All instructional curricular resources are aligned with the current Washington State Learning Standards. In addition, where appropriate, students use research techniques to acquire information and present findings, conclusions and/or solutions in areas of their interest. Selected core and supplementary materials are used at all grade levels. Instructional practices emphasize:
• Deep and wide focus of learning
• Critical and creative thinking processes
• Real-world applications of learning
• Collaborative learning and effective decision-making
• Stimulation of intellectual curiosity, independence and responsibility
• Goal setting and reflection
• Responsible citizenship
• Interpersonal communication skills
Program service options
Differentiated instruction is incorporated into all service options listed below. Differentiation is an approach to teaching in which teachers modify instructional methods, curriculum resources, activities, and assignments in the classroom. This approach to instruction enables teachers to better address the learning needs of individual and/or small groups of students. To meet learning needs, teachers may differentiate by modifying the content (what is being taught), the process (how it is taught) and the product (how students demonstrate their learning).
Kindergarten through grade two: Students demonstrating a high cognitive potential will receive differentiated instruction to promote their continuous academic growth in kindergarten through second grade. These services are provided by the general education classroom teacher at the student’s neighborhood school.
Grades three through five: Identified Highly Capable students in third through fifth grades are currently served through two program service options. In both options students receive differentiated instruction designed to accelerate, enhance and enrich learning.
Option 1: Differentiated instruction in the general education classroom
In this service option, students remain at their neighborhood school and receive differentiated instruction in the general education classroom. There may be other students in the general education classroom who are also identified as Highly Capable. This model allows the student to receive instruction designed to meet their needs while participating with other students within their neighborhood school community.
Option 2: Self-contained classroom at a designated elementary site
In this service option, students attend one of two designated elementary sites to receive differentiated instruction in a self-contained classroom. This model allows the student to receive instruction designed to meet their learning needs while participating in a classroom where all students have been identified as Highly Capable. This service option is on a space-available basis.
Per current school board procedure (P2190), if your child is receiving instruction at an elementary self-contained classroom site AND the site is NOT your neighborhood school, parents are responsible for transportation to and from school. If circumstances would prevent parents from transporting their child to a self-contained classroom, they may contact the school principal to discuss transportation options.
Highly Capable students in sixth through eighth grades attend their neighborhood middle school may take honors-level English/language arts and humanities courses. These courses embed critical thinking and analysis of abstract concepts to help prepare students to take more rigorous coursework during their high school years.
Students who meet course placement criteria may also take advanced and accelerated mathematics and science courses and have opportunities to begin earning high school credit in mathematics, world language and science. High school classes taken in middle school are automatically added to the high school transcript. Students/families may choose to remove them or change the grade to pass/fail.
For high schoolers, Highly Capable options mean continuing their High School and Beyond Plan. Counselors and teachers work with students and their families to develop their high school course plan to align with their future goals. Students can take advantage of options for advanced coursework that give both high school graduation credit and the potential for earning college credit at the same time. School counselors provide students information on the following programs:
• Advanced Placement
• International Baccalaureate
• College in the High School
• Running Start