessments is monitored by the district for growth.
• Student Learning Plans (SLP) for students in grades 3-8 are reviewed annually.
• Students in high school work with their building counselor to monitor the appropriate challenge of their course work in alignment to their High School and Beyond Plan.