Highly Capable

• Needs little repetition for mastery
• Has lots of information and a questioning attitude
• Uses a rich, extensive vocabulary for age or grade level
• Uses descriptive language, similes, metaphors, analogies, puns
• Makes up songs, stories, and rhymes
• Excellent memory and quick recall
• Disagrees with others, including the teacher
• Refuses and becomes impatient with repetitious work

• Demonstrates an unexpected mastery
• Reads widely and above grade-level materials
• Enjoys non-fiction as well as fiction
• Reads a great deal on his/her own; usually prefers higher level books
• Does not avoid difficult materials; enjoys using reference materials
• Spends free time absorbed in books (may read when supposed to do other things)
• Understands the meaning and use of maps, diagrams, and graphs
• Is able to perform advanced mathematical operations
• Bored with “easy” work
• Challenges the teacher to give harder work

• Self-directed; self-starter
• Enjoys tackling new and different problems
• Demonstrates interest in topics beyond age level, such as religion, politics, race
• Is persistent in areas of interest
• High level of curiosity; strong need to understand
• Does not always want to do what the teacher asks
• Self critical, perfectionistic

• Intellectually playful
• Often offers unusual, unique, or clever responses
• Takes intellectual risks
• Displays a keen sense of humor
• Has an active imagination (likes to pretend) Is able to come up with lots of ideas
• Is appreciative of beauty
• Does not follow or wait for directions (makes their own rules)
• At times, their ideas are grander than they are able to accomplish

• Generally directs the activity in which s/he is involved Is self-confident
• Accepts responsibility well Is a positive and compassionate guide to others
• Displays strong sense of fairness (may over-react emotionally)
• Can be seen as “bossy”
• Dominates others

• Keenly observant
• Sees similarities and differences
• Sees relationships or patterns
• Thinking is logical and organized
• Makes accurate predictions using data
• Modifies or adapts strategies to solve problems
• Reasons things out for himself/herself
• Doesn’t do well on tests with limited answer choices
• Can be argumentative

• Intense feelings or emotions
• Strong sense of fairness and justice
• High expectations of self and others
• Introspective Enjoys fantasy – may have imaginary friends
• Empathetic – intense concern for others Independent - prefers to be alone part of the time
• Friendships based on interests, not age
• Marked competitiveness Perfectionist
• End of a friendship or death of pet can cause deep distress
• Adults can mistake emotional intensity as immaturity
• Sensitivity and compassion for others can leave them vulnerable
• Might camouflage their abilities to gain peer acceptance
• May limit intellectual risks for fear of failure

Referrals are accepted based on data or evidence from teachers, other staff, parents, students, and members of the community. Referrers will use the district’s referral form to refer a student to be considered for admission in the program. Referrals for students who are highly capable may include screening procedures to eliminate students who, based on clear, current evidence, do not qualify for eligibility.

Referral to the Highly Capable Learners Program

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

Students identified for further testing through the screening or application process will be assessed using multiple objective criteria. The assessment process shall be based upon a review of each student's capability as shown by multiple criteria, from a wide variety of sources and data, intended to reveal each student's unique needs and capabilities.  All assessments must be administered by the Puyallup School District or administered and certified by another school district. The assessment criterion consists of both qualitative and quantitative (the district may select one or both) instruments and may include the Cognitive Abilities Test, STAR Reading and STAR Math assessments, the Gates-MacGinitie Reading Test, standardized state assessments, and district based common assessments/data. Students being reviewed for the secondary highly capable programs may have additional assessments which may include the Orleans-Hanna Algebra Prognosis Test and a writing assessment.

The Multidisciplinary Selection Committee is composed of: A highly capable program teacher (provided that if a highly capable program 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 Multidisciplinary Selection Committee will evaluate individual student assessment profile data using a blind (no name) process. The selection decision is 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.
4. District practices for identifying the most highly capable students will prioritize equitable identification of low-income students.

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 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 ability and/or academic achievement.

The Multidisciplinary Selection Committee will make one of four determinations:

1. (Qualified Placement) Evidence from ability and achievement data qualifies the student under the criteria of most highly capable. The student will be offered placement in the Highly Capable Program.
2. (Provisional Placement) The committee is unable to make a determination based on a preponderance of the evidence.  The student may be offered, at the discretion of the Multidisciplinary Selection Committee, a provisional placement in the Highly Capable Program. Provisional placements will be reviewed yearly by the Multidisciplinary Selection Committee.  Additional testing or data may be requested by the committee each year. Provisional students are not considered selected or identified for continuing placement within the program.
3. (High Performance Placement) Students who have demonstrated high performance and consistently achieve above grade level, have strong task completion, and embrace challenges but for whom the cognitive assessment data does not support qualification as most highly capable. These students may benefit from and contribute to the unique learning environment of the Highly Capable Program. Such placements will be reviewed yearly by the Multidisciplinary Selection Committee and placed as space is available. High performance students are not considered selected or identified for continuing placement within the program.
4. (No Placement) The student’s data does not qualify them for placement in the HCP.

The district will:

1. Notify parents of students who have been selected. Parents will receive a full explanation of the procedures for identification, an explanation of the appeal process, an explanation of the procedures 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.

Parents/legal guardians have the right to appeal the Multidisciplinary Selection Committee’s decision. Individuals appealing the selection committee’s decision must submit a completed appeal 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.

Appeals must be based upon one of the following conditions:

A condition or circumstance believed to have caused a misinterpretation of the testing results. i.e., incorrect birthdate or grade level used in calculating the student’s score.

• An inequitable application of the identification procedures. i.e., the applicant’s proficiency with the English language.
• An extraordinary and temporary circumstance that negatively affected the validity of the test results. i.e., a traumatic event or physical distress immediately preceding the test.

The appeal request and supporting evidence must be submitted to the Puyallup School District, Office of Equity, Student Success, Strategic Engagement, within ten (10) school days of the Multidisciplinary Selection Committee’s decision notification.

The district’s Multidisciplinary Selection Committee will review the student’s file, assessment profile data, and additional evidence provided in the request for appeal. All submitted documents are closely and carefully reviewed. The Committee is looking for evidence that the results of the testing are not a true representation of the child's abilities.  

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.

A decision will be made by the Multidisciplinary Selection Committee within fifteen (15) school days after receipt of written request for reconsideration. The parent/legal guardian will be notified of the decision in writing.

The appeal decision of the Multidisciplinary Selection Committee is final.

Highly Capable Program Appeal Form

The exit process may be initiated for students who no longer demonstrate a need for highly capable program services. A request may be made by a teacher or program administrator for highly capable student identification and placement discontinuation. The Multidisciplinary 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 Multidisciplinary 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 be recommended that the student be exited from the program. The parent will be notified in writing of the committee’s decision and of the appeal process.

A parent/legal guardian may request that the student be withdrawn, or a student of legal age may voluntarily withdraw from the program. A parent/legal guardian of a student identified as highly capable, or a highly capable student of legal age may request a furlough from the program. Furloughed students will reenter the program at the beginning of the following school year. The Multidisciplinary Selection Committee will determine if identification procedures are necessary for exited students wishing to reenter the program in the future.  

The parent/legal guardian will discuss the request with the teacher, building administrator, counselor, or program coordinator.  If the parent/legal guardian desires to withdraw the student from the program, the parent/legal guardian must complete and return the Withdrawal/Furlough form. The student will then be exited or temporarily furloughed from the program. Furloughed students will reenter the program at the beginning of the following school year, or they will be moved to the withdrawn category. The Multidisciplinary Selection Committee will determine if identification procedures are necessary for exited students wishing to reenter the program in the future.