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Identification and Qualification

Identification

Students who qualify for highly capable services do not need to retest to continue services from year to year.

Qualification

In accordance with WAC 392-170-055, the Snoqualmie Valley School District uses multiple objective criteria to identify highly capable students. No single criterion may disqualify a student from identification. 

With recent revisions made to Washington State law, a body of evidence and local norms are now used in the identification procedures of highly capable students, instead of the matrix previously used. Qualifying decisions and determination of services are based upon whether the body of evidence indicates a need for services beyond the scope of the general education classroom.

The Highly Capable Advisory Committee (HCAC) determined the body of evidence for all students in the Snoqualmie Valley School District includes multiple objective criteria covering a range of cognitive abilities, as well as academic performance in various subjects. There are no weights/percentages assigned to various data points.  The use of local norms allows us to determine those who qualify for highly capable services based on a comparison of student’s abilities relative to their peers. Based on SVSD local norms, students exhibiting performance ability at significantly advanced levels, including those successful in our STREAM program, typically demonstrate assessment scores in the mid to upper 90th percentile both cognitively and academically.
 

There are no weights assigned to various data points.  A body of evidence is utilized in order to provide a clear picture of each student’s ability.  Qualifying decisions are based upon whether the body of evidence indicates a need for services beyond the scope of the general education classroom.

Identification Assessments

Within each student’s body of evidence are both cognitive and academic assessments. While both assessments serve distinct purposes, in the context of evaluating students for highly capable services, cognitive and academic assessments complement each other to provide a comprehensive picture of a child's abilities and learning needs.

Cognitive assessments aim to understand how a child processes information, solves problems and thinks critically. They primarily measure a child's thinking skills, including verbal and non-verbal reasoning, working memory, processing speed, and perceptual reasoning, providing insights into their intellectual potential and strengths.

On the other hand, academic assessments evaluate a child's performance in specific subjects such as mathematics, reading, writing, science, and social studies. They measure a child's knowledge, skills, and proficiency in academic content areas based on established curriculum standards and their ability to apply them in different contexts.

Below, you will find information regarding the assessments that will compose a student’s body of evidence to identify students who may need highly capable services. Qualifying decisions and determination of services are based upon whether the body of evidence indicates a need for services beyond the scope of the general education classroom.