Middle School Highly Capable Science and Social Studies Pilot (2026-27) Frequently Asked Questions

No. Northshore is not eliminating highly capable services. All qualified students will continue receiving appropriate support across subject areas.

English Language Arts (ELA) middle school services remain unchanged. Students qualified for highly capable services in reading will continue in AAP (Advanced Academic Programs) classes alongside other highly capable students, just as they do now.

Middle school math services follow each student's learning path. Highly Capable qualified students progress through their individualized math trajectory, moving into either Pre-Algebra 2 or Algebra in 6th grade based on their readiness and prior coursework.

In the Science and Social Studies pilot, services will be provided using a cluster model. Highly capable students in these subjects will receive specialized instruction and differentiation within their regular courses, where qualified students are intentionally grouped together to enable advanced learning opportunities.

Reading and math. 

Over the past several years, participation in Northshore's Highly Capable (HiCap) program has grown significantly due to improved identification practices and increased family interest in the program. In several middle schools, more than one-third of students now participate in HiCap cohorts for much of the day.

While this growth is something we celebrate, it has also created challenges related to scheduling, staffing, student access to electives, and overall school culture. Over the course of 14 months, a Middle School Highly Capable Task Force composed of students, families, educators, and administrators studied these challenges and developed recommendations to help sustain rigorous learning opportunities while improving flexibility and access for all students.

We designed the 2026-27 Middle School Science and Social Studies Pilot to help us determine whether integrating science and social studies can address these challenges while continuing to provide our highly capable students with rigorous, engaging learning experiences.

Staffing allocations are based on overall district enrollment and do not always align perfectly with the specific needs of students in every classroom. Integrating science and social studies allows middle school support staff, such as paraeducators, to serve a broader range of students within the classroom, including twice-exceptional learners and students with IEPs. This approach increases access to adult support while also creating greater flexibility in the master schedule, expanding opportunities for electives and other learning experiences.

In some middle schools, a significant percentage of students spend most of their day in Highly Capable cohorts, resulting in a lack of opportunity to engage with a broader range of peers. Integrating science and social studies will create more opportunities for students to learn alongside a diverse group of classmates, strengthening connections, fostering a greater sense of belonging and school unity, and supporting our commitment to ensuring every student feels valued and included. We have also heard from HiCap families that students who have been in the same cohort for several years would benefit from opportunities to build new friendships and collaborate with a broader range of peers. 

Rigor is defined not by more work, but by deeper learning, critical thinking, complex problem-solving, and sophisticated application of knowledge.

Northshore will implement a sixth-grade pilot of integrated science and social studies at all middle schools during the 2026-27 school year.

Math and English Language Arts (ELA) Highly Capable models will remain in place. 

The 6th grade pilot will allow the district to evaluate the impact of integrated science and social studies before making any decisions about expansion into 7th and 8th grade.

The district remains committed to providing Highly Capable services and meeting all state requirements for qualifying students.

Students will continue to receive:

• Cohort-based learning in ELA as currently provided 
• Math services that match their learning trajectory as currently provided
• Access to advanced learning opportunities
• Accelerated and enhanced instruction
• Academic challenge appropriate to their readiness and needs

The pilot will integrate science and social studies classrooms while maintaining intentional support for Highly Capable learners.

Key features include:

• Cluster grouping of Highly Capable students within classes (7 or more HiCap-qualified students per Science and Social Studies class)
• Differentiated instruction and flexible grouping
• Opportunities for enhanced and accelerated learning
• Enrichment and extension activities
• Ongoing monitoring of student growth and engagement

Students will learn alongside a broader group of peers while continuing to receive instruction designed to challenge and support them academically. 

Academic rigor remains a central priority. Rigor is defined not by more work, but by deeper learning, critical thinking, complex problem-solving, and sophisticated application of knowledge.

Strategies that will support Highly Capable-qualified students include:

• Cluster grouping with HiCap-qualified peers
• Curriculum compacting when appropriate and advanced learning opportunities
• Flexible instructional groups
• Independent projects and enrichment experiences
• Ongoing progress monitoring

The district will monitor student outcomes throughout the pilot to ensure all students experience appropriate academic challenges.

Professional learning has already begun and will continue throughout the pilot.

Training areas include:

• Differentiation strategies
• Curriculum compacting and flexible grouping
• Supporting neurodivergent learners
• Executive functioning supports
• Maintaining rigor within a Multi Tiered Systems of Support (MTSS) framework
• Universal Design for Learning (UDL)
• Culturally responsive teaching practices
• Professional Learning Communities (PLCs) for 6th grade Science and Social Studies Teachers

Teachers will also have opportunities to collaborate, observe effective practices, and receive ongoing support throughout the pilot implementation.

The district will partner with Hanover Research, an independent evaluation firm, to help design and conduct a formal evaluation of the pilot.

The pilot evaluation will include multiple measures, including but not limited to:

• Annual academic growth data compared to previous years 
• Student sense of belonging as measured by our annual Social Emotional (Panorama) survey
• Student, family, and staff feedback

District staff will gather input from the HiCap Parent Council to inform the pilot evaluation measures.

The district will evaluate both academic outcomes and student experience to understand the pilot's impact on all learners. A summary of findings following completion of the evaluation and broad communication will be distributed.

Family voice will continue to be an important part of this process. Throughout the pilot year, the district will gather input from:

• Highly Capable families
• General education families
• Students
• Educators
• School leaders

Feedback will help inform the pilot implementation, course corrections, and future decisions.

The district is committed to transparency throughout the pilot. Families can expect:

• Updates through district communications
• Information posted on the Highly Capable Task Force webpage
• Mid-year implementation updates
• A summary of findings following completion of the evaluation and broad communication will be distributed 

The FAQ will also continue to be updated as additional questions emerge.

No decision has been made regarding implementation beyond the 2026-27 pilot year. District staff will review evaluation findings, community feedback, and implementation data before making recommendations regarding next steps. Implementation for the 2027-28 school year will be made based on the results of the pilot.