Highly Capable Instructional Strategies

  • Instructional strategies used in Highly Capable services are found embedded in the Signature Strategies of our Strategic Plan.  Highlights for each of our 5 Goals are called out below:

Goal One: The Early Years

    • Ensure ALL student-scholars FIRST receive high-quality core curriculum, instruction and learning aligned to the Instructional Framework. 
    • Use ongoing formative assessment to assess scholar progress and to differentiate instruction.
    • Develop a Multi-Tiered Systems of Support (MTSS) to ascertain and respond to academic and social-emotional needs of students toward mastery of core subjects.
    • Provide full and meaningful access to high-quality core instruction in the general-ed classroom including advanced learners. 
    • Utilize scholar learning data to set early learning goals.

Goal Two: Whole Child

    • Promote a growth-mindset by attributing learning success to effort and self-regulation, using school-wide AVID strategies, and insisting upon and rewarding persistence to mastery. 
    • Stretch scholars' interests to find value in new topics and connect learning tasks to scholars' cultural backgrounds and personal aspirations. 
    • Ensure every scholar has access to rigorous academic course work through examining scholar data and master schedule offerings. Ensure staff meet with each scholar and their families at least two times a year to engage in two-way communication regarding scholars' academic and social-emotional progress. 
    • Implement high leverage research-based classroom and school-wide strategies that integrate cultural competency, scholar voice, and active scholar participation in decision making. 

Goal Three: Active Learners

    • Create and utilize personalized pathways based on scholar interests and strengths to gain agency and self-direction through culturally relevant projects, assignments, and instructional work.
    • Empower scholars with the strategies to build self-efficacy and confidence in order to persevere with enrollment in and with mastery of rigorous coursework.
    • Gather scholars' perspectives regarding ways to motivate their learning and develop academic tenacity; all staff will identify every scholar's unique knowledge and strengths to deepen their understanding of diversity, cultural competency and personal biases, so that they can become the most effective equity practitioners.
    • Develop and utilize a comprehensive assessment continuum to provide timely and authentic feedback to scholars regarding their social-emotional and personal growth and achievement from year to year.

Goal Four: Content-Area Competence

    • Create and align curriculum, assessment, and grading systems to state standards. 
    • Establish co-teaching/inclusion models that provide full and meaningful access to high-quality core instruction within the general education classroom including advanced learners.
    • Provide frequent, two-way communication with scholars and families in an increasing number of languages regarding each scholar's academic progress toward mastery of all subjects at least twice a year. 
    • Report to parents and families systematically the scholar's mastery of specific standards-based learning objectives in order to partner with families toward meeting scholar learning needs.
    • Co-construct classroom norms with teachers and scholars that encourage risk-taking, collaboration, respect for divergent thinking and scholars' cultures; teachers support scholars in holding each other accountable for norms.
    • Utilize classroom-based and district progress monitoring through formative, interim, and summative assessments to inform and adjust instruction in real time. 

Goal Five: Persistence to Graduation

    • Develop an academic network of staff to support every scholar in the creation, monitoring, and revision of a High School and Beyond Plan, capitalizing on multiple pathways such as advanced programs, Puget Sounds Skill Center (PSSC), Running Start, dual enrollment, credit recovery, online/blended learning, and Career and Technical Education (CTE).
    • Develop standards-aligned units of instruction for each subject and grade level that include standards-based objectives and criteria for mastery.
    • Ensure all staff regularly communicate with scholars and their families through a variety of methods and languages regarding each scholars' progress toward college and career readiness, especially through critical transition years and in relation to their High School and Beyond Plans. 
    • Implement Mutual Commitment to Student Success (MCSS) for each scholar to emphasize that learning and growth is shared responsibility of the scholar, the parent/caregiver, and the teachers, and to define learning expectations, equitable opportunities to participate meaningfully, and guidelines for effective communication. 
    • Ensure leadership and instructional teams review scholar data to recommend appropriate support for each scholar's transitions from grade to grade and school to school.