Highly Capable Guide
A handbook for parents and teachers with students in the program for
gifted and talented students, grades 4-12
Elma School District #68
1235 Monte-Elma Rd
Elma, WA 98541
Superintendent……………………………………………..………..…………Howard King
Assessment Coordinator/Vice Principal Elementary………..Greg Scroggins
Director of Special Services ………………………………………….….Stacey Rockey
School Psychologists…………………………………………………………………Kim Acuff, Christina Jones
Highly Capable Program Coordinator ……………………….……….Laura Nelson
Last Revised 3/7/2016
Dear Parent and/or Teacher
This handbook was prepared to provide information to you about Elma’s Highly Capable
Program (Eagles High C). This program is designed to challenge gifted and talented students at
the Elma Elementary, Middle, and High School. This handbook is a source of information about
the identification process, various policies and objectives of the program. This will assist
parents and teachers to know about how Elma’s gifted program is organized. It is also a goal
that this guide can be used to further motivate the students that are a part of the High C
program. Elma’s High C committee is committed to provide students with a quality program
utilizing available resources.
Sincerely,
Laura Nelson
Highly Capable Program Coordinator
Contents
About High C
State Requirements
Characteristics of Gifted/Talented
High C Parent- Referral
High C Teacher Referral
Procedure for Identification and Placement of High C Students
Assessment Procedures
About the Tests
Identification Process for High C students
Parent Approval Form for Testing
Objectives of the Program
Program Curriculum
Expectations of Student Involvement
Agreement for Participation Form
Appeal Form
Request to End Placement Form
Calendar and Timeline of Events
About the Highly Capable Program (High C)
Mission Statement:
All students identified as highly capable, who possess extraordinary learning ability, have the right to an
appropriate education that provides educational interventions which sustain, challenge and ensure
continued growth. Facilitators and teachers must work together to ensure that the education needs
including; academic, psychological, and social needs are met in the regular classroom and/or specialized
learning setting.
Goals:
The High C program is determined to address the special needs of Gifted Students. The goals of
the program are not limited to but include the following.

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To identify Students who have high intellectual, academic and creative thinking ability
To provide differentiated instruction appropriate to the needs of highly capable
students
To provide an intellectual peer group for participating students
To provide teacher training to maximize teacher effectiveness
To provide a quality program experience for eligible students at their respective schools
State Regulations
The Revised Code of Washington (RCW) Chapter 28A.185-Highly Capable Students is
the law that governs the Washington State Highly Capable program.
Washington Administrative Code (WAC) Chapter 392-170 Special Service Program –
Highly Capable Students provides guidance for development and delivery of highly
capable program services.
WAC 392-170-078 – Program Services. Education program plans for each identified highly capable
student or plans for a group of students with similar academic abilities shall be developed based on the
results of the assessed academic need of that student or group of students. A variety of appropriate
program services shall be made available. Once services are started, a continuum of services shall be
provided and may include kindergarten through twelfth grade.
Characteristics of the Gifted Child
General Behavior Characteristics
Gifted children's behavior differs from that of their age-mates in the following ways and others:
 Many gifted children learn to read early, with better comprehension of the nuances of
language. As much as half the gifted and talented population has learned to read before
entering school.
 Gifted children often read widely, quickly, and intensely and have large vocabularies.
 Gifted children commonly learn basic skills better, more quickly, and with less
practice.
 They are better able to construct and handle abstractions.
 They often pick up and interpret nonverbal cues and can draw inferences that other
children need to have spelled out for them.
 They take less for granted, seeking the "hows" and "whys."
 They can work independently at an earlier age and can concentrate for longer periods.
 Their interests are both wildly eclectic and intensely focused.
 They often have seemingly boundless energy, which sometimes leads to a
misdiagnosis of hyperactivity.
 They usually respond and relate well to parents, teachers, and other adults. They may
prefer the company of older children and adults to that of their peers.
 They like to learn new things, are willing to examine the unusual, and are highly
inquisitive.
 They tackle tasks and problems in a well-organized, goal-directed, and efficient
manner.
 They exhibit an intrinsic motivation to learn, find out, or explore and are often very
persistent. "I'd rather do it myself" is a common attitude.
High C Nomination Form
Elma School District
Nomination for the Highly Capable Program
Name: ______________________________________________ Date: ______________
Name of student nominated_______________________________________________
School where student attends: ____________________________ Grade level of student: ________
What special talents or skills does the student have? ______________________________
________________________________________________________________________
________________________________________________________________________
Give examples of behavior that illustrates this. __________________________________
________________________________________________________________________
________________________________________________________________________
B. What Areas of Gifted best describes this student. Circle all that Apply
Creative Thinking
Leadership
General Intellectual Ability
Psychomotor
Specific Academic Ability
Visual/ Peforming Arts
High C Teacher Survey Form
Elma School District
Teacher Nomination for Highly Capable Program
Student Name_________________________________________ Grade________
Date____________________
Teacher’s name______________________________________________________
Gifted and Talented Screening Form (GTFS)
SCORING-Please rate your nominee on
Consistently
Frequently
Occasionally
Seldom
Never
each of the following criteria.
5
4
3
2
1
1.Can demonstrate an exceptional amount
of factual knowledge for age level.
2. Write and/or expresses imaginative ideas,
stories, or solutions with clarity,
perceptiveness, and realism
3. Can achieve high grades and/or complete
difficult tasks for age level
4. Can accept personal, social, and
situational responsibilities beyond age level.
5. Can take initiative and may show
persistence without supervision beyond age
level.
6. Can express and defend original ideas
spontaneously and in ways beyond age
level.
7. Demonstrates an understanding of
concepts, relationships, philosophies, and
implications beyond age level.
8. Can put depth, balance, proportion, and
originality into art works and art activities
beyond age level
9. May accept and can work through various
complicated tasks without distraction.
10. Can apply knowledge accurately in
setting beyond age level.
GTFS TOTAL__________________
High C Parent Survey
Elma School District
Parent Nomination for the Highly Capable Program
Name: ______________________________________________ Date: ______________
School: ____________________________ Grade: ________ Birthdate: _____________
What special talents or skills does your child have? ______________________________
________________________________________________________________________
________________________________________________________________________
Give examples of behavior that illustrates this. __________________________________
________________________________________________________________________
________________________________________________________________________
B. Check the following items that best describe your child as you see him/her.
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Little
Some
A Great Deal
Advanced vocabulary for
chronological age.
______
______
______
Outstanding memory; possesses
lots of information.
______
______
______
Curious; asks endless questions
(why?, “and then what?”).
______
______
______
Has many interests, hobbies and
collections.
______
______
______
May have a “passionate interest”
that has lasted for many years.
______
______
______
Intense; gets totally absorbed in
activities and thoughts .
______
______
______
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

Little
Some
A Great Deal
Sensitive to beauty and other
people’s feelings and emotions.
______
______
______
Advanced sense of justice and
fairness.
______
______
______
Aware of global issues many age
peers are uninterested in.
______
______
______
Sophisticated sense of humor, may
be “class clown”.
______
______
______
work on other activities.
______
______
______
May be reluctant to move on from one
subject to another.
______
______
with abstract thinking.
______
______
______
Perceives subtle cause-and-effect
relationships.
______
______
______
Prefers complex and challenging
tasks to “basic” work.
______
______
______
May be able to “track” two or more
things simultaneously.
______
______
______
careless manner.
______
______
______
Comes up with better ways for
doing things:
______
______
______
Suggests them to peers, teachers,
and other adults.
______
______
______
Strongly motivated to do things that
interest him/her; may be unwilling to
______
Operates on high levels of thinking
Than his/her peers; is comfortable
Catches on quickly, then resists
doing work, or works in a sloppy,
Procedure for Identification & Placement of
Highly Capable Students
Students are identified by two methods for the High C program.
Students can be identified by their Scores on Achievement tests or
nominated using the nomination form. Further tests and surveys would
then be used to further identify highly capable students. Currently the
tests used to identify students are:
Elementary- DIBELS, *WASL, Star Reading, CogAT
Middle School- DIBELS, *WASL, Star Reading, Gates-MacGinitie
High School-*WASL, Gates-MacGinitie, Course Placement Exams
* The Washington Assessment of Student Learning (WASL) was given as the state’s primary
assessment from spring 1997 to summer 2009. It has been replaced by the grades 3-8
Measurements of Student Progress (MSP) and the High School Proficiency Exam (HSPE).
About the tests
DIBELS (Dynamic Indicators of Basic Early Literacy Skills)
The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) are a set of
procedures and measures for assessing the acquisition of early literacy skills from
kindergarten through sixth grade. They are designed to be short (one minute) fluency
measures used to regularly monitor the development of early literacy and early reading
skills
WASL – Washington Assessment of Student Learning
This test is part of our state’s accountability system for grades 3 through high school. The WASL is a
criterion-referenced test that measures how students perform against their grade level standards. A
score of 400 indicates that the student met standard. Students are reported as being at one of four
levels. Level 1 is well below standard, Level 2 is below standard, Level 3 is meeting standard, and
Level 4 is exceeding standard. The highest score ranges from 475 to 575 depending on the grade
level and subject area.
STAR Reading,
STAR Early Literacy and STAR Math are standardized, computer-adaptive assessments created
by Renaissance Learning, Inc., for use in K-12 education. Each is a "Tier 2" assessment of a skill
(reading practice, math practice, and early literacy, respectively) that can be used any number
of times due to item-bank technology.
CogAT – Cognitive Abilities Test
This multiple choice, norm-referenced cognitive abilities test yields separate scores for three
reasoning abilities – Verbal, Quantitative, and Nonverbal. The Verbal battery of the test
assesses vocabulary and verbal reasoning. The Quantitative battery addresses number
relationships and equations. The Nonverbal battery measures the manipulation and
classification of figures.
A student’s score is based on the norms for students of the same age that took the test in a national
sample. The highest score a student could earn on the CogAT is a 150. A composite score of 128 –
150 would put the student at the 96th to 99th percentile rank. A composite score of 120 – 127 would
place the student at the 89th to 95th percentile rank. A percentile rank compares the student’s
scores to others who took the test. If a student was at the 96 th percentile rank, it would mean that
the student performed better on this assessment than 96 percent of his/her peers.
Gates-MacGinitie Reading Tests (GMRT)
Measures reading achievement.
The Gates-MacGinitie Reading Tests measure reading achievement in grades K-12.
The GMRT is a timed multiple-choice test administered in groups. It is used to place
students in remedial or accelerated reading programs, evaluate the programs
themselves, and aid in advising students and monitoring their progress.
Identification Process

Students are Nominated by high test scores or a Nomination form
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Students will be further evaluated by parent/teacher surveys questionnaires

Parents are notified and requested to give approval for further testing
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Students are further assessed by testing methods.

Multiple Discipline Team meets and reviews using assessment matrix

Parents complete Approval form for Student Participation in the program
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Multiple Discipline Team reviews all data and using state guidelines makes final
recommendations for students’ participation in the district programs for highly capable
students.
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Parents May Appeal the decision of the committee to the Elma Superintendent. Such
appeal must be in writing within ten business days of receiving the final
recommendation of the Multiple Discipline Team

Students will be monitored for continued progress in the program options and
evaluated for best education placement options
Parent Permission Form
Elma School District
Program for Highly Capable Students
Your child has recently been nominated for involvement in Elma School District’s program for
highly capable students.
Parental permission must be obtained in writing before the district can conduct assessments to
determine eligibility for participation in programs for highly capable students.
If you like to have your child tested, please sign below and return this form to the office of the
school where your child is enrolled.
I give my permission to have ___________________________tested for
Student’s First & Last Name
Elma School District’s Program for highly capable students. I understand that the
screening and/or selection process may eliminate my child for acceptance into
this program.
____________________________________
Parent Signature
______________
Date
The process for nomination, screening and selection is outline in the Highly Capable Guide. If
you have any questions please contact Laura Nelson at 482-3121 Ext. 275.
Objectives of the Program

Place selected students in Program options based on assessment results.

Summer enrichment programs will be offered for selected students(Grades 4-7th)

Students identified as highly capable in math may, if they meet the criteria be placed in advance
math coursework. (Grades 7-8th) (High school grades 9th-11th)

Students identified as highly capable will be provided additional learning opportunities in the
local area when resources are available.

Parents of students identified will be provided with information concerning extended learning
opportunities in the Puget Sound Area, State level and other out of state programs options.
Program Curriculum
Summer Enrichment programs
Areas of Gifted
Gifted students usually have unusual talent in one or occasionally two areas. Below are six areas
where we will find giftedness. No child will be gifted in all six, but some may be in more than one
area. Within specific academic ability, students again usually have one or two subjects that they
are best in and passionate about.
Creative Thinking
Leadership
General Intellectual Ability
Psychomotor
Specific Academic Ability
Visual/ Peforming Arts
Expectations of Student Involvement
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Students are expected to be willing participants in High C programs

Students are expected to maintain the identified levels of achievement that placed the
student in the program with continued testing or assessments.

Students are expected to attend a majority of planned High C programs.

Students or Parents requesting End of Placement in the Program would need to begin at
the beginning if they wish to reapply for the program.

Students who participate in High C programs during the school year will be expected to
maintain a high quality of work in their regular classrooms. It is also the student’s
responsibility to find out what any missed assignments due to attending High C
programs and to make sure they are completed.
Difficulties with Expectations

Should a classroom teacher or the gifted committee feel that a child is having difficulties
as a result of participation in the High C Program the steps below should be followed
until the issue(s) are resolved. Examples of difficulties could be: failing test scores, low
classroom grades, poor participation in the gifted education class activities, etc…

Steps for Resolution
1. Classroom teacher(s) and Hi C committee confer.
2. Conference is held between teachers, student, principal and/or High C Coordinator
3. Conference is held with teachers, principal and or High C Coordinator, parents and
students, Targets for improvement are set.
4. If the targets are not achieved, a conference is held with all the above to discuss
continued placement in the program.
Agreement for Participation Form
Elma School District Highly Capable Course Permission Form For All Related
Activities
[PARENT/STUDENT REGISTRATION AND MEDICAL RELEASE FORM]
PARTICIPANT:
/
/
AGE:
Grade:
BIRTHDATE:
Student Name
month / day / year
Address:
State:
Students home Phone:
Zip:
Students Cell:
 EMERGENCY CONTACT INFORMATION
School:
E-mail:
(PLEASE INDICATE NAME CONNECTED TO WORK/CELL
#) :
Parent/guardian Name(s):
Home #:
work #:
Cell #:
Emergency contact other than Guardian:
Insurance Plan:
Family Doctor:
Health History:
E-MAIL:
Home #:
Medical Insurance. #:
Cell #:
Phone #:
Please list any pre-existing or present medical conditions:
______
Name and dosage of any medications that must be taken:
(Any prescriptions needed at any activity must be given to the Instructor for supervision, and have submitted
dosage requirements) A Medical Release Form from Physician allowing for administration of medications must
also accompany any medications.
Allergies: Please be specific
(Include how to Treat)
Please mark if any of the following conditions exist:
___Hay Fever ___Heart Condition
___Diabetes
__Bee/Insect Sting allergy ___ Epilepsy
___Asthma ______Physical Handicaps ____ Food Allergies
For any of the above conditions marked, please give details and appropriate treatment:
Any condition that would prevent him/her from participating in group activities not addressed above?
PARENT/GUARDIAN AGREEMENT FOR ALL HIGHLY CAPABLE ACTIVITIES:
We, the undersigned parents/guardians of the above named participant, grant permission for the participant to
participate in all the summer enrichment course activities: We as parents and guardians, understand that these
activities, as in any activity for youth, does present the risk of injury.
If we, as parents or guardians, are not personally present at these activities in which the participant is to
participate, so as to be consulted in the case on necessity, you are authorized on our behalf to arrange for such
medical and hospital treatment as you may deem advisable for the health and well being of the participant.
My child has insurance. We as parents or guardians, authorizes transportation by Course Instructor or employee of
the Elma School District to Highly Capable organized activities
PARENT/GUARDIANS SIGNATURE:
DATE
Appeals
Timeline of Appeals-Parents may appeal the decision of the committee
to Elma’s Superintendent. Such an appeal must be submitted in writing
with ten business days of receiving the final recommendation of the
committee.
Appeals regarding assessment, selection, retention, and placement will be made to the
multidisciplinary team which consists of a classroom teacher, an administrator, a psychologist
or counselor and other professionals on the committee. A parent/guardian wishing to appeal
program decisions will submit a request in writing to the Elma School Superintendent. The
Multidisciplinary team will meet and review the appeal.
The Appeal letter will need to clearly outline the rationale for inclusion of the student after
reviewing the assessment results letter with building administrator within two weeks of receipt.
The Appeal letter should include supporting details for evidence of outstanding abilities of the
student, inclusion work, or letters of recommendation from District Staff.
The Multidisciplinary team will meet and review the appeal and determine the appropriate
action from the list below:
Continued denial from entry to the program based on data presented
Request for further testing
Request for further information and/ or data prior to making decision
Change of status to qualified
The decision will be based on the evidence presented and the consensus of the team.
Request to End Placement Form
Student Performance Expectations: Students continuing in programs for highly capable
students will demonstrate these performance expectations:
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Student work exceeds mainstream grade level standards
Teacher Assessment indicates student performance exceeds grade level content
standards
Student work exhibits the four dimensions of rigor(deeper, broader, faster, further)
including products/performance above grade level
Student demonstrates exemplary performance on state & District assessments
Annual review of performance will be conducted for all students selected for inclusion in
programs. For Parents/Guardians of students not meeting Annual review of performance
expectations, will be notified and a meeting to discuss plans for performance expectations and
support will occur within thirty(30) days of the parent guardian notification. At that meeting a
written plan of improvement will be created that include strategies for support mutually
developed and reviewed with parents/guardians and instructional staff.
Removal from Program
A. Parents may request that their child be withdrawn from the program at any time. That
request should be submitted in writing to the Multidisciplinary Team.
B. A review may be requested when concerns regarding student progress are raised.
Student may be exited from parts or all aspects of the program as outlined in the plan of
improvement for the student.
Calendar & Timeline of Events.
September-November-
o
Review of End of Year State Assessment results
o
Inform and publish information about nominating students for program
December –March
o
Parents complete survey on nominated student
o
Core subject area teachers completes survey on nominated students
o
Get in writing parent approval for testing of nominated students for highly capable program
o
Have staff complete enrichment course proposals for next summer course offerings
o
High C Committee reviews student test results
April –June
o
High C Committee reviews course proposals.
o
Students/Parents are informed of summer enrichment course offerings
o
Permission forms and arrangements made for course offerings
o
State Assessments administered
o
Assess students using CogAt test on ability by grade level.
June-August
o
Summer Enrichment Course Offerings
o
Evaluation & Review of Course Offerings .