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Board approves changes to highly capable identification and services; district will use non‑language screener
Summary
The board approved revisions to the district’s highly capable plan, including reframing from "program" to "services," beginning formal identification at third grade and switching to a non‑language based screener to reduce language barriers.
The Orting School District Board approved revisions to its highly capable services plan after a presentation from Director Brown on changes intended to improve identification and equity.
What changed: Director Brown said the district is changing the language from "program" to "services" to avoid misleading families from systems with pull‑out gifted programs, and intends to begin formal identification at third grade using a second‑grade screener for third‑grade placement. The district will continue to accept referrals at all grades and will continue services from kindergarten through grade 12, but the formal identification timetable will begin with the 3rd grade cohort.
Testing change: Director Brown said the district will move from the language‑based CogAT test to a non‑language‑based screener to reduce barriers for English language learners. The district will continue to screen all second and fifth graders and use additional subtests (verbal and quantitative portions) for students who pass the screening to identify areas of strength.
Why it matters: Director Brown said the district’s demographic review showed English language learners have been underidentified. The move to a non‑language screener and the shift in identification timing aim to reduce false negatives due to language development differences and to integrate highly capable services into the multi‑tiered student support system.
Board action: A board member moved to approve the district’s highly capable plan for the 2024–25 school year; a second was recorded and the motion passed with the board voting "Aye." Director Brown said the district will continue to explore ways to serve highly capable students in a small district context, including clustering and differentiated instruction.
Ending: Director Brown and staff will continue to refine implementation details and explore outside community partnerships to supplement services where specialized internal resources are not available.
