gifted children and the law the state of gifted education

GIFTED CHILDREN AND THE LAW

The State of Gifted Education

Basic Education

The law: Beginning in the fall of 2011, Highly

Capable Programs (HCP) will be included in the definition of “Basic Education.”

“The instructional program of basic education provided by each school district shall include… programs for highly capable students under RCW 28A.185.010 through 28A.185.030.”

Basic Education

The law: Definition of Highly Capable:

“Students who are highly capable perform or show potential for performing at significantly advanced academic levels when compared with others of their age, experience, or environments…”

WAC 392-170-035

Basic Education

The law: RCW 28A 185.020 (1) states: “The Legislature finds that for

highly capable program students, access to accelerated learning and enhanced instruction is access to a basic education.” Elementary Highly Capable Programs:

Merlin and Sage (Grades 3-5) Middle School

Humanities Plus Science Path II Math Path II

High School Advanced Placement Courses Running Start Options Online Courses available

WAC 392-170-020 states that “Each district shall submit an annual plan for the district’s highly capable program…”

Basic Education The law:

RCW 28A 185.030 states (1): “In accordance with rules adopted by the superintendent of public instruction, school districts shall implement procedures for nomination, assessment and selection of their most highly capable students.” “…multiple criteria to identify highly capable

students.” (RCW 28A 185.020) “…use of multiple, objective criteria” (RCW 28A

185.020) Merlin and Sage: Stanford 10 Achievement test, CogAT

(Cognitive Abilities Test), and SOI (Structure of Intellect Creativity Test) is used for selection

H+: 4th grade MSP reading scores, 5th grade Stanford reading scores, 4th grade MSP writing, 5th grade report card

Basic Education

The law: RCW 28A 185.030 states (2): “When

a student, who is a child of a military family in transition, has been assessed or enrolled as highly capable by a sending school, the receiving school shall initially honor placement of the student into a like program.” ISD doesn’t have a large population of military

families, but it’s important to be aware of this law.

Basic Education

The law: RCW 28A 185.020 states (1): “There are

multiple definitions of highly capable, from intellectual to academic to artistic.” ISD offers advanced classes for students in a variety of content areas.

Humanities Plus Math Path II Science Path II Evergreen Philharmonic Jazz Band

Basic Education

The law: Parent Notification

WAC 392-170-042, states that, “Annual public notification of parents and students shall be made before any major identification activity. The notice shall be published or announced in multiple ways in appropriate languages to each community in school and district publications or other media…”

All parents must be aware of the process of identification BEFORE the testing begins.

Multiple ways is included so families of different cultures, ethnicities, and socioeconomic status all have access to the same information.

Basic Education

The law: Parent Notification

WAC 392-170-047, states that, “Parental permission shall be obtained in writing before: (1) conducting assessments to determine eligibility for participation in programs…(2) Placement in the district’s highly capable program before any special services and programs are started…”

Parents can opt out.

Basic Education

The law: Students who have MET STANDARD

RCW 28A.150.210 states that, “students [are provided] the opportunity to achieve at significantly higher levels, and to provide alternative or additional instructional opportunities to help students who are having difficulty meeting the essential academic learning requirements…”

Also, it adds, “students who have met or exceeded the essential academic learning requirements be provided with alternative or additional instructional opportunities to help advance their educational experience.”

NAGC StandardsNational Association of Gifted Children

Standard #1: Learning and Development

Description: Educators, recognizing the learning and developmental differences of students with gifts and talents, promote

ongoing self-understanding, awareness of their needs, and cognitive and affective

growth of these students in school, home, and community settings to ensure specific

student outcomes

Issaquah School District

Educators in the ISD strive to develop activities and projects that are differentiated in order to meet each students developmental level. Level Questions Pre-assessments allow students to “test

out” of a unit and work on an independent learning project of their own that is still related to the material being studied in class.

CYC Project Choose your Challenge


Elementary: MERLIN and SAGE

Middle School: Humanities + Math Path II Science Path II

High School: AP Courses Running Start


Out-of-School Opportunities Ruth Roy Scholarship

Encourages students to pursue academic or intellectual interests beyond the classroom.

Summer Options for Enrichment


Standard #2: Assessment

Description: Assessments provide information about identification,

learning progress and outcomes, and evaluation of programming

for students with gifts and talents in all domains.


Assessments are used to: Qualify students for the MERLIN (Mind Education

Right Left Integration) and SAGE (Special Approach to Gifted Education) programs (at the elementary level)

Qualify students for the humanities plus program (at the middle school level)

Allow students to test into a advanced math track For EOC (End of Course) exams in math classes To pre-assess students prior to a new unit To assess students on standards and determine the

next course of action. All-District Reading Assessment


Standard #3: Curriculum Planning and Instruction

Description: Educators apply the theory and research-based models of curriculum and instruction related to students with

gifts and talents and respond to their needs by planning, selecting, adapting, and

creating culturally relevant curriculum and by using a repertoire of evidence-based

instructional strategies to ensure specific student outcomes.


The base curriculum is taught and supplemental materials are added. Great books Scholastic Scope and New York Times Upfront

Evidence-Based Strategies Used District-wide Shared Inquiry discussions

The amount of evidence-based strategies and differentiated curriculum used in classrooms is based on: Amount of time teachers have taught high-ability

learners Amount of professional development teachers of

high-ability learners have had


Standard #4: Learning Environments

Description: Learning environments foster personal and social

responsibility, multicultural competence, and interpersonal and technical communication skills for leadership in the 21st century to

ensure specific student outcomes.


Regardless of level, teachers in ISD… Have high expectations Foster a safe environment in their classrooms Can recommend VOICE mentors for students

who need assistance Provide instruction on social skills

ISD teachers of highly capable students… Provide leadership opportunities for students Provide ample opportunities for students to

develop advanced communication and presentation skills

Help students use advanced forms of technology


Standard #5: Programming

Description: Educators are aware of empirical evidence regarding: (a) the cognitive, creative, and affective development of learners with gifts and talents, and (b) programming that meets their concomitant needs. Educators use this expertise systematically and collaboratively to develop, implement, and effectively manage comprehensive services for students with a variety of gifts and talents to ensure specific student outcomes.


ISD teachers routinely collaborate at the district level to maintain consistency across the district in advanced classes. Professional development classes and a CONNECT

site for H+ teachers help teachers be on the same page.

ISD teachers routinely collaborate at the school level to create a continuum of challenge, so that the level builds consistently throughout the years.

District-wide Merlin and Sage programs at the elementary level H+ at the middle level AP and Running Start at the high school level


Standard #6: Professional Development

Description: All educators (administrators, teachers, counselors, and other instructional support staff) build their knowledge and skills using the NAGC-CEC Teacher Standards for Gifted and Talented Education and the National Staff Development Standards. They formally assess professional development needs related to the standards, develop and monitor plans, systematically engage in training to meet the identified needs, and demonstrate mastery of standard. They access resources to provide for release time, funding for continuing education, and substitute support. These practices are judged through the assessment of relevant student outcomes.


ISD had been fairly weak in the area of professional development until the 2012-2013 school year. 1 teacher currently gaining an endorsement in

Gifted and Talented education Most teachers of highly capable students have

many years of experience 2 teachers have received a grant to attend the

NAGC convention All H+ teachers (at the middle level) have

received training on how to use Great Books and Shared Inquiry in their classrooms.

Application of Common Core Standards for Gifted Children

Grade level common core standards will be inadequate. The standards will be met more quickly

than grade level peers. What to do:

Accelerated content strategies Differentiation Professional development is key!

Assessments Should be used to measure ABOVE-GRADE

LEVEL standards!

Application of Common Core Standards for Gifted Children

Issaquah School District Shared Inquiry Discussions with Great Books

At the elementary and middle school level Challenges advanced learners in the CCSS of

Speaking and Listening Students learn…

Participate in a discussion about a complex text How to support their opinions with text-based

evidence

gifted children and the law the state of gifted education

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