What is Highly Capable
Highly Capable programs and services provide appropriately challenging instruction and other supports for advanced learners. Highly Capable students in grades K–12 demonstrate readiness and/or potential to benefit from above - grade level curriculum/instructional materials in one or more subject areas and require accelerated learning and enhanced instruction beyond the general education program to achieve academic growth. Academic acceleration allows academically talented students to move through an educational program at a faster rate or at an age younger than is typical. (This is distinct from acceleration defined as teaching grade level material with supports to struggling students who are below grade level.)
Planning with Highly Capable students in mind
Districts should recognize that students who need accelerated learning and enhanced instruction are part of the academic diversity their schools experience and serve on their campuses. Advanced learners are students that districts must anticipate and plan for within their educational programs, meaning they need to actively identify and provide appropriate learning opportunities for students who demonstrate advanced learning needs beyond grade level standards.
Districts must seek to expand access to accelerated learning and enhanced instruction at elementary and secondary schools and advance equitable enrollment practices so that all students, especially students from historically underrepresented and low-income groups, who are ready to engage in more rigorous coursework can benefit from accelerated learning and enhanced instruction.
Examples of how Highly Capable services interact with grade level learning standards
Highly Capable Services
Districts must identify and provide services and opportunities designed to meet the needs of advanced learners in K–12 grades in their academic strength areas.
Student growth
All students have the right to grow one full year, each year they are in school. Assessing students’ current levels of performance is required to determine appropriate instruction. How we ensure that growth is where educational equity comes into play in our instructional practices.
Identification
The purpose of highly capable identification is to include, not exclude, students. Districts should have systems and supports in place to recognize when students require additional academic challenge beyond grade level standards. Students may demonstrate the need for accelerated learning and enhanced instruction through classroom performance, curriculum-based assessments, teacher observation, standardized tests, and other opportunities.
Students' abilities must be evaluated in the context of local norms; this is important for groups that have been historically underrepresented in highly capable programs, including low-income students, multilingual learners, highly mobile students, foster students and students who receive McKinney-Vento services. Attention should be paid to students with disabilities (IEP and section 504 plan) who need accelerated learning and enhanced instruction in their domain(s) of strength, also known as twice exceptional (2e) students. These students must also receive all specially designed instruction and accommodations from their IEP and section 504 plan. Highly capable students are present within all protected classes according to RCW chapters 28A.640 and 28A.642.
Differentiated Instruction
Teachers must be supported to deliver differentiated instruction, tailoring curriculum/adopted instructional materials, and instructional practices to meet the needs of all students ready for advanced learning and ensure they are appropriately challenged.
Acceleration
Based on a student's academic performance in a content domain, districts should offer acceleration options such as subject-based acceleration, early entrance, curriculum compacting, mastery-based learning and dual enrollment/advanced placement courses that allow students to progress at a faster pace or younger age than the typical curriculum progression. RCW 28A.320.195 provides requirements for Academic acceleration for high school students.
Enrichment Opportunities for All Students
Districts should provide enrichment programs or activities that go beyond the standard curriculum to all students who might benefit, allowing learners opportunities to explore topics in greater depth and develop higher-order thinking skills.
Resources to Learn More
- RCW 28A.320.195 - Academic acceleration for high school students
- RCW 28A.185 - Highly Capable Students
- National Standards in Gifted and Talented Education