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Board hears report on —highly capable' program; directors ask for outcome data
Summary
Dr. Colin Ryan presented the district's Highly Capable Program overview, describing selection (teacher and parent recommendations, CogAT and DIBELS testing), program models (multi-age rooms, cluster models and secondary advanced coursework), outreach events and current class sizes (about 1520101010— 20). Board members asked for longitudinal outcomes, including dual-credit/AA attainment statistics.
Dr. Colin Ryan presented the Stanwood-Camano School District's 2025 report on the Highly Capable Program, describing how the district identifies and serves students eligible for accelerated learning opportunities.
Ryan said the district will continue using teacher and parent recommendations, supplemented by multiple assessment sources including the CogAT (cognitive abilities test), DIBELS for early grades and growth measures and formative teacher assessments at middle grades. Program options include on-site cluster models, multi-age classrooms at Twin City (with teachers Tracy Langelin and Casey Harston noted by name) and advanced opportunities at the secondary level such as Advanced Placement and dual-credit courses.
Ryan highlighted outreach efforts including a —highly capable house— open house hosted by Twin City teachers that allowed families to observe classrooms and ask questions; teachers reported several families attended and that the event helped stabilize elementary-level enrollments in program blocks (about 15EFBBA0to 20 students per block). He said program models vary by school to respect families' preferences for keeping students at home schools when appropriate.
During board questioning a director asked how students in the program fare compared with peers and whether subgroup outcomes (for example, lower- and upper-quartile students in the program) are tracked. Ryan said designated students typically score three or four on the state SBA and described classroom practices that push a range of learners. He offered to provide specific outcome data upon request, including the number of students who earn dual-credit or an AA after participating in the program earlier in their school careers.
The board accepted the report and asked staff to return with more detailed outcome measures and longitudinal information requested by directors.
