West Valley outlines how new state rules will change screening and supports for highly capable students

Wendy Clark, the district's Highly Capable program coordinator, told the West Valley School Board that recent state law changes require universal screening at two grade levels and clearer, needs-based identification practices — and that the district has already built many of the state's best practices into its model.

Clark said the law's central change is universal screening "in or before" second grade and again "in or before" sixth grade; West Valley uses second and fifth grade for those checks. She described the district's approach as a multi-step process that relies on "multiple objective criteria," including a CogAT screener in second grade plus achievement data (Smarter Balanced/SBAC and i-Ready), WIDA for multilingual learners where available and teacher rating scales. "It is access to accelerated learning and enhanced instruction," Clark said. "It is basic education."

The district will open its referral window Oct. 1 through Nov. 30 this year, Clark said, and expects to complete identification by February. She told the board the district runs a two-phase process: a screening sweep followed, when appropriate, by full cognitive testing and review by the multidisciplinary identification and placement committee. Clark said West Valley already emphasizes testing in the student's school day and uses nonverbal or native-language options where available to reduce barriers.

Clark described services tied to identification: a district PAL (Program for Advanced Learners) at White Hollow STEAM Elementary for grades 3'5, advanced math and extended-algebra pathways at the middle level, advanced inquiry language-arts/science/social-studies sections, and a range of elective options and the Innovation Center for grades 7'12. "We have about 600 kids in the program across the district," Clark said, and teachers may differentiate in general education classrooms or refer students to more intensive placements.

She described staff supports that back the program: monthly PLCs for PAL teachers, training on access and equity for multidisciplinary committee members, a district Google Classroom with curated lessons and a quarter- or triannual family webinar series. Clark also said the district is rolling out an advanced-learning plan platform that families and students can access 24/7 to view program models, service areas and test scores.

Student voices shared during the presentation illustrated the classroom impact. A fourth grader told the board, "It makes me happy because we do things above our grade level." A sixth grader's survey comment read, "In this class, I feel appreciated, important, and welcome." Clark said these were drawn from end-of-year surveys of students, staff and families.

On equity, Clark noted the 2017 requirement to prioritize identification of underserved groups and said West Valley is working to ensure identification more closely reflects district demographics; some demographic fields and CDARS codes remain in process, she said. Board members asked about incoming transfer students and Clark explained identification does not automatically transfer aside from military moves; the district will test or request prior identification records and reevaluate at the next identification cycle.

Clark emphasized that subjective measures (teacher observations, rating scales) are allowed to support identification but cannot be the sole basis to exclude a student. "There needs to be multiple pathways to qualify for the program and no single criterion may disqualify a student," she said.

Next steps Clark outlined for families and the board: referral window Oct. 1'Nov. 30, completion of the district's annual plan after Smartsheet reporting is available from OSPI, and continued work to finalize demographic reporting before state reporting deadlines.

The presentation concluded with board questions and thanks to Clark for the program work and resources.