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Richland board approves highly capable form package to implement SSB 5072, expands universal screening
Summary
The board approved Form Package 2-17 implementing SSB 5072 to expand equitable identification for highly capable services, including universal screening in second and fifth grades, multiple measures and local norms; board members asked for slides to be included in future packets.
The Richland School Board voted to approve the districts Form Package 2-17 to implement SSB 5072, the state law requiring more equitable identification of students for highly capable services.
Enid presented the districts approach: universal screening (administered in second and fifth grades), use of multiple data points (NNAT cognitive measure, i-Ready reading and math, Smarter Balanced where available and WIDA access scores where applicable), and calculating local norms so identifications reflect district and school-level contexts rather than relying solely on national cut scores.
"We are looking for potential," Enid said, explaining that the district no longer uses a single threshold cut score and instead builds a comprehensive student profile across multiple measures and local norms to identify students for services and to make Quest recommendations.
Enid showed the districts early results from universal screening, with increased screening and identifications among several underrepresented subgroups and a rise in overall students identified for services. She said the district is continuing work on culturally responsive identification measures and on screening availability in non-English languages where feasible.
Board members asked clarifying questions about the measures used, how multilingual learners are assessed and how multidisciplinary selection committees (MSC) rank candidates for Quest seats. Enid said the NNAT (a nonverbal cognitive measure) helps reduce language reliance and that Spanish versions of some tools (for example, i-Ready in Spanish) may be used where appropriate.
A motion to approve Form Package 2-17 passed by voice vote. Board members asked administration to include presentation slides with future board packets and to continue monitoring demographic representation and access.
Next steps: The district will continue its three- to five-year implementation and professional-learning plan tied to the program review and MTSS goals and report progress at future meetings.
