MSD Highly Capable Program

Purpose

The Morton School District is dedicated to preparing all students for productive futures and is committed to supporting our staff in meeting the diverse needs of learners, including those with exceptional aptitudes.

Definition 

Highly capable students are those who perform or demonstrate potential for performing at significantly advanced academic levels compared to their peers of the same age, experiences, or environments. These abilities manifest in general intellectual aptitudes, specific academic abilities, or creative productivities in particular domains, and are found across all demographic and protected classes.

Characteristics of Highly Capable Students

Students identified as highly capable may exhibit, but are not limited to, the following characteristics:

  • An unusual depth of understanding, retention, and ability to apply learned concepts to new situations;

  • Earlier and heightened ability to manage abstraction and complexity;

  • Creativity in connecting disparate ideas and concepts;

  • Rapid learning in areas of intellectual strength;

  • Intense concentration and focus.

Goals 

The Morton School District's Highly Capable Program aims to:

  • Provide enriched educational experiences and opportunities for K-8 students;

  • Offer accelerated academic pathways for grades 9-12;

  • Emphasize advanced thinking skills such as application, analysis, synthesis, and evaluation;

  • Foster an environment that encourages highly capable students to achieve their potential;

  • Prepare students for significant future societal contributions.

Program Design 

Services are tailored to enhance learning within the regular school setting, and may include off-campus experiences or opportunities.

K-8 Students

These students participate in their regular classes while also accessing additional opportunities in STEM, the arts, or vocational areas to broaden their educational experience.


9-12 Students

High school students are encouraged to enroll in courses that align with their post-secondary aspirations, including district offerings or Running Start programs. Opportunities are provided to accelerate graduation requirements and engage in experiences that support their future goals.

Identification

Notification

The district notifies parents annually via the district website and through direct communications to parents of kindergarteners and fourth graders.

Assessment

Morton School District uses the Cognitive Abilities Test (CogAT) for screening and the full assessment.

Step 1:  Initial Screening

  1. Students in kindergarten, fourth grade, and new to the district students are screened annually.

  2. Consent to test is provided to the parents/guardians of these students and must be submitted to the school prior to the district’s assessment date which is set by each building principal.

  3. Classroom teachers, parents, community members, or students may nominate a student (K-12). 

    1. Those nominated will be moved to the full assessment in step 3.

  4. Screening results can be shared with parents in a parent meeting, but for assessment validity purposes the assessment cannot be shared.

Step 2: Data Review

  1. Those who perform at the 97th percentile or above will be assessed using the full CogAT assessment:

    1. Stanine 9 automatically moves a student to full testing with parent consent;

    2. Stanine 8 may move a student to full testing if supported by other forms of data and with parent consent;

    3. Stanine 7 and below do not qualify a student for further assessment and they will not be moved forward.

  2. The multiple forms of data used are the following:

    1. District assessment data;

    2. State assessment data;

    3. Federal assessment data; and,

    4. International assessment data.

Step 3:  Testing 

  1. Students who progress through the data review process or are nominated will take the full CogAT assessment if parent consent is provided.

  2. Consent must be received by the school by the assessment date in order to test.

  3. Assessment results can be shared with parents in a parent meeting, but for assessment validity purposes the assessment cannot be shared.

 Step 4:  Communication 

  1. Communication on CogAT results are only provided when:

    1. A parent or guardian requests their student's results on the initial screening or assessment;

    2. A student who is screened qualifies for further assessment; and,

    3. Students who take the full assessment.

  2. Screening and assessment results can be shared with parents in a parent meeting, but for assessment validity purposes the assessment cannot be shared.

Appeal of Results

  1. Parents or guardians may appeal the decision to not place a student in the highly capable program.

  2. To appeal, the parent or guardian must first meet with the highly capable director(s) to try to understand the decision and assessment scores.

    1. Following the meeting, the highly capable director(s) will meet with the data review team who will reconsider their decision.

    2. The highly capable director(s) will inform the parents or guardains in writing of the data review team’s final decision.

  3. The next stage in the appeal process involves of a written appeal to the building principal by the parents or guardians.

    1. The building principal will review the written appeal and determine if the student qualifies based on Policy 2190 and 2190P.

    2. The building principal will respond in writing to the parents or guardians.

Re-Entry Process

  1. If a parent or guardian removes their child from the highly capable program they are out of the program for the remainder of the academic year.

  2. Parents or guardians can nominate their student for the program next year and will follow the process for nominations as stated in step 1. 

  3. Students may be exited from the program if the annual meeting for grades 9-12 is not attended. 

Highly Capable Data Review Team

  1. A multidisciplinary data review team reviews screening and full assessment data and determines who is selected for the highly capable program.

  2. The data review team involves the following:

    1. Highly capable director(s);

    2. Special Education staff member(s); and,

    3. School Psychologist

  3. The highly capable director(s) may decide to add additional staff members to the data review team.

Evaluation

The highly capable director(s) and building principal(s) will meet throughout the academic year to monitor and evaluate the program continually.

Parent/Guardian/Involvement

Annual meetings between parents or guardians, students, and highly capable director(s) will occur for those in grades 9-12. The purpose of this meeting is to review the post-secondary goals, courses, and opportunity for the student during the academic year.

Parents or guardians in grades K-8 may request a meeting with the highly capable director(s) to learn more about the opportunities being offered. 

Roles and Responsibilities

Highly Capable Director(s) 

  • Create multiple opportunities for students in grades K-8;

  • Create student learning plans in collaboration with parents or guardians and students in grades 9-12; and,

  • Coordinate screening, data review, assessment, and communication requirements as related to the highly capable program. 

Parents or Guardians

  • Determine if their student can be screened or assessed by providing, or not providing consent;

  • Nominate their student for assessment, and provide consent, if they choose to do so; and,

  • Participate in student learning plan meetings for students in the program and in grades 9-12.

Principal

  • Support the highly capable director(s);

  • Assist as needed in the experiences provided and the components of student learning plans; and,

  • Participating in the appeal process is needed.


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