Highly Capable

Highly capable students are students who perform or show potential for performing at significantly advanced academic levels when compared with others of their age, experiences, or environments. Outstanding abilities are seen within students' general intellectual aptitudes, specific academic abilities, and/or creative productivity within a specific domain. These students are present not only in the general populace, but are present within all protected classes according to chapters  28A.640 and  28A.642 RCW. Students who are highly capable may possess, but are not limited to, these learning characteristics:

1. Capacity to learn with unusual depth of understanding, to retain what has been learned, and to transfer learning to new situations;
2. Capacity and willingness to deal with increasing levels of abstraction and complexity earlier than their chronological peers;
3. Creative ability to make unusual connections among ideas and concepts;
4. Ability to learn quickly in their area(s) of intellectual strength; and
5. Capacity for intense concentration and/or focus.

While anyone can refer a student, we cannot begin the highly capable assessment process until a referral form is completed by the student's parent or legal guardian.

This form must be completed by Dec. 15 at 5:00 pm. for current RSD students. For private school students residing in the Richland School District boundary and currently in grades 2, 3 or 4, this form must be completed by Oct. 31 at 5 p.m.  

English Form

Forma española

Русская форма

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الشكل العربي

Richland School District uses multiple measures to identify students who perform or show potential for performing at significantly advanced levels when compared with others of their age, experiences, or environments. These measures include a standardized cognitive ability test and national, state, or district achievement tests. In addition to ability and achievement tests, the Washington English Language Proficiency Assessment is used to evaluate students with a first language other than English, to determine their ability for rapid language acquisition, which can be a characteristic of highly capable learners. 

Students who qualify for Highly Capable Program services and qualify for either special education services or a 504 plan are referred to as twice-exceptional students. Special Education and/or 504 data may be used in the identification process to assist in identifying a need for Highly Capable Program services.

A Multidisciplinary Selection Committee (MSC) of qualified personnel determines which students meet the Highly Capable definition based on all the information available (WAC 392-170-055; 392-170-170). One single test score can not qualify or disqualify a student from highly capable services. 

The MSC will meet after the assessments are completed to review student data. Notifications will be sent to families after the MSC meeting.

Letters will be mailed prior to the end of this school year to parents/guardians of students indicating the MSC’s decision regarding appropriate services. Before services can begin, the student’s parent/legal guardian must complete the Permission to Serve Students form. Parents have the right to refuse highly capable services.

Placement in a highly capable service is provisional and will undergo periodic review to ensure that each student is demonstrating consistent academic progress. Students continue in the Building-Based and QUEST Hi-Cap programs unless withdrawn or exited.

Parents/legal guardians have the right to appeal the multi-disciplinary selection committee’s decision if their child was not identified for highly capable services.  Individuals appealing the MSC’s decision must submit a completed appeal form requesting review of selection/placement decision. Grounds for appeal include but are not limited to errors in scoring, testing bias against students who are members of a protected class, and special circumstances including unique, untestable characteristics evident in student performances or products.

The appeals process is not intended to request an update of identified services (from school-based to QUEST). If you would like to explore having your child transition from school-based services to QUEST,  please consider referring your child during the next open referral period. 

The written appeal request must include reasons for the appeal and any supporting documentation.  The appeal request and supporting evidence must be submitted to the Superintendent or designee within 10 school days of receiving the MSC’s decision. The Superintendent or designee will reconvene the MSC within 10 school days of receiving the appeal to review the request and consider the supporting evidence. The decision of the MSC is final.  Please note that a student may be referred again the following school year during the referral window.

Appeals Form

Please send any appeal paperwork to Amy.Kohn@rsd.edu.

The exit process may be initiated for students who no longer demonstrate a need for Highly Capable Program services. A request may be made by a teacher, parent/guardian, or program administrator of the Highly Capable Program. The MSC will meet to review the student’s academic progress. If the committee determines that the student no longer qualifies for Highly Capable Program services, it may be recommended that the student be exited from the program. The parent/guardian will be notified of the MSC’s decision and of the appeal process.

A parent/legal guardian may request that the student be withdrawn from the service or a student may voluntarily withdraw. The administrator of the Highly Capable Program will meet with the parent, student, and teacher to review the request. If the parent/guardian decides to withdraw the student from the service, the student will be exited.

Richland School District does not discriminate in any programs or activities on the basis of sex, race, creed, religion, color, national origin, age, veteran or military status, sexual orientation, gender expression, gender identity, disability, or the use of a trained dog guide or service animal and provides equal access to the Boy Scouts and other designated youth groups. The following employee(s) has been designated to handle questions and complaints of alleged discrimination:

• Title IX Officer: Tory Christensen, Tory.Christensen@rsd.edu or 509-967-6235
• Section 504 Coordinator: Brian Moore, Brian.Moore@rsd.edu or 509-967-6003
• Civil Rights Coordinator: Clinton Sherman, Clinton.Sherman@rsd.edu or 509-967-6030