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Title : Bill in Support of Highly Capable Services
link : Bill in Support of Highly Capable Services

Bill in Support of Highly Capable Services

From Austina De Bonte, noted expert on highly capable services in Washington State (she's the expert former director Sue Peters brought in to speak to the Board and staff last spring):


Progress on SB 6508 for hicap equity. 

We attracted two more sponsors in the senate. Original sponsors were Rolfes and rivers. Now also Kuderer and Saldana.

Brandon Vick has volunteered to introduce the bill in the house. Evidently it was in drafting yesterday but hasn't been introduced yet. Supposedly he has cosponsors, don't know who yet.

Still collecting advocates here: tinyurl.com/support6508

Gifted Education Day in Olympia will be held on February 8, 2018, with a presentation from 9am - 10:30am, and opportunities to advocate on campus until mid-afternoon. 

Please write in support of this bill:
What is your WA State Legislative District?  Look it up here: http://app.leg.wa.gov/DistrictFinder/ 

It's enough to just fill out your complete name and address information (so they can confirm you are a WA state resident and not a robot), and click "SUPPORT" with a brief comment.  Something like this (feel free to copy/paste):  

  - I strongly support this bill.
  - The gross inequities in our highly capable programs must be fixed ASAP.
  - This is a big issue in my school district, and this bill will make a big improvement.
  - Districts need to up their game and actually screen all students for highly capable needs.
  - Bravo! This bill is exactly what we need.

I note that this bill includes universal screening across one grade level and a emphasis on finding more students of color using a wider net of screening.  Plus, it includes professional development for teachers and principals.

16(3) Research from the national center for research on gifted education shows that highly capable children in poverty and minority groups that demonstrate comparable levels of achievement and aptitude are still two hundred fifty percent less likely to be identified for, and in, highly capable programs.

Common identification systems and procedures in Washington state school districts include practices known to be discriminatory towards low-income students and other students who are historically underrepresented in highly capable programs, such as relying on parent or teacher referrals, and conducting assessments on Saturdays or after school.

A crucial aspect of existing law has been widely misinterpreted, concerning "multiple objective criteria" for highly capable identification. The original intent of "multiple objective criteria" was to provide multiple possible avenues for identification, not to require that a student score highly on every measure before he or she qualifies for highly capable services. This misunderstanding turns multiple measures into multiple hurdles that disproportionately limit identification of low-income and other historically underrepresented students, who may have variable scores despite high cognitive potential.

Districts must use multiple objective criteria to identify students who are among the most highly capable. Multiple pathways for qualifications must be available and no single criteria may eliminate a student from identification.

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