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Quincy presents revamped highly capable identification and tiered services as gap narrows
Summary
District staff told the board the highly capable program now uses multiple screening measures, work samples and language-growth interpretation; identification rates rose and the gap for low-income students narrowed from roughly 59% in 2014 to about 19% this year.
The district's highly capable coordinator told the board the district has broadened how it identifies students for highly capable services and expanded tiered supports to reach more learners.
The presenter said the district stopped relying solely on state test scores and a single cognitive assessment and now uses multiple screening points, teacher and family rating scales, work samples and language-growth measures. Referrals open in October and November, cognitive testing is used only as one measure, and a multidisciplinary district team determines eligibility in March for fall placement. The coordinator said the process can take a full school year from referral to placement.
The coordinator said the changes increased overall identification toward a research-consistent level and helped close a long-standing equity gap. She said the district reduced the difference in representation for students on free and reduced-price meals from about a 59% gap in 2014 to roughly 19% in the current year. ‘‘We've tried to think more equitably and holistically about students' strengths, and that's led to more consistent identification across subgroups,’’ the coordinator said.
The presentation also described a three-tiered model for services. At Tier 1 the district offers rigorous, enriching activities for all students; Tier 2 offers targeted enrichment (for example, six-week STEAM units at elementary); and Tier 3 provides highly individualized supports for a small number of students, often requiring additional adult support and planning. Staff said the state has updated expectations for allowable measures and the district's practices now reflect those changes.
Board members asked about access for students new to the district and for students who may have prior identification. Staff said prior identification from another district is good evidence but that Quincy evaluates incoming students against Quincy peers before making placement decisions. Members also asked about state funding; staff said the state provides limited funding and the district supports services with local dollars.
The presentation concluded that the district will continue screening at scheduled windows, improve family outreach, and refine data collection to monitor whether identification and services reflect the district's demographic profile.
Next steps include continued staff training on equitable identification, sharing more family-facing information at fall conferences, and reporting progress back to the board in the new school year.
