Board approves updated 'accelerated learning' plan for highly capable students; board questions supports for twice-exceptional learners

The Issaquah School District board on June 24 authorized the district's annual highly capable program plan — reframed by staff as "accelerated learning" — which the district submits to the Office of the Superintendent of Public Instruction (OSPI) to receive state funds for identification and services.

Dr. Reitman (presenting) said the plan aligns with recent Washington guidance and OSPI expectations, including universal screening and a multi-measure identification approach. "We use multiple measures to identify students…we don't want anyone to not be designated just because of one kind of assessment or one kind of piece of evidence," the presenter said, describing the district's use of i-Ready, the CogAT (Cognitive Abilities Test), the Iowa Test of Basic Skills and the Torrance Test of Creative Thinking for varying grades.

District staff described a continuum of services: project-based primary enrichment for early grades, a pullout SAGE option, self-contained classrooms (noting sites at Apollo and Endeavor), and secondary-level acceleration and course options including dual credit, CTE, Running Start and counseling touchpoints for designated students. Staff said universal screening occurs multiple times (kindergarten, second grade, fifth grade) and that the district had added screenings to minimize missed students.

Board members asked practical questions about access and supports. Director Coyne asked how the district monitors students who have been placed into accelerated courses but may not be a good fit; staff said counselors are expected to check in and that families can request furloughs or exits from designation processes. Director Mullings asked specifically about "twice-exceptional" students (students with both advanced abilities and learning disabilities); staff said school psychologists and individualized-education-plan teams review assessments and can tailor testing and supports, and that the district is working to integrate strengths-based planning into IEP meetings.

The board voted to authorize the plan. There was no roll-call vote recorded in the meeting transcript; the motion was made and seconded and the board chair called for the ayes and the ayes carried. The plan authorizes the district to continue state-funded identification and service work under OSPI guidance.

Staff noted the district will continue to monitor disproportionality in identification and to expand access strategies, and some board members asked for follow-up information on proportionality metrics in future reporting.