Highly Capable Program
Highly capable students are students in grades K–12 who are ready for, or show the potential to benefit from, advanced learning opportunities. They may need accelerated learning or instruction beyond the general education curriculum to continue growing academically.
Students may have advanced learning needs in one or more subject areas, including language arts and mathematics.
ELEMENTARY
- Able Learner Program. A one-day-per-week pull-out program for identified students in grades 3-5, focused on advanced learning, reasoning, creativity, and project-based learning)
- Cluster grouping
- Differentiation within the classroom
- Enrichment
- Flexible grouping
- Project choice
- Curriculum Compacting and Acceleration
- Services focused on both acceleration and enrichment
- Advanced Placement classes or other advanced courses
- Cluster grouping
- Dual enrollment for high school and college credit
- Accelerated or extended middle school course options, as available
- Honors classes
- Integrated classroom approaches and differentiation
- Online courses
- Opportunities for course advancement
- Extracurricular services (i.e., interest clubs, competitions, and/or performances)
- Curriculum Compacting and Acceleration
CVSD Highly Capable Student Identification Process
Review of screener results/additional assessment selection: Late November-December 2026
Additional/full CogAT assessment, when needed: January 11-29, 2027
More information on the 2nd Grade Screening is available.
• Fourth and Fifth graders are screened by a review of SBA ELA/math and other assessment data
- Highly capable identification continues annually.
- There is no need to refer or requalify if a student has already been identified.
- Identified students are provided opportunities for accelerated learning and enhanced instruction through graduation unless they exit the program.
Does your child qualify for Highly Capable Program services?
Students may be considered for Highly Capable services through universal screening or referral.
CVSD universally screens students in 2nd, 4th and 5th grades. At other grade levels, students may be referred based on information or evidence from parents/guardians, teachers, school staff, students, or community members.
Parents and guardians of all K-12 students who would like to refer a student can complete the Parent/Guardian Referral Form. Referrals are accepted October 19 - December 18, 2026.
Students may be identified in language arts, mathematics, or both.
Services are based on each student’s identified strengths and learning needs and continue through 12th grade, unless a family chooses to end services or the district’s formal exit process determines that services are no longer appropriate in an identified subject area.
Identification Process Details
CVSD uses universal screening and referrals to identify students who may benefit from accelerated learning and advanced instruction. Students may be identified for Highly Capable services in language arts, mathematics, or both.
No single piece of information determines whether we identify a student. A strong data point may support identification. A student cannot be excluded from Highly Capable services unless other data indicates they may not benefit from the program. For more details, please contact the program office.
Missing data will not disqualify a student from consideration.
The Cognitive Abilities Test (CogAT) Screener is administered to all 2nd and 5th-graders each spring. Additional instruments for Highly Capable Program identification may include the Otis‐Lennon School Ability Test (OLSAT) and Scales for Identifying Gifted Students (SIGS).
All 2nd-grade students participate in universal screening using the CogAT Screener.
- CogAT Screener: November 2–20, 2026
- Review results and identify students for additional assessment: Late November–December 2026
- Additional/full CogAT assessment, when needed: January 11–29, 2027
- The committee will meet in mid- February to make selections for the following year.
Families will receive information before screening begins. This information will explain Highly Capable services and how to opt a student out of universal screening.
All 4th and 5th-grade students are considered through universal screening. CVSD reviews multiple sources of existing student data, including:
- 4th-grade Smarter Balanced Assessment (SBA) results in English language arts and mathematics
- 5th-grade i-Ready achievement data
- Other available student information or additional assessments, when needed
A referral is not required for 4th and 5th-grade universal screening.
During the 2026–27 school year, CVSD will also review achievement information for current 4th-grade students as part of the transition to the updated Highly Capable identification process. This review is intended to identify students who may have been missed for consideration in language arts, mathematics, or both.
Referrals are available for grade levels that are not being universally screened. The 2026–27 referral window is October 19–December 18, 2026.
A student may be referred based on information or evidence from:
- Parents or guardians
- Teachers
- Other school staff
- Students
- Community members
The referral process includes information about the identification timeline and what is needed to ensure appropriate accommodations and consideration for students receiving services such as an IEP, Section 504 plan, or multilingual services.
Identification Criteria
CVSD uses multiple pathways and sources of information to identify students with advanced learning needs in language arts and mathematics.
- A single strong data point may support identification.
- No single piece of information may be used to exclude a student.
- If a student is not identified, at least two objective data points must show that the student would not benefit from accelerated learning and advanced instruction.
- When appropriate, CVSD may consider local student performance data. Local norms may not be used more restrictively than national norms.
Information such as teacher or parent/guardian recommendations, community recommendations, and report card grades may be considered as part of the identification process. This information is not required and cannot be used to exclude a student who otherwise meets the identification criteria.
Placement Process
When appropriate, CVSD considers local student performance data when making placement decisions. The Multidisciplinary Placement Committee (MPC) makes final identification and placement decisions.
CVSD identifies and places students based on their areas of strength, at a minimum in language arts and/or mathematics.
Additional Assessment and Accommodations
When more information is needed, CVSD may use appropriate cognitive, achievement, performance, or other validated assessments. Screening and additional assessments take place during the school day at the student's school.
CVSD follows appropriate IEP and Section 504 accommodations during the identification process.
For multilingual learners, CVSD selects assessment practices that help reduce the impact of language differences on the skills being measured.
Family Notification
After the identification process is complete, parents and guardians will receive written information about the decision. The notification will include:
- The student’s identification decision
- The data and test scores considered
- An explanation of CVSD’s identification and exit procedures
- Information about available Highly Capable services
- The specific services offered to the student
- Information about how to decline services in one or more subject areas
- Appeal information if the student is not identified in one or more areas
Appeal Process
Parents and guardians may appeal an MPC decision in accordance with CVSD Policy/Procedure 2190. Appeals are available for decisions made through both universal screening and referrals.
- Appeals must be submitted within 10 school days of receiving the student’s identification decision.
- An appeal form will be provided with the student’s decision and is also available on this page or from the Highly Capable Program at the district office.
- The person filing the appeal must provide additional supporting information or evidence with the appeal.
The Appeals Committee will include the MPC and at least one additional qualified professional who was not involved in the original decision.
After reviewing the appeal, the committee will send a written summary of its findings to the person who submitted the appeal. A copy of the appeal and the findings will also be placed in the student’s cumulative file.
The Appeals Committee’s decision is final.
Family Notification, Opt-Out, and Permission
Prior to Screening
Before universal screening begins, families will receive information about:
- The Highly Capable program
- Available services
- How to opt their student out of universal screening
Each year, CVSD will also provide information about the identification process, available services, and the data and test scores that may be considered. Information will be shared in multiple ways and in appropriate languages.
Before Additional Assessment
If universal screening recommends additional group or individual assessment, families will receive information about the Highly Capable program and available services. Families will also have an opportunity to opt their student out of additional assessment, as required by state rules.
Permission for Services
If a Highly Capable service placement requires a change in the student’s school building or classroom, parent/guardian permission is required before services begin.
For other service placements, parents and guardians will be notified before services begin, but prior permission is not required.
Able Learner Program
The Able Learner Program (Ables) is a one-day-a-week elementary program for identified Highly Capable students in grades 3–5.
Students receive accelerated and advanced instruction through:
- Advanced reasoning
- Creative thinking
- Problem-solving
- Project-based learning
Ables is one part of CVSD’s continuum of Highly Capable services. Students may also receive differentiated or accelerated learning opportunities at their home schools based on their identified areas of strength.
Identification
Students may be identified for Highly Capable services through universal screening or referral. The Multidisciplinary Placement Committee (MPC) considers multiple sources of information when determining whether a student would benefit from accelerated learning and advanced instruction and which services best match the student’s strengths.
No single piece of information may be used to exclude a student. Information such as teacher or parent/guardian questionnaires may be considered as part of the process but is supplemental and not required for identification.
Opting Out or Exiting Services
Parents and guardians may choose to withdraw their student from the Able Learner Program or other Highly Capable services.
If CVSD considers ending services for an identified student, the district follows its formal Highly Capable exit process. This includes parent/guardian meetings, review of objective student data, and MPC review.
Selection
Any student residing in the Central Valley School District may be referred by a parent, teacher, or community member. All candidates are screened using multiple objective criteria, including cognitive abilities assessment tests, district assessments, teacher and parent questionnaires, and other relevant data. Qualified candidates are offered admission to the program.
Population Served
Children who live within the boundaries of Central Valley School District and who do not “choice” to another public school district may attend Ables if they meet the selection criteria.
Transportation
Students ride buses from their home schools to Ables. They are picked up in the morning after 8:45 a.m. (9:45 a.m. on Thursdays) and returned after 2:00 p.m. in time to be dismissed from their regular classrooms. Parents should check with their child’s home school for particular pick-up times and instructions for how their student will catch the bus to the Able Learner Program.
Lunch
Students may bring their own lunch or purchase a hot lunch, just as they do at their home schools. Prices and menus are the same, and the qualifications for free or reduced lunches are the same. Students may access their prepaid accounts from their CVSD home school.
Attendance
Once a student decides to participate in the Ables, they commit to attending regularly. Because students participate in many ongoing group activities, they cannot choose whether to attend week to week. Each child’s success, as well as the group's, depends on regular weekly attendance by all Ables students. Exceptions for very special circumstances must be cleared in advance with the program teachers. Please alert your child’s home school before 9 a.m. if your student will be absent on his/her day for any reason.
Home School
Students should not be required to complete all assignments given in their regular classroom while they are attending Ables. Students should be held responsible for the learning they are missing in the regular classroom, but not necessarily the work. Classroom teachers can administer pre- or post-tests to determine whether an Ables student has already mastered a skill. Students should check with their home school teachers regarding procedures and expectations.
Homework
Homework is not regularly scheduled; however, when students are working on projects, they may bring home activities to work on outside of the program day. Timelines will be made available for these projects.
Parent Conferences and Holidays
Parent/Teacher conferences will be held during the school year. Teachers will contact you to schedule a one-half-hour session with each student’s parent(s)/guardian(s). Students may participate in their home school classroom holiday activities.
Invitations
Parents will be invited to attend occasional project presentations prepared by the students. Teacher emails and invitations will keep parents informed.
Exit Policy
A parent/guardian may request that a student be withdrawn from the program. A request to withdraw form must be completed and submitted by the parent to confirm the student’s withdrawal from the program.
Questions
For any questions or concerns regarding the classroom program, parents should call the program teachers. Teachers are available before 9 a.m. and after 2 p.m., or parents may leave a message during those times. Parents may also arrange a visit. Parents may also contact the program coordinator with questions.
For details, see the section: CVSD Highly Capable Student Identification Process
CogAT Screener:
Review:
Parental permission (WAC 392‐170‐047):
Parental permission must be obtained in writing before:
- Conducting assessment(s) to determine eligibility for participation in programs for highly capable students.
- Providing initial special services and programs to an identified highly capable student.
- A full explanation of the procedures for identification and program options.
- An explanation of the appeal process.
Multidisciplinary Placement Committee
The MPC makes Highly Capable identification and placement decisions. The committee includes:
- A Highly Capable specialist or classroom teacher
- A psychologist or other qualified professional trained to interpret cognitive and achievement assessments
- A certificated coordinator or administrator responsible for the Highly Capable program
- Additional professionals, when appropriate
MPC members receive training on equitable identification practices, including consideration of twice-exceptional students, multilingual learners, students from low-income families, and other historically underrepresented students. Training also includes assessment results, local norms, and available Highly Capable services.
Analysis and Reporting of Assessment Results
The MPC considers multiple sources of information when making identification and placement decisions.
After the identification process is complete, parents and guardians receive written information about:
- The identification decision
- The data and test scores considered
- Identification and exit procedures
- Available service options
- Services offered to the student
- How to opt out of services in one or more subject areas
- Appeal information, when applicable
CVSD maintains student records according to state requirements.
Transfer Students
When a student transfers to CVSD after participating in a gifted or Highly Capable program in another district, the MPC reviews available information to determine appropriate identification and services.
This may include:
- Previous identification or placement
- Recent assessment results
- Achievement data
- School records
- Other relevant information
Families are encouraged to provide records from the student’s previous school or district. This can help CVSD make a timely decision about placement and services.
CVSD uses multiple pathways, data points, and appropriate accommodations to support equitable identification. When appropriate, the district may also consider local norms and professional judgment.
The identification process gives particular attention to students who have historically been underrepresented in Highly Capable programs, including:
- Students from low-income families
- Multilingual learners
- Highly mobile students
- Students receiving foster care or McKinney-Vento services
- Twice-exceptional students with IEPs or Section 504 plans
Professional judgment may be used when available data are inconclusive to help determine whether a student should be identified. It may not be used to exclude a student who otherwise meets the identification requirements.
Students identified as highly capable receive opportunities for accelerated learning and advanced instruction through graduation, unless the district’s formal exit process determines that services are no longer appropriate in an identified subject area.
Behavior, disability, incomplete work, or poor attendance alone are not reasons to exit a student from Highly Capable services.
If the district considers ending Highly Capable services, the process includes:
- A meeting with the parent or guardian to discuss possible adjustments to the student’s services.
- Discussion of whether an unrecognized or unsupported disability may be affecting the student’s experience.
- At least two objective data points in each identified subject area showing that the student would no longer benefit from Highly Capable services.
- MPC review of all available information. The data will be documented and shared with the parent or guardian before the MPC meeting.
- A meeting with the parent or guardian to communicate the outcome.
Parents and guardians may also choose to opt their student out of Highly Capable services in one or more subject areas.