Highly Capable Program

The type of highly-capable services we offer are dependent on grade-level. These services are designed to address the needs of students with exceptional intellectual and academic abilities through engaging and challenging content.

Grades K–5

Individual Learning Plan

Students in grades K-5 identified as highly capable may receive services in their general education classroom through an Individual Learning Plan at their neighborhood school. Tailored learning experiences will be chosen based on the student’s strengths and may include, but are not limited to:

• Group learning at a higher level or separate work in the classroom
• The same lessons as their peers but with more complexity
• Working with the school Teacher-Librarian to identify more resources on their own
• Additional enrichment opportunities

Talented and Gifted (TAG) Program

Students in grades 3-5 identified as highly capable may receive services in the self-contained TAG program. Housed at Lakes Elementary, students will participate in a fully immersive highly-capable educational experience. Collaboration with other TAG program participants and a deeper understanding of the material is encouraged. NOTE: The TAG program will be offered depending on the number of students who are identified and wish to participate in the program. In the case that an entire classroom cannot be created from enrollees, alternative options such as multigrade TAG classes or Individual Learning Plans at the student's neighborhood school may be offered.

Grades 6–8

Selected students in grades 6–8 will receive services at any of our middle schools through accelerated pathways:

• English Language Arts and Social Studies Pathway: An advanced literacy and social studies pathway that includes deeper-level thinking through project-based learning and inquiry-driven instruction. Students collaborate in groups to tackle real-world challenges and encouraged to plan, think critically, and be creative with more demanding tasks to help build perseverance.
• Accelerated Math Pathway: An accelerated course that covers multiple years of core math standards in one year, advancing students to high school-level algebra in 7th grade and geometry in 8th grade. Successful completion may earn students high school credit.

Both pathways can potentially generate more homework than the traditional core level classes and students must be committed to completing homework and seeking help as needed.

High School

No additional highly capable testing is required to access service options in high school such as Honors classes, Advanced Placement (AP), College in the High School, and the Running Start program. Please contact your school's counseling center for more information on these options. NOTE: College in the High School and Running Start may require additional assessment to determine placement.

These assessments form a larger portfolio of data to help assess a student's eligibility for the highly capable program.

DIBELS Benchmark Reading Assessment (K–8)

This is a standard assessment given in class to all students in grades K–8 in the fall, winter, and spring to give educators insight into which students need additional instructional support. Test results can be found in Skyward Family Access.

mClass Math Benchmark Assessment (K–8)

These are standard assessments given in class to students in grades K–8 in the fall, winter, and spring to give educators insight into which students need additional instructional support. Test results can be found in Skyward Family Access.

Smarter Balanced Assessments (SBA)

These are state- and federally-required tests in English Language Arts (ELA) and math that measure progress towards the state standards in those subject areas. In 10th grade, a minimum SBA score must be met in order to meet graduation requirements. Tests are given in the classroom, typically in the spring each school year. See more info on the OSPI website.

Naglieri Nonverbal Ability Test (NNAT3)

This is a 30-minute online test designed to measure general cognitive ability and is not impacted by verbal skill (speaking), primary language, or how long the student has been in school. It is generally administered to all NTPS 1st grade students as a screening tool. The results are presented as a number called the Naglieri Ability Index (NAI) and an Age Percentile Rank (APR). Data will be used to compare student results with average results for their age.

Cognitive Abilities Test (CogAT)

This is a multiple-choice test to assess cognitive development and reasoning abilities (key factors of academic achievement). Each test section (verbal, quantitative, and nonverbal) includes subtests that evaluate different cognitive abilities and measure both general reasoning skills and specific reasoning abilities unique to that section. The test is available for grades 2–7 and takes about 2 hours to complete. It is given in a group setting with paper/pencil. See CogAT Overview for Parents One-Sheet.

Washington Kindergarten Inventory of Developing Skills (WaKIDS)

This test is given to all kindergarten students within the first few months of the school year. It is a “whole child” assessment that looks at six developing skill areas (social-emotional, physical, cognitive, language, literacy, and mathematics) to help kindergarten teachers know what areas to focus on early in the school year. The results for kindergarten students who score above grade level are used in considering eligibility for the highly capable program.

HOPE Teacher Rating Scale

This scale assesses the social and academic characteristics of highly capable students from a teacher's perspective. It is used alongside other test measurements to help identify students for highly capable program eligibility. It helps in identifying students from traditionally underrepresented groups.

Is your highly capable student transferring into NTPS?

Students who have previously been identified as highly capable (gifted) in another school district or state can be considered for highly capable services in North Thurston Public Schools by submitting the application below, along with all supporting documentation, to assessment@ntps.org.

Transfer Student Application for Highly Capable Services

Depending on documentation and qualifying factors, some students may be placed directly into an appropriate NTPS highly capable service option. In most cases, however, additional testing will be required during the normal testing cycle.

If your student qualifies for direct placement, it would be a conditional placement for the remainder of the school year. To continue receiving services beyond that time, your student would need to participate in the next testing cycle and qualify again.

Highly capable records are not typically part of a student's cumulative file. Therefore, we highly recommend obtaining copies of your student's highly capable records and hand-carrying them with you to your new school district to expedite appropriate placement.

Questions? Contact assessment@ntps.org.

Highly Capable Exit Process

Students may exit the program for the following reasons:

• Parent/Guardian request: If you wish for your student to discontinue their participation in the program at any time, please complete the Request to Discontinue Services Form.
• District-initiated exit: Student progress and participation in the program are reviewed regularly. If a teacher or program administrator believes a student may no longer qualify, a review may be requested. Parents/guardians will be notified if their student is placed under review.
  • If a student no longer meets program criteria after a review of their learning profile and assessment data, program participation will be discontinued. Parents/guardians will receive a written notification of the decision and information about the appeal process.

Request to Discontinue Services Form

If you need this form in another language, please email assessment@ntps.org to request a translation.

Program Appeal Process

Appeals may be submitted if unique circumstances affect a student's evaluation results. Parents/guardians may file a written appeal regarding a decision related to either a students' initial identification for the program or a district-initiated exit as follows:

Appeal of Identification

An appeal with supporting evidence* must be submitted within fifteen (15) days of the date of the original decision letter and include reasons that one or both of the following conditions have occurred:

• A condition or circumstance has caused a misinterpretation of the results; and/or
• An inequitable application of the identification process.

Appeal of District-Initiated Exit

An appeal with supporting evidence* must be submitted within fifteen (15) days of the date of the original exit notification letter. The written request must include reasons for the appeal and:

• Evidence of significantly advanced achievements within the past 12 months; and,
• Evidence of your student's interest in participating in the program. This may include notes, conversations, or examples that show they are willing and motivated to take part.

Families will receive a written decision letter within fifteen (15) days of district receiving the appeal. All appeal decisions are final

Appeal Form 

If you need this form in another language, please email assessment@ntps.org to request a translation.

*Note: evaluations from outside agencies and/or medical professional (e.g. private testing) will not be accepted as evidence. Families do not need to request letters of recommendation or additional documents from teachers, as the district already has access to student data.