Highly Capable Services (Advanced Learning)
Highly Capable Identification and Eligibility Process
Seattle Public Schools (SPS) uses a comprehensive process to identify students for Highly Capable (HC) services. Teams of educators review each student’s academic performance, growth, and strengths using multiple measures aligned to clear criteria- not just a single test score.
Annual Review
Each year, the Department of HC Services reviews the HC identification and placement criteria in alignment with Washington State law. This ensures we meet current best practices and the diverse needs of students across the district.
What We Consider
Our guidelines help determine:
- Which students qualify for HC services
- Which students can be supported effectively in their neighborhood school
- Which students have significantly unique learning needs that may require specialized instructional opportunities.
Decision Making
Final recommendations are made by a district-level Multi-Disciplinary Placement Committee (MPC), as required by state law. The MPC includes teachers, school leaders, and central office staff who are familiar with the characteristics and needs of HC students. Decisions are based on multiple data sources collected during the 2024-25 school year and the 2025-26 first assessment window.
There is no single test, or score used to determine eligibility.
Multiple Pathways
Our identification process includes multiple pathways to ensure equitable access for students who:
- Qualify for Free and Reduced Lunch
- Receive McKinney-Vento services
- Receive Special Education services
- Are Multilingual Learners
Data Sources for 2025-26
- Measures of Academic Progress (MAP) Reading and Math
- Smarter Balance Assessment (SBA)
- WaKIDS Kindergarten Assessment
- Educator Assessment via the Demonstrated Performance Tool (DPT)
- Language acquisition data for Multilingual Learners
- Standardized assessments included a student’s Individual Education Evaluation (IEP)
Important: No single criterion will disqualify a student. This includes objective measures such as a single test score or supporting measures such as teacher feedback. A pattern of high academic achievement is required, typically shown by at least two MAP and Rasch Unit (RIT) scores meeting baseline criteria. Additional data points may support identification for students who do not meet baseline scores.