Chapter 28A.185.020 RCW-The legislature finds that, for highly capable students, access to accelerated learning and enhanced instruction is access to basic education.

State of Purpose: White Pass School District is focused on successfully preparing all students for leading productively in the future. We are further committed to developing the skills of all teachers so they can meet the unique needs of all learners, including those with exceptional aptitudes.

-Definition- 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. Outstanding abilities are seen within student's general intellectual aptitudes, specific academic abilities, and/or creative productivities within a specific domain.

These students are present not only in the general populace, but are present within all protected classes. Students who are highly capable may possess, but are not limited to, these learning characteristics:

1. Capacity to learn with unusual depth of understanding, to retain what has been learned, and to transfer learning to new situations;

2. Capacity and willingness to deal with increasing levels of abstraction and complexity earlier than other peers;

3. Creative ability to make unusual connections among ideas and concepts;

4. Ability to learn quickly in their area(s) of intellectual strength; and

5. Capacity for intense concentration and/or focus. -Goal- White Pass School District's Highly Capable Program goal is to meet the unique academic, social and emotional needs of intellectually gifted students in grades K-12.

-Program Design-

Services in the White Pass School District are designed to enhance learning in the regular classroom setting. Students at the K-5 level who are in the highly capable program remain with their class throughout the day and move to physical education, art, music and library with their peers. The Highly Capable Program at the middle school will focus on math, science, technology, and engineering. All other content areas are integrated with the general population of students. The Highly Capable Program at the high school will allow highly capable students to take AP level classes, participate in Running Start and College in the Classroom, receive enhanced learning opportunities in the classroom, and have access to an expanded online elective library from Plato Online Learning Academy. All k-12 Highly Capable Students will be offered extended learning opportunities with offsite field trips. In addition all k-12 classrooms will utilize differentiating instruction and specialized instruction for students' identified as highly capable.


The process begins by completing the nomination form. These forms are available in the main office at each school and in the District Office. Anyone may nominate a student for program consideration. Referrals are encouraged from parents, teachers, friends and the community. While nominations will be accepted at any time, testing takes place in the fall each year. Prior to testing, a notice will be sent to the nominated student's parents informing them of upcoming program testing and requesting their return of Consent for Evaluation.


Parent and teacher forms are screened for examples of exceptional creativity or other learning characteristics that indicate high intellectual potential. Nominated students will be assessed using the Cognitive Ability Test (CogAT) assessment. The CogAT assesses in Verbal, Quantitative, and Non-Verbal. -Top 3% of students who take the CogAT Screener and CogAT Battery will qualify for High Cap Services. -Top 5% of students utilizing grades, state and district assessments, and teacher/parent recommendations will qualify for further High Cap Testing.

-Calendar Dates-

New Highly Capable Placement Public Informed of Highly Capable Testing September Universal Screening-3rd Grade, Public/Teacher Nominated Studetns-with CogAT screener October Students Identified/Permission to Test Students with CogAT Battery Exam Late October Highly Capable Students Identified/Permission to Start Services November Review of Highly Capable Placement February Evaluation of Student Progress May Yearly Audit of Highly Capable Program June Testing of New Students/Referred Students On Going from September to June Current Highly Capable Students Notice of Continuation of Services to Parents October Review of Highly Capable Program for each High Cap Student October/November Status Check for each High Cap Student March Evaluation of Student Progress May Yearly Audit of Highly Capable Program June Staff Training for Highly Capable Staff Development On Going from September to June


A Student Placement Team composed of the program administrator, a school Psychologist or other individual who can interpret cognitive and achievement test results, a building principal, and teachers representing each school will review data that has been collected for each of the nominated students. 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. A single assessment score or indicator will not prevent a student's selection for the Highly Capable Program; 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 students who have been 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.

3. Schedule a meeting of all such parents and students to formulate individual education plans, and

4. Conduct an annual parent meeting to review each student's educational plan. Students transferring in with a Highly Capable classification from another district will automatically receive services with this district. Once a student receives services they will receive services for the remainder of their enrollment at White Pass School District.

Appeals Parents/legal guardians have the right to appeal the student placement team's decision. Individuals appealing the decision must submit a completed appeals form or letter requesting review of the 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.

The appeal request and supporting evidence must be submitted to Chris Schumaker, White Pass School District High Cap Coordinator at 516 Silverbrook RD Randle, WA 98377. The district's student placement team will review the student's file, assessment profile data, and additional evidence provided in the request for appeal.

The decision of the team may include: 1. Upholding the original decision, or 2. Reversing the decision. A decision will be made within 45 school days after receipt of written request for reconsideration. The parent/legal guardian will be notified of the decision in writing. The decision of the student placement team is final.

Exit Process 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 student placement team 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 team may request additional evidence of student capabilities and/or willingness to participate in the program. If the team determines that the student no longer qualifies for highly capable program services, it may be recommended that the student is 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 from the program or a student may voluntarily withdraw from the program. A meeting will be convened by the Highly Capable Program Coordinator to discuss the request. If the parent/legal guardian desires to withdraw the student from the program, the student will be exited from the program. The student placement team will determine if identification procedures are necessary for students wishing to re-enter the program in the future.

Testing Dates-

October 17th - October 20th

All 3rd graders and any new students will be tested.

Permission forms, Nomination Forms, and the Distrcit High Cap Letter can be found in the School Publication section.

Online Resources:

Center for Gifted Education, College of William and Mary
Curriculum resources, professional development, research links, position papers and more.

Cognitive Abilities Test (CogAT®), Riverside Publishing
A test of the level and pattern of cognitive development of students in Grades K-12.

A gifted educational website with activities, articles and links to resources.

National Association for Gifted Children

National Perspective: The Templeton National Report on Acceleration
The Templeton Report, endorsed by the National Association for Gifted Children (NAGC), presents a summary of research focused on the acceleration of gifted students.


Northwest Gifted Child Association

Parent Map (online magazine)

Karen B Rogers, PhD
International leader in Gifted Education, author. PowerPoint summary of her research: http://www.greatpotentialpress.com/authors/karen-b-rogers-ph-d

Supporting Emotional Needs of the Gifted

State of Washington, Office of Superintendent of Public Instruction (OSPI)
Advance Placement website:www.k12.wa.us/AdvancedPlacement/default.aspx

U.S. Department of Education, Education Resource Organizations Directory
Organizations that provide information or assistance related to gifted children. http://wdcrobcolp01.ed.gov/Programs/EROD/queries/erod_by_subject.cfm?SUB=Gifted

Washington State Regulations for Highly Capable Students Washington
Administrative Code

Washington Association of Educators of the Talented and Gifted (WAETG)

World Council for Gifted and Talented Children
An extensive list of resources, including resources for parents and kids, publications and research, organizations and magazines.