Highly Capable Performance Study Update Highly Capable - - PowerPoint PPT Presentation

Highly Capable Performance Study Update

Highly Capable

Recommendation Action

Recommendation 1: Develop program elements such as a mission statement and program goals with measurable

• bjectives.

Highly capable advisory team will facilitate process to articulate mission statement and review current program goals and success indicators currently articulated in policy and the annual program review (19-20). Recommendation 2: Create a highly capable handbook that includes all elements regarding program structures. Highly capable advisory team will utilize current policy and procedures as well as performance study recommendations to draft highly capable handbook (19-20). Recommendation 3: Evaluate grade offerings for the Odyssey program to align with screening timelines and programmatic needs. Highly capable advisory team will collect stakeholder input to evaluate interest and programmatic aspects of grade level

• expansion. In addition, Teaching & Learning Services and

Capital & Facility Services will partner to evaluate programmatic

• ptions relative to the facility capacity of the Libby Center and

projected enrollment (20-21).

Highly Capable

Recommendation Action

Recommendation 4: Evaluate Tessera schedules to ensure efficiencies and equity of service levels. Highly capable advisory team will collect stakeholder input to evaluate feedback on the Tessera schedule as well as partner with School Support Services to study potential transportation ptions (20-21). Recommendation 5: Establish minimum expectations for building based services and identify strategies for restricting ability levels within student groupings. Highly capable advisory team will outline recommended minimum expectations for building-based services and the role

• f general education teachers. These recommendations will be

integrated into curriculum guides and professional development

• fferings. In addition, professional development will be provided

to building administrators regarding strategies for master schedule development, programmatic design, and instructional strategies (19-20). Recommendation 6: Middle school advanced courses should be accelerated and offer more opportunities for development of conceptual understanding and higher level thinking to better prepare students for the rigorous coursework in high school. Project Based Learning modules are in development that will overlay on top of core courses. The focus of the modules is to allow for choice, creativity and critical thinking. In addition, program guides that include expectations and articulated scope and sequence will be formulated for accelerated and honors courses (20-21).

Highly Capable

Recommendation Action

Recommendation 7: Establish a district-wide identification committee with representation from multiple buildings and levels and establish clear selection procedures for use of multiple criteria resulting in multiple pathways for students to be identified. District-wide identification committee will be established for the 2019-2020 identification period. Multiple criteria will be outlined for identification as well as standardized protocols for communicating with families (19-20). Recommendation 8: Consider switching from online administration of the CogAT back to a paper-pencil administration and follow up with families who have not returned their permission to test forms after their children have become eligible to take the full CogAT. The Assessment Department will facilitate piloting paper-pencil test at 4 sites that have historical underrepresentation. Pilot data will be used to analyze trend data and recommendations for future assessment options (19-20). Recommendation 9: Consider the use of an algebra prognosis test in 6th grade to aid in guidance given for math course selection at the middle school level and consider using the results of the PSAT 8-10 to assist in highly capable identification for high school. The Assessment Department will facilitate piloting of an algebra screener for middle school placement. Pilot data will be used to analyze trend data and recommendations for future assessment

• ptions (20-21).

Highly Capable

Recommendation Action

Recommendation 10: Clearly articulate what core elements

• f gifted education are emphasized in each service option for

highly capable learners. Highly capable advisory team will incorporate core elements of each service option in the Highly Capable Handbook. This information will be distributed to highly capable families as well as made available on the district website (19-20). Recommendation 11: For the Tessera and Odyssey Programs, develop a written mission statement and corresponding goals and objectives for each program. In addition, a written curriculum needs to be developed that indicates how each core element of gifted education will be addressed through the program. This curriculum should be vertically articulated to show development of content and skills over time. The Libby Center Principal will facilitate a collaborative process with staff to evaluate current mission statement as well as the goals and objectives outlined in the district’s highly capable

• handbook. This will involve articulating the progression and

integration of IB programming components (19-20). Recommendation 12: Consider publishing a guide to Highly Capable programming options for families that would include the specific services offered (Odyssey, Tessera, and Building-based services) as well as specialty programs within the district that may also appeal to highly capable learners. Information and resources outlined in the district’s highly capable handbook will be used to develop parent-friendly informational materials and content available on the district's website (19-20).

Highly Capable

Recommendation Action

Recommendation 13: Provide opportunities for program faculty and counselors to receive training in the social and emotional characteristics and potential issues common among highly capable students. Libby Center is currently implementing secondary social emotional learning curriculum and preparing for the adoption of elementary curriculum. Professional development focused on highly capable students will be integrated into districtwide professional learning improvement days and other professional development structures. Characteristics and potential issues relative to highly capable students will be integrated into district-wide professional development on social emotional learning (20-21). Recommendation 14: Allow time for the Odyssey faculty, high school faculty, and counselor(s) to meet and discuss ways to reduce the stress levels students are experiencing. Collaboration opportunities for staff on topics relative to highly capable students will be provided on professional learning improvement days. This will include an emphasis for counselors (20-21). Recommendation 15: Work together to determine concrete ways to change the culture of the program to promote a sense of community and collaboration rather than competitiveness and stress. Libby Center staff will utilize Panorama Surveys and forums to collect stakeholder input on strategies for creating a positive culture, sense of community, and collaborative academic

• environment. This information will be used to inform development
• f the school improvement plan (19-20).

Highly Capable

Recommendation Action

Recommendation 16: Create a common calendar for grade level teachers to indicate due dates of major projects and tests to spread them out more evenly across the week and encourage faculty to re-evaluate their assigned homework to find ways to reduce the volume and increase the relevance. Teaching & Learning Services will partner with the Libby Center staff to utilize collaboration structures to articulate curriculum guides that outline aspects of pacing, scope and sequence, major assignments, assessments, and role of homework. Recommendation 17: Provide parent education in the form of information nights or shared resources on social and emotional topics such as perfectionism, stress, anxiety, and achievement motivation. Post any handouts or information on these topics on the district’s gifted webpage. Teaching and Learning Services and the Libby Center staff will collaborate to develop a calendar of annual events and timelines for distributing resources and information to families. The calendar of events and timelines will be utilized to begin

• ffering consistent experiences for families and an
• ngoing stream of information (19-20).

Recommendation 18: Provide opportunities for gifted high school students to have small group discussions or book studies with counselors over affective topics germane to gifted high school students. The Student Services Department will partner with high school counselors to identify content and structures to facilitate targeted support for highly capable high school students (20-21).

Highly Capable

Recommendation Action

Recommendation 19: Ensure that all counselors with highly capable students in their caseload are well versed in the program options for highly capable students and can provide them with targeted guidance on appropriate course selection and selective college admissions that will prepare them for future career goals. All counselor trainings will be conducted during the 2019-2020 school year. In addition, counselors are participating in OSPI HiCap Module trainings. To support high school students, the Distinguished Scholars Event will be conducted to connect students to highly competitive colleges (19-20). Recommendation 20: Require that any new Odyssey and Tessera teachers have or complete a specialty endorsement in gifted education within a specified amount of time. Support current teachers without such an endorsement in taking courses toward this credential. Teaching & Learning Services and Human Resources will coordinate to develop a plan to explore the revision of job descriptions to incorporate specialty endorsement and outline a plan for supporting existing staff to receive credentials (20-21) . Recommendation 21: Encourage and support gifted program faculty in participating in professional development opportunities that further their understanding

• f topics they indicated they would benefit from receiving

additional training. Libby Center administrators will administer an annual staff survey to solicit input on desired professional development topics. This information will be used to develop the school improvement plan and subsequently outline the use of building directed professional development time. In addition, Professional development focused

• n highly capable students will be integrated into district-wide

professional learning improvement days and other professional development structures. Characteristics and potential issues relative to highly capable students will be integrated into district-wide professional development on social emotional learning (20-21).

Highly Capable

Recommendation Action

Recommendation 22: Provide professional development for elementary principals in the understanding and use of the expectation for Walk to Math, and for cluster grouping in combination with between class grouping. Professional development will be provided to elementary principals in the spring of 2020 to support conceptual understanding and programmatic implementation of cluster grouping and acceleration strategies (19-20). Recommendation 23: Clarify the roles and expectations of the general education teachers and provide professional development in the learning and social and emotional characteristics of Highly Capable learners as well as how to differentiate for higher level thinking. Highly capable advisory team will develop recommended minimum expectations for building-based services and the role of general education teachers. These recommendations will be integrated into curriculum guides and professional development

• fferings. In addition, professional development will be provided

to building administrators regarding strategies for master schedule development, programmatic design, and instructional strategies (19-20). Recommendation 24: Create a district-wide database of highly capable student information including identification data, standardized test data (disaggregated by program), and other program data that would indicate student progress toward meeting program goals. An analysis of this data longitudinally will provide the district with valuable information regarding identification and performance trends that can be used to guide future program development. Highly capable student information has been integrated with the district information management system and data tools system. This supports a vast range of analytics as well as communication structures for staff. Ex. Powerschool Highly Capable Icon is now available to all teachers (19-20).

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