Highly Capable Program
Woodland School District is taking referrals beginning November 1st through December 15th to determine if your child (grades 1 through 6) qualifies as Highly Capable. Until December 15th, anyone (parents, teachers, media specialists, friends, family, acquaintances, members of the community, cohorts, etc.) may refer a student grades 1st through 6th for testing. Please either fill out the Hi C Selection Application Form below or contact the Special Services Department at 360.841.2722 for a Hi C Referral Packet.
This year, we are taking a more comprehensive approach for assessing grades K-4 and the following dates are subject to change.
Highly Capable Timelines
2017-2018 School Year
|Kindergarten Universal Screening||September 23rd through November 30th|
|Kindergarten CogAt Testing||December 11th|
|Highly Capable Program Referral Window Open for
Students in Grades 1 through 6
|November 1st through December 15th|
|Teacher Training||January 2nd through January 5th|
|Teacher Referral Window||January 8th through January 16th|
|Assessment/Placement Permission Forms and SIGS
(Scales for Identifying Gifted Students) sent to parents of
|January 25th through January 26th|
|Permission forms and SIGS forms due||February 5th|
|CogAt Screening||March 20th through March 23rd|
|CogAt Screening Makeups||March 26th through March 30th|
|Multidisciplinary selection team (MDST) meets to
review data and select students
|Send selection status notifications to parents of all
|Appeal window||April 23rd to May 4th|
|Student interviews for appeals||May 7th through May 11th|
|Multidisciplinary selection team meeting-appeals||Mid May|
|Results of appeals process communicated to families
|CogAt testing for students transferring into CSD after
the 2017-2018 assessment window closes
|August 13th through August 17th.|
HIGHLY CAPABLE PROGRAM INFORMATION•
• Definition of "Highly Capable"
• Learning Characteristics of Highly Capable Students
• Continuum of Highly Capable Program Services
• Procedures for Identification and Placement
• Selection Procedures- Hi C Nomination Form
• The Appeals Process
• Highly Capable Program Withdrawal Form
The Hi C program was created to address the special needs of gifted students, building on their strengths and potential, providing a program which challenges them intellectually, enriches them, and gives them opportunities to interact with other gifted students and be challenged by them. We work to provide a differentiated curriculum which makes students think analytically, logically, and creatively. We challenge them to solve problems, make decisions and explore their own interests. We provide a stimulating environment where expression of ideas is encouraged and positive risk-taking is valued.Hi C is a state grant funded program that requires the district to meet all guidelines provided in Washington Administrative Code (WAC) 392-170. Gifted education services are not extracurricular, a reward for good work or behavior, or just something to do if a child finishes class work early. The gifted education program is an educational intervention designed to meet the academic, social, and emotional needs of a small percentage of a school’s population. The state of Washington has changed the laws about providing highly capable education services in our state. Beginning with the 2014-2015 school year, all districts are required to provide highly capable programs and services for identified students Grades K-12. The following is the new definition of Highly Capable for our students.
- Students who perform or show potential for performing significantly advanced 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.
WAC 392-170-036 Definition – 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.
- 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; and
- Capacity for intense concentration and/or focus.
As a key component of its Highly Capable Program Identification and Selection Process, the Woodland School District will make it a priority to qualify students from various racial, ethnic, and socio-economic groups.
Continuum of Highly Capable Program ServicesProgram Option for grades K-4:
At the elementary level students will be served through classroom opportunities and differentiated instruction provided by the classroom teacher. Differentiated instruction is a researched based method of teaching that addresses the individual needs of the student and includes special teaching strategies for modifying curriculum content, pace, process, products and learning environment. New state common core standards have set guidelines for instruction for all students in higher level thinking skills, including critical thinking, problem solving, interpretation, analysis and evaluation. Our primary effort is to support teachers in developing more varied and flexible approaches toward grouping, and instruction to better meet the needs of a wide range of learners in their classrooms. Consultation with the building learning coaches, gifted coordinator or building principal is provided to support teacher efforts at differentiating instruction for highly capable learners. Curriculum adaption is also considered, as well as compacting curriculum, clustering students of like academic ability, and other best practices. Exceptionally highly capable gifted and talented learners are viewed on individual need-based criteria and needs are met accordingly.
Program Options for grades 5-6:
Qualified students are placed in one of two Science & Engineering program options.
- Semester 1-Grade 5: Students will participate in the Junior Science Olympics competition sponsored by Clark College in November. The first part of the semester will concentrate exclusively on this competition. After the competition students will receive an introduction to programming using a language called "Scratch" that was developed at MIT to teach students the principles of how to write a well thought out computer program.
- Semester 2-Grade 6: Students will learn how to design, build, and program robots using Lego Technix pieces. This is very open-ended as there is no one correct way to build or program the robots. There are multiple possible answers to the problems that will be posed. This work will be done in teams with no more than two members to a team. Based on performance, students may be asked to join the Woodland Middle School Lego Robotics Team.
Program Options for Grades 7 & 8:
- Lego Robotics Classes: Students will learn how to build and program robots that are made out of Lego Technix pieces. This is a very open ended class, as there is no one correct way to build or program the robots, and there are thousands of correct answers to the problems that will be given. Many of the problems will come from either this year's Lego robotics competition or last year's Lego robotics competition. This work will be done in teams with no more than two members to a team. Some students may decide to try out for our Lego robotics team that competes at local and state competitions in the fall and winter.
- Animation: We will be using a programming language called Alice that was developed by Carnegie Mellon University to help students learn thinking, problem solving and how to create animated worlds. Students will learn the steps in creating an animation, and groups of students will create and animate a story of their own.
- Algebra 7 & 8
- Geometry 7 & 8
For Highly Capable Students in Grades 7-12:
At the middle and high school levels, highly capable support services generally include differentiation in all classrooms, great elective offerings at each school, and adaptions to the general curriculum as needed. In the middle and high school all teachers are encouraged to use their knowledge of highly capable characteristics and needs to best support their students. Teachers are encouraged to use an interdisciplinary curriculum developed around higher order reason, constructing meaning through inquiry, advanced content and concepts, and relevant issues and themes. Many cognitive learning models are employed, such as concept mapping with literature and vocabulary webs.
Program Options for grades 9-12:
Acceleration and counseling are available for highly capable students Grades 9-12. Advanced Subject Placement, Honors, Pre-AP/IB courses are offered and encouraged for students identified as highly capable. In order for students to participate in the pull-out programs, they must be able to comply with and adhere to homeroom classroom expectations and be self-managers of their behavior. Students are required to attend all Hi C classes as outlined in the Highly Capable Program Guidelines. Unless some concern arises from the teachers or parents, continued participation in the Hi C Program will be automatic.
Procedures for Identification and Placement REFERRAL
There will be 2 referral windows held for highly capable nominations. Each fall we will take nominations for kindergarten students. In February, we will open a one month referral window for grades 1-12 during which time anyone (parents, teachers, media specialists, friends, family, acquaintances, members of the community, cohorts, etc.) may refer a student for a screening. The timeline and dates will be announced in building newsletters and posted on the district website.
SCREENING & EVALUATION
These students are given the CogAT 7 Screening tool , WISC V, or other state approved assessments for gifted and talented programs. A student must score at the 90% to qualify to move onto the next phase of evaluation for identification. All students complete an ability test, the Cognitive Abilities Test (CogAT) which provides information on how they solve problems using verbal and non-verbal reasoning skills. Ability tests are considered a representation of the ability to learn new tasks, reason and solve problems. Once a child has been admitted into the program, no future testing will be required. Unless some concern arises from the teachers or parents, continued participation in the Hi C Program will be automatic. Students’ who transfer from another state-approved gifted program in another school will automatically be eligible for our program, provided the criteria used to identify them meets or exceeds our own.
An invitation is extended to identified students and permission to participate is obtained from parents. If a student or parent decides to end placement, the request must be made by both the student and parent using the “Request to End Program Placement” form. This request must be placed by the parents, and submitted to the Hi C Program Director.
Student’s grades 5-6 are placed in the program for the upcoming school year if eligible.
All students referred will be administered the 40 minute screening test to determine if further Hi C testing is warranted. Students must score 90% or higher.
COGNITIVE ABILITIES TEST (CogAT7)
- Is a nationally recognized test to help determine giftedness in students by Riverside Publishing.
- Is a group test not an individual test.
- Must be given by district teachers/testers not private psychologists.
- Provides information on the level of development of general and specific cognitive skills of students from kindergarten through grade 12.
- Measures the development of both inductive and deductive reasoning abilities that are crucial for success in school.
- Appraises general abstract reasoning abilities and a student’s capacity to apply these to verbal and nonverbal cognitive tasks.
- Students will need to score above the 98th percentile to qualify as “gifted”.
K-8th Grade Students
Kindergartners and first grade students will have questions read to them. Questions are multiple choice and they will circle the answer they feel is correct. Second grade students read questions and circle the answer in the workbook. Third through eighth grade students will bubble answers on answer sheet.Verbal
The verbal battery tests a student’s vocabulary, as well as his/her comprehension of ideas, efficiency and verbal memory, and ability to discover word relationships. Statistics show a high correlation between high verbal ability and success in a variety of school subjects.
The quantitative battery tests the student’s quantitative reasoning and problem solving ability and provides an appraisal of the student’s general level of abstract reasoning.
The non-verbal battery presents the most novel problems to students. The items on these tests use only geometric shapes and figures that have had little direct relationship to school instruction. The test requires no reading. The non-verbal battery is particularly suitable for obtaining an accurate estimate of development for students who have difficulty with reading, who have limited competency in English, or who have limited opportunities.
Should My Student Study Before Taking the CogAT7?
NO! These tests are not the same as a standardized reading, spelling, and math tests where you know the words or the facts and can get 100%. There is no defined curriculum for the CogAT7. Instead it is about how they think, reason, and come to conclusions. The objective of the CogAT7 is to see if a student qualifies as “gifted”.
The Appeals Process
The Highly Capable Program Appeal Packet must be sumitted within 10 days of receiving the test score notification.
- Any student with test data may pursue an appeal within 10 days after results are received.
- An appeal may be initiated by any interested person on a student’s behalf.
- A student may be appealed more than once.
- Necessary components of an Appeal include the following:
|-Student information||-Student Background|
|-Parent Form||-Student work samples|
|-Additional test scores, or evidence of
student achievement (report cards)
|-Evidence of extraordinary circumstances
may accompany the appeal packet.