Highly Capable Program

Highly Capable Referrals

The Eatonville School District Highly Capable program seeks to identify the most highly capable students in our district. Highly Capable students are students who perform or show potential for performing at significantly advanced academic levels when compared with others of their age, experiences, or environments.

The Highly Capable program referral window will be open from March 1st - March 31.

Anyone (parents, teachers, community, etc.) can refer a student to be tested for potential qualification for next year's highly capable programs. Students currently in Kindergarten - 11th grade may be referred. Referred students will be tested in the school building in April. Results will be sent home through postal mail to families by the end of the school year.

Referral Form

The mission of the Eatonville School District Highly Capable Program is to identify and serve highly capable K-12 students by providing a consistent, challenging and supportive educational environment within the resources of the district.

We address the significantly higher learning needs of highly capable students through a continuum of service models that span from Kindergarten through 12th grade. We provide instruction, activities and services that accelerate learning, and offer a unique academic challenge for young learners identified as highly capable. While the program offerings vary depending on the grade level of the student, the intent is to help students explore learning through enhanced activities that target their unique skills and abilities.

Anyone may refer a student for testing for the highly capable program. Referrals can come from parents, teachers, school personnel, friends, family, community members, or even the student themselves.

A referral can be completed by completing the referral form during the month of March. All parents must give permission for the student to be tested and potentially placed in a highly capable program. A district team will review all referrals and student assessment criteria. The referral form is available online using the button below beginning March 1 through March 31, 2025 for current Kindergarten - 11th grade students.

Students in second and fifth grade are screened using multiple data points using the i-Ready assessment. By screening at two grade levels we are broadening our search to serve highly capable students.

Referral Timeline:

March (Referral Window)	K-11 Referrals
April	Cogat Battery for Identified Students
May	Multi- Disciplinary Committee Meeting
June	Parents and Principals Notified of Placement

Please email Dracy McCoy, Executive Director of Student Services at d.mccoy@eatonville.wednet.edu or contact your building principal if you have questions regarding this information.

Highly Capable Definition (WAC 392-170-035)

Critical and Creative Thinking Strategies

One of the focuses of the program is to expand student learning through the development of critical and creative thinking strategies which enable students to make real-world connections as they become independent, lifelong learners. These strategies incorporate 21st Century thinking skills which will help students recognize their growth mindset.

Visualization is a sensory strategy used to make connections to what students read and hear as well as to develop outlines, planning and goal-setting.
Plus, Minus, Interesting provides students the opportunity to comprehend the positive and negative aspects of what they think and experience. Students are progressing their independent thinking which leads to considering numerous possibilities and insights for more informed decision-making.
Encapsulation has students learn to synthesize information concisely.
Questioning is encouraged to assist in problem solving.
Point of View helps to establish an understanding of recognizing differing viewpoints which enables students to draw a more developed opinion of open-mindedness and potential collaboration.
Decisions and Outcomes allow students to gain an understanding of cause and effect relationships and how to deal with consequences of varying degrees.
Analogies help students make comparisons, relationships and connections.
Mind Mapping is the creation of a visual used to collect and recall information and expand creativity while connecting ideas.
Fluency, Originality, Flexibility, & Elaboration is where students generate ideas and maintain open-minded thinking to further brainstorming and consider alternatives.

In the Eatonville School District, we provide an academic program in Kindergarten through 12th grade with various services models that includes instruction and services that enrich learning for students identified as Highly Capable, based on assessment data. To be eligible for identification, students must live within the Eatonville School District boundaries, including home schooled students.

Identification Process

The Eatonville School District uses multiple measures to identify students who perform or show potential for performing at significantly advanced academic levels when compared with others of their age, experiences, and/or environments.

Multiple measures are used to identify students who perform or show potential for performing at significantly advanced academic levels when compared with others of their age, experiences, and/or environments. Student data for this school year includes district-required in-class assessments in literacy, math, and cognition.

Following assessment, a Multi-Disciplinary Committee (MDC) thoughtfully reviews student data. The MDC is made up of HiCAP teachers, a building principal, a school psychologist, the Highly Capable Program Team, Director of Teaching and Learning.

Our goal is to identify academically highly capable students who would most benefit from a continuum of Highly Capable services. There is no single cut score or threshold a student must meet. We can consider trends over time, focusing on student growth while considering the demographics of underrepresented student populations in an effort to ensure equity and remove barriers for low income students, as required by state law.

Grades	English	Math	Cognition
K-1	WAKids i-Ready	WAKids i-Ready	Cogat
1-5	i-ready SBA (3-5)	i-ready SBA (3-5)	Cogat
6-8	i-Ready SBA	i-ready SBA	Cogat
9-12	SBA CBA	SBA CBA	Cogat

English-Learning Students: In addition to ability and achievement assessments, the Washington English Language Proficiency Assessment (WIDA) is used to evaluate students whose first language is not English to determine their ability for rapid language acquisition which can be a characteristic of highly capable learners.

Special Education Students: Students who qualify for Highly Capable program services and also qualify for either special education services or a 504 plan are often referred to as twice-exceptional students. Additional data available for students with IEPs may be used in the identification process when relevant to determine a need for highly capable program services.

What is the broad screening instrument to be used? All kindergarten through 8th grade students will be screened using the I ready assessment using two data points. I-ready is a standardized test of academic achievement, the total scale score can be used to describe a student’s proficiency with respect to other learners who are on the same learning path. Second, results are designed to provide domain placement categories that describe the status of a student with respect to having achieved the standards of Grades K–8 learning (in reading and mathematics).

New legislation requires all school districts to implement universal screening at two grade levels, utilizing two student data points. The purpose of universal screening and this legislation is to include students who traditionally are not referred for highly capable programs and services.

General Timeline

Dates	Action
September - January	Student Learning Plans Completed
January	2nd Grade i-Ready Diagnostic Assessment (screener)
January	5th Grade i-Ready Diagnostic Assessment (screener)
March - April (Referral Window)	Students K-11 Referrals
April	Cogat Battery for Identified Students
May	Multi- Disciplinary Committee Meeting
June	Parents and Principals Notified of Placement

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) Highly capable selection decisions must be based on consideration of criteria benchmarked on local norms, but local norms may not be used as a more restrictive criteria than national norms at the same percentile;

(c) Subjective measures such as teacher recommendations or report card grades may not be used to screen out a student from assessment. These data points may be used alongside other criteria during selection to support identification, but may not be used to disqualify a student from being identified; and

(d) To the extent practicable, screening and assessments must be given in the native language of the student. If native language screening and assessments are not available, a nonverbal screening and assessment must be used.

Placement

A multi-disciplinary selection committee will review the data that has been collected for each referred student. The multi-disciplinary selection committee is composed of the following:

• A teacher with specialized knowledge of HCP students, programming, curriculum, and instruction (such as a teacher who has taken gifted education coursework or current HC teacher).
• Psychologists or other qualified practitioners with the training to interpret cognitive and achievement test results.
• Certified coordinator/administrator with responsibility for the supervision of the district's HCP and may include school principals.

The selection committee's decision for identifying students who are in need of Highly Capable Program services will be based on:

1. The preponderance of the data collected demonstrates that the 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.

Note: Single scores or indicators will not prevent a student's selection; however, individual pieces of evidence, if strong enough, can indicate that the student would benefit from services. If properly validated assessments are not available, the professional judgment of the qualified district personnel shall determine eligibility.

Student Learning Plans

The Highly Capable Learning Plan determines students' services in the school in their general education classroom by their teacher. The plan may include differentiated curriculum and instruction, intentional student groups or accelerated content area instruction for a portion of their school day.

Teachers will look at student’s strengths and needs and set goals for them in the classroom.

These goals will support student growth in areas they currently excel in, as well as, support them in areas they need to grow.

25-26 Highly Capable Plan

Supporting and Challenging Your Highly Capable Student Eatonville School District – Family Guidance

Why This Guidance Matters

Highly Capable students often demonstrate advanced thinking, deep curiosity, and strong learning potential. At the same time, their academic, emotional, and social development may not progress at the same pace. This uneven growth is common and developmentally appropriate.

This guidance is designed to help families understand what is normal, what may require
support, and how families and schools can work together to ensure students are both
challenged and emotionally well.

What “Highly Capable” Means and Does Not Mean

The Highly Capable (Hi-Cap) program is designed to provide appropriate challenge and support for students whose learning needs extend beyond the general curriculum.

Being Highly Capable does not mean:
● A child excels in all subject areas
● A child never struggles or becomes frustrated
● A child is always independent or self-motivated
● A child does not need organizational or emotional support

Many Highly Capable students need more guidance as learning becomes more complex — not less.

What Families Often Notice

Families of Hi-Cap students commonly observe behaviors such as:
● Avoiding work unless success feels guaranteed
● Becoming upset over small mistakes
● Appearing bored when tasks are actually overwhelming
● Struggling with peers due to advanced language, humor, or interests

These behaviors typically reflect perfectionism, asynchronous development, or unmet challenge, rather than lack of ability or motivation.

Core Messages to Remember

● Advanced thinking does not always come with advanced emotional regulation
● Growth does not always mean more work — it often means deeper thinking
● Executive function skills develop over time and need explicit support
● Progress is uneven and non-linear
● Depth of learning matters more than speed

A supported, curious, and emotionally healthy learner is more important than a “perfect” student.

How Families Can Support (Without Pressure)

Families can support Highly Capable learners by:
● Encouraging curiosity and open-ended thinking
● Normalizing mistakes and productive struggle
● Supporting organization, planning, and task initiation
● Balancing academic challenge with rest, play, and social connection
● Communicating collaboratively with the school when concerns arise

Families do not need to constantly accelerate or enrich learning at home for a child to thrive.

When to Partner With the School

Using the Full Guidance Document

The pages that follow expand on these ideas and offer practical strategies, including:
● Supporting executive function skill development
● Grade-band guidance (elementary, middle, and high school)
● Extending learning beyond the classroom
● Resources for families

Families may read sections that feel most relevant. There is no expectation to apply everything at once.

Full Family Guidance: Supporting and Challenging Your Highly Capable Student

Purpose
Highly Capable learners demonstrate exceptional abilities and curiosity that require ongoing challenge, encouragement, and balance. Families play a vital role in helping their child stay engaged, supported, and emotionally well while nurturing their unique strengths.

Understanding Your Hi-Cap Learner

Asynchronous Development
Highly Capable students may demonstrate advanced reasoning or vocabulary while experiencing emotions or social skills typical of their age.

Depth of Curiosity
They often ask complex “why” questions, enjoy abstract ideas, and may become deeply focused on specific interests.

Perfectionism and Sensitivity
Many set very high standards for themselves or become frustrated when learning comes easily in some areas but not others.

Need for Challenge
Without appropriate rigor or depth, some students may disengage, rush through work, or mask abilities to fit in socially.

Common Scenarios Include:

● Avoiding work unless success feels guaranteed
● Becoming upset over small mistakes
● Appearing bored when overwhelmed
● Struggling with peers due to advanced language or humor

Ways to Support and Challenge at Home

1. Encourage Curiosity
● Ask open-ended questions (“What do you think would happen if...?”)
● Explore interests together through museums, reading, podcasts, art, music, or coding
● Allow productive struggle before stepping in

2. Foster Independence and Resilience
● Support goal-setting and reflection
● Model growth mindset language and learning from mistakes
● Encourage safe risk-taking (new activities, performances, competitions)

3. Balance Academics and Emotional Growth
● Schedule downtime to recharge
● Talk openly about emotions and stress
● Support friendships with intellectual peers and same-age peers

4. Extend Learning Beyond School
● Encourage enrichment projects such as science kits, robotics, creative writing, or service learning
● Connect interests to real-world impact
● Use community resources such as libraries, youth programs, or college enrichment events

Executive Function Skill Development
Executive function skills help students plan, organize, manage time, regulate emotions, and follow through on tasks. Many Highly Capable students need explicit support developing these skills, especially as academic demands increase.

Because learning may come easily early on, some students have had fewer opportunities to practice persistence, planning, or managing long-term projects. This is common and developmentally appropriate.

How Families Can Help
● Make thinking visible by talking through planning and problem-solving
● Use external supports such as calendars, planners, and checklists
● Break long-term projects into smaller checkpoints
● Practice time estimation and reflection
● Support task initiation by helping with the first step, then stepping back
● Teach emotional regulation strategies for frustration and stress

Helpful Reminders:
● Executive functioning develops into early adulthood
● Needing support does not mean lack of motivation or ability
● Progress is uneven — growth, not perfection, is the goal

When Your Child Is Not Feeling Challenged
Signs may include boredom, rushing, avoidance, or disengagement. When this occurs:
● Talk with your child about what feels repetitive or too easy
● Share specific observations with the teacher
● Ask about opportunities for enrichment, depth, or extension
Growth does not always mean additional work — it may mean deeper or more complex thinking.

Partnering With the School
Families and schools work best as partners. Open communication helps ensure students are supported without being over- or under-challenged.

Home and School Support: A Shared Approach
Schools design instruction, provide differentiation, and adjust academic challenge based on student needs.

Families support learning habits, emotional growth, organization, and balance in everyday contexts.

When concerns arise, sharing specific observations helps teams respond thoughtfully and collaboratively.

Stay connected with teachers and the Hi-Cap coordinator
Advocate collaboratively by sharing observations and possible enrichment ideas
Celebrate effort, curiosity, and growth — not just grades

Guidance by Grade Band
Elementary School (Grades K–5)
Focus: Curiosity, confidence, and healthy risk-taking
● Emphasize effort over correctness
● Normalize mistakes through modeling
● Encourage exploration and play-based learning
● Watch for avoidance behaviors tied to perfectionism

Middle School (Grades 6–8)
Focus: Organization, identity, and belonging
● Support planning and time management
● Break long-term projects into manageable steps
● Talk openly about stress and fear of failure
● Encourage clubs and interest-based groups

High School (Grades 9–12)
Focus: Balance, self-advocacy, and well-being
● Encourage balance between academics, interests, and rest
● Support goal-setting aligned with student values
● Discuss healthy stress and sleep habits
● Encourage self-advocacy and communication with teachers

Across All Grade Levels
● Growth looks different at different times
● Depth of learning matters more than speed
● Emotional well-being supports long-term success

Resources for Families
● OSPI Highly Capable Program Guidance - OSPI
● National Association for Gifted Children (NAGC) - NAGC
● Supporting Emotional Needs of the Gifted (SENG) - SENG
● Washington Association of Educators of Talented and Gifted (WAETAG) - WAETAG