Highly Capable Program

Colfax School District 300 believes that students who have been identified as highly capable should have the opportunity to develop their strengths and talents through a rigorous academic program which enriches and extends the adopted curriculum, honors unique gifts, interests, and learning styles, and promotes higher-order, creative, and critical thinking.

Below you'll find information regarding all process of Colfax School District's Highly Capable Program.

Nomination/Screening Process

The district will conduct universal screenings to find students who may qualify for potential highly capable program placement in both 2nd and 6th grade. The purpose of universal screening is to include students who traditionally are not referred for highly capable programs and services. Students discovered during universal screening may need further assessment to determine whether the student is eligible for placement in a program for highly capable students. The District will consider at least two student data points during universal screening, which may include previously administered standardized, classroom-based performance, cognitive, or achievement assessments, or research-based behavior rating scales.

For all other grade levels, nominations can be completed by teachers, staff, parents and members of the community using the document below. Please submit all referrals to the Highly Capable Director, Jacob Tucker, prior to Oct. 1st.

Nomination Form

HCP Nomination Form.docx

Assessment

The district will obtain written or electronic parental permission prior to conducting assessments to determine eligibility for participation in its Highly Capable Program (HCP).

District practices for identifying the most highly capable students must prioritize equitable identification of low-income students.

The district will assess students identified for further testing through the universal screening process using multiple objective criteria. The district must base the assessment process upon a review of each students capability as shown by multiple criteria, from a wide variety of sources and data, intended to reveal each referred student’s unique needs and capabilities. The assessment criterion consists of both qualitative and quantitative instruments and may include: COGAT, SOI, and Renzulli.

The district must have identification procedures for their highly capable programs that are clearly stated and implemented by the district using the following criteria:

a. Districts must use multiple objective criteria to identify students who are among the most highly capable. Multiple pathways for qualifications must be available and no single criterion may disqualify a student from identification;

b. The district must base highly capable selection decisions on consideration of criteria benchmarked on local norms, but the district will not use local norms as a more restrictive criterion than national norms at the same percentile.

c. The district will not use subjective measures, such as teacher recommendations or report card grades to screen out a student from assessment or to disqualify a student from identification. However, the district may use these data points alongside other criteria during selection to support identification; and

d. To the extent practicable, the district must give screening and assessments in the native language of the student. If native language screening and assessments are not available, the district must use a nonverbal screening and assessment.

The district will record test results in the student’s cumulative file. Any screenings or additional assessments will be conducted within the school day and at the school the student attends. On a case-by-case basis and with the consent of the parent or guardian, the district may offer student screenings or additional assessment opportunities during the summer, outside of school hours, or at an alternative site.

Selection Process

A multi-disciplinary selection committee composed of a district administrator, psychologist or other individual who can interpret cognitive and achievement test results, and a teacher will review data that has been collected for each of the referred students. The multi-disciplinary selection committee is composed of: a special teacher (however, if a special teacher is not available, a classroom teacher shall be appointed); a psychologist or other qualified practitioner with the training to interpret cognitive and achievement test results; a certificated coordinator or administrator with the responsibility for the supervision of the district’s highly capable program; and additional professionals if any, that the district deems desirable.

The multi-disciplinary selection committee will evaluate the results of the universal screening, any further individual student assessment, and any available district data and make the selection decision based on:

1. A preponderance of evidence from the profile data demonstrating that a student is among the most highly capable;

2. Evidence of clear need for highly capable services; and

3. Determination of which students would benefit the most from inclusion in the district’s program.

A single assessment score or indicator will not prevent a student’s selection for the HCP; however, individual pieces of evidence, if strong enough, can indicate that the student would benefit from these services. If properly validated tests are not available, the professional judgment of the qualified district personnel shall determine eligibility of the student based upon evidence of cognitive and/or academic achievement.

The district will:

1. Notify parents of the students selected. Parents will receive a full explanation of the procedures for identification, an explanation of the process to exit a student from the program, the information on the district’s program and the options that are available to identified students;

2. Obtain parental permission to place identified students in the program before any special services and programs are provided to the student.

The Colfax School District 300 does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs and activities and provides equal access to its programs.

Appeal Process

Parents/legal guardians have the right to appeal the Multi-Disciplinary Selection Committee’s decision. Individuals appealing the selection committee’s decision must submit a completed appeals form or letter requesting review of selection/placement decision. The written request must include reasons for the appeal and, to support reconsideration, provide additional evidence of significantly advanced cognitive or academic levels and/or outstanding intellectual, academic, or creative abilities.

Parents/legal guardians must submit the appeal request and supporting evidence to the Superintendent within ten school days of the Multi-Disciplinary Selection Committee’s decision notification.

The district’s multidisciplinary committee will review the student’s file, assessment profile data, and additional evidence provided in the request for appeal. The Multidisciplinary Committee is composed of: a special teacher (provided that if a special teacher is not available, a classroom teacher shall be appointed); a psychologist or other qualified practitioner with the training to interpret cognitive and achievement test results; a certificated coordinator or administrator with responsibility for the supervision of the district’s highly capable program; and additional professionals, if any, that the district deems desirable. The superintendent will oversee the appeal process. The decision of the multidisciplinary selection committee may include:

Upholding the original decision of the Multidisciplinary Selection Committee;
Reversing the decision of the Multidisciplinary Selection Committee;

The Multidisciplinary Selection Committee will make a decision within 30 school days after receipt of written request for reconsideration, and will notify the parent/legal guardian of the decision in writing. The decision of the Multidisciplinary Selection Committee is final.

Exit Process

Upon the request of a teacher or highly capable instructor, the district may initiate the exit process for students who no longer demonstrate a need for highly capable program services. The Multi-Disciplinary Selection Committee will convene a meeting to review the student’s profile to determine if the student qualifies for program services based on assessment data and selection criteria. The multi-disciplinary selection committee may request additional evidence of student capabilities and/or willingness to participate in the program. If the committee determines that the student no longer qualifies for highly capable program services, it may recommend that the student be exited from the program. The district will notify the parent in writing of the committee’s decision and of the appeal’s process.

A parent/legal guardian may request to withdraw the student from the program or a student may voluntarily withdraw from the program. A meeting will be convened by the Highly Capable Program Coordinator/Director to discuss the request. If the parent/legal guardian desires to withdraw the student from the program, the district will exit the student from the program. The multi-disciplinary selection committee will determine if identification procedures are necessary for students wishing to reenter the program in the future.

Program Design

Students that qualify for the Highly Capable Program will have an initial conference with the program administrator, school psychologist, parents and teachers to create an Advanced Learning Plan. These plans may include accelerated learning opportunities; academic grouping arrangements that provide intellectual and interest peer group interactions; cooperative agreements between K-12 and institutions of higher education, mentorship opportunities/career exploration, and more. Plans will be updated once per year.

District Board Policies

Highly Capable Director:

Jacob Tucker

[email protected]

509-397-2181 Ext. 5862