1. Shoreline’s Highly Capable Program
Presentation to the Community
Spring, 2017

2. Tonight’s Agenda Overview of Upcoming Changes to Highly Capable
Options for Families
Instructional Models
Insights from Teachers
Questions and Answers
Michael

3. Shoreline Highly Capable Program Vision
Shoreline School District will be a leader in highly capable education through pursuing excellence and promoting life- long learning for all our highly capable students.

4. Shoreline Highly Capable Program Mission
(Part I)
To achieve our vision, Shoreline Schools will:
Create opportunities for all students to gain equitable access to appropriate instruction;
Enhance programs for Highly Capable students to more closely reflect the diversity of our community;
Offer flexible, integrated programming and service delivery models kindergarten through grade 12;
Expand pathways to access appropriate instruction in both magnet and home schools;
Provide options to access appropriate instruction in single subject areas; and
Support the emotional and social needs of our students through ongoing professional development of our educators.

5. Shoreline Highly Capable Program Mission
(Part II)
To be successful in our mission, Shoreline Schools will:
Provide challenging and rigorous learning opportunities to highly capable students that will elevate all learners throughout our district;
Communicate effectively the characteristics and needs of highly capable students to the community;
Improve outreach to families and staff, including multilingual and historically underserved families; and
Review eligibility requirements and identification procedures periodically with the objective of improving opportunities for access to services for highly capable students.
Liz
This helps us to know if we are successful in achieving our vision.

6. Shoreline’s 2017-18 Highly Capable Program Model: A K-12 Continuum
KINDERGARTEN
The program begins in the second semester at one or two schools.
One day per week, transportation provided
GRADES 1-6
Full year, all day magnet program for students identified in both reading and math
Service at home schools for students identified in reading or math or both areas
MIDDLE SCHOOL
Honors classes and accelerated math
Counselors monitor progress and advise on selection of courses
HIGH SCHOOL
AP, Honors, UW Classes, Running Start

7. Changes to the Shoreline HiCap Program
Student Eligibility
Eligible in Two Areas (Math and English Language Arts)
Services at a magnet program (all day program) OR
Services at home school
Eligible in One Area (Math or English Language Arts)
Services at their home school.
Should the student later be identified in the other area also, they will have the option of transferring to a magnet program the following year or any subsequent year.

8. Changes to the Shoreline HiCap Program
 Instructional Service Models
Flexibility for elementary schools to implement:
Differentiation/flexible grouping in the general education classroom and/or
Cluster groupings: for content within grade level or cluster for content across grade levels
HiCap resource room, in class or pull out
HiCap Teacher on Special Assignment (TOSA) to support all schools and teachers with HiCap students

9. CHANGES TO SHORELINE’S K-6 HICAP PROGRAM
CURRENT PROGRAM
NEW DESIGN
Students qualified in BOTH reading and math
Qualify in reading OR math, or both
IDENTIFICATION
Selection based on all available evidence
Selection based on test scores only
This slide summarizes what what we just discussed.
Self-contained classes at self- contained magnet programs for students identified in both reading and math
Self-Contained program at self-contained magnet programs only
SERVICE OR
Service at your home school for students identified in reading or math OR both areas

10. How Will Program Changes Affect Students Already in the Program?
Every student who is already in the Highly Capable program at the time changes are made will continue to be served in the program. The range of services will be expanded, but once a student is identified as Highly Capable they will continue to be eligible for the program through graduation. The goal of these changes is to increase our ability to serve identified students.

11. Definitions of Instructional Service Models: Differentiation/Flexible Grouping in the General Education Classroom
Differentiation is an organized yet flexible way of proactively adjusting teaching and learning to meet kids where they are and help them to achieve maximum growth as learners the adjustments to teaching and learning (are) modifications of content, process, and products based on students’ readiness, interests, and learning profiles.
(Carol Ann Tomlinson) MP
The definitions are from the research material the committee studied. Differentiation is a broad category. Please see handout.

12. Definitions of Instructional Service Models: Cluster Groupings: for Content within Grade Level or Cluster for Content Across Grade Levels
Cluster grouping occurs within the regular classroom where identified students are assigned to the same room and the teacher is expected to modify the curriculum and instruction to meet their needs. It allows students to remain in the regular classroom, have access to others of like ability and reduces the need for pullout. This can be done within a grade level or across grade levels as in having 2nd grade HiCap students work with 3rd graders in math.
(Hearne and Maurer, Gifted Education: A Primer) MP

13. Definitions of Instructional Service Models: HiCap resource room – in class or pull out
Resource rooms are used to enrich the curriculum. Students come and go from the regular classroom. As an only option, the experience can be minimal for the gifted students. Combined with others, it can enhance the learning and provide options for teachers who are seeking to develop special talents or interests of students.
(Hearne and Maurer, Gifted Education: A Primer) MP

14. HiCap Curriculum in Home Schools
Math: Students who are receiving HiCap services in their home schools will be doing math one year ahead of their grade level.
English Language Arts: Students will be working on grade level standards but will be reading and writing at an advanced level.
All other subjects will be taught at grade level with grade level materials.
This curriculum matches the program at the HiCap magnet schools.

15. Next Steps in HiCap Support and Communication
In order to support our students, families, and staff in the implementation of this new model we will be:
Developing an ongoing program of teacher training for HiCap
Hiring a HiCap teacher on special assignment to support all our schools
Reviewing our assessment and selection procedures to create greater equity and opportunity for highly capable students
Forming a HiCap Advisory including parents and staff to give us guidance on how to proceed
Holding four HiCap community meetings each school year
Publishing a regular HiCap newsletter
Frequently updating our HiCap Q&A site

16. May 16, 2017 Presentation on Gifted Education Dr. Nancy Hertzog
Director, Robinson Center for Young Scholars
University of Washington
Co-Sponsored by Shoreline Public Schools and Shoreline HiCap Advocacy Group
6:30-8:30 pm, Shoreline Center
More information to come

17. Shoreline HiCap Advisory Committee
Coming Soon!
Shoreline HiCap Advisory Committee
To be formed this spring
A new way for Shoreline parents, administrators, and teachers to come together to:
Learn together
Provide opportunity for feedback on implementation
Plan district community events
Provide information for HiCap newsletters
More information to come

18. District Contacts Highly Capable Program Office: 206-393-4771
Michael Power
Director of Assessment and Student Learning
Spencer Glushak
Assessment & HiCap Program Specialist
Website:

20. State and National Resources
• State Office of the Superintendent of Public Instructional Services
• Washington Association for Gifted Children
• Washington Administrative Code (WAC) Chapter Special Service Program-Highly Capable Students
• The Halbert & Nancy Robinson Center for Young Scholars at the University of Washington: depts.washington.edu/cscy/
• National Association for Gifted Children

21. Questions?
All