Highly Capable Students Program Task Force

Background

In the fall of 2008, at the second board meeting in November, the School Board proposed the creation of the Highly Capable Students Program Task Force to be made up of school staff, community members, parents, members of the higher education staff and facilitated by district administrative staff.

The School Board held a study session on November 3, 2008 to discuss students’ needs, the program history, literature describing gifted programs, admission criteria, assessments, and existing high school Advanced Placement course expansion. Numerous questions were posed by members during the course of the discussion, among them:

In order to better prepare students for the high school highly capable offerings, should the district expand the highly capable offerings at the middle school by adding middle school advanced placement course work?
How shall students be selected for entry into highly capable programs at the middle school level if highly capable offerings are expanded?
What can be done to remove barriers to students entering advance placement courses at the high school?
Is there another way to structure the 9th grade to accommodate highly capable students’ course needs, and should the current pod structure be replaced by the Stevens team structure or something similar?
Are other course area requirements (e.g., music courses) creating a barrier to highly capable course enrollment; if so, what should be done that would also preserve the music program quality?

The Board determined that a broader study effort was warranted, and charged the superintendent with developing a task force structure and charge to address the topic during the 2008-09 school year.

Based on the discussion during the board’s study session, and subsequent community input, and then further discussion and action by the board, the purposes and expectations for establishing a Highly Capable Students Program Task Force are as follows:

to study relevant literature, current district offerings, and model programs;
to research K-12 program needs of students and staff;
to research successful highly capable programs’ operations in Washington;
to examine potential affects on existing programs of expanding highly capable offerings;
to examine whether students who want to get into Ivy League schools are supported by the current program structure; if not, what changes should be made;
to examine potential affects on existing programs of expanding highly capable offerings;
to develop accurate cost data for alternative program structures;
examine successful assessment and accountability models for highly capable programs, including mechanisms for following student progress throughout the enrollment years; and
to report on the results of the research, study, and formulations of alternatives and propose to the board recommended policy revisions, long and short range program changes, including staffing structure revisions, aimed at improving student access and achievement.

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Highly Capable Students Program Task Force