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Parent advisory committee urges district-wide overhaul of highly capable services, says 350 students identified and most lack access
Summary
A Parent Guardian Advisory Committee report to the Richland School Board called for a district-wide highly capable (highcap) services model, saying about 350 students qualify but only roughly 75 receive Quest-program services; the committee recommended lowering qualification thresholds, increasing staffing and training, and better family communication.
Tamara Harrison, speaking for the Parent Guardian Advisory Committee, told the Richland School District Board that roughly 350 students have been identified as eligible for highly capable services but the district’s Quest program can serve only about 75 students at Lewis and Clark, leaving an estimated 275 students without equivalent services. "The committee has strong recommendations on systemic equity, accountability, and capacity building," Harrison said, reading a set of proposals developed after heavily attended May and June meetings.
The committee recommended adopting a district-wide highly capable service model that would define instructional expectations, service-delivery methods, and minimum weekly instructional minutes for building-based highcap services. It asked the district to designate a building-level highcap coordinator or instructional coach, post adopted highcap curriculum and pacing guides online, and require professional development for general-education teachers who work with highcap students.
Specific elementary recommendations included lowering the qualifying threshold from the 98th percentile to the 95th percentile to broaden access, beginning eligibility screening in kindergarten, and allowing students to qualify for services in a single domain (for example, math or ELA) rather than requiring dual-domain qualification. On secondary levels the committee urged published descriptions of honors and advanced offerings at each middle school, consistent course definitions across the district, and a designated ‘‘landing spot’’ for students exiting Quest to preserve continuity of service.
The committee also drew attention to twice-exceptional students (those who qualify for both highly capable services and special education or Section 504 supports), calling for refined identification processes to avoid masking, explicit guidance on coordinating IEP/504 services with highcap instruction, and tailored mental-health and behavioral supports. "Ensure that twice-exceptional students receive differentiated instruction and enrichment opportunities appropriate to their areas of strength while continuing to receive individualized supports as outlined in their IEP or Section 504 plan," Harrison said.
Board members asked follow-up questions about when the committee’s recommendations could be posted and how the district would measure program fidelity. Harrison requested clearer family-facing information about which outside tests are accepted for eligibility, which standardized cognitive test is used, and more transparent communication on placement and transitions between Quest and building-based services. The board said staff would distribute the advisory committee materials to the full board and expect a related agenda item at a future meeting.
What comes next: the committee recommended the district produce a staffing and scheduling plan, implement semester-based implementation reports from principals, and conduct program audits or site visits to ensure consistency with Quest standards. The board did not take formal action on the recommendations at the meeting but committed to including the advisory materials in upcoming discussions.
