Elementary In-Class Services

In-Class Highly Capable Services in Grades 2-5 are provided in the general education classroom at the student's neighborhood school. The In-Class model allows the student to receive Highly Capable services while remaining in their neighborhood school. 

Differentiated Instruction

Differentiated instruction refers to the practice of modifying instruction to meet a variety of student needs. This is the cornerstone of many of our Highly Capable programs, particularly the Holistic and In-Class service models.

A Highly Capable student will sometimes be grouped, or "clustered," with other Highly Capable students, allowing the teacher to provide small-group instruction for this group of students. The teacher may modify the depth, breadth, and content of a lesson for Highly Capable students. 

The classroom teacher will often pre-assess students to determine their abilities and needs before they dive into teaching particular content areas. In a differentiated classroom, the teacher routinely performs quick, formative assessments to determine the on-going needs of the student and where the instruction might be modified, if necessary, in order to enhance student learning.

Considerations for Dual-Qualified Students

An advantage of the the In-Class Model is that students can remain in their neighborhood school. In contrast, students in Elementary Advanced Placement (EAP) must enroll in an elementary school that offers EAP, which is often different from their neighborhood school. A student's EAP location is typically based on their neighborhood school.
 
The level of instruction between the two service models may differ. In the In-Class Model, Highly Capable students receive differentiation of grade-level curriculum in the general education classroom. In EAP classrooms, teachers use standards and curriculum 1-2 years above grade level. If you would like additional information on how your neighborhood school can meet your dual-qualified student's needs, we recommend scheduling a meeting with the building principal and/or teacher. 

How do teachers provide instruction for all students?

Teachers plan and facilitate lessons using grade-level curriculum. Analysis of pre-assessment and formative assessment data is critical. Analysis of this data will guide a teacher’s instructional plan for all students, including those qualified as Highly Capable.

At any time, professional judgment can be used to access and/or construct lessons or materials to meet the needs of a diverse learning community. Resources available to support the work of teachers serving Highly Capable students within the In-Class Model include:

Curriculum Resources – Standard grade-level curriculum often includes enrichment and extension options.

HiCap Toolbox – An online resource for Northshore teachers. Akin to an “electronic file cabinet,” the Toolbox includes ideas for homework modification, unit level math extensions, learning menus, learning contracts, and short professional development modules.

Reading and Writing Learning Progressions - Available to teachers, Learning Progressions are a tool illustrating how skill acquisition in reading and writing unfolds in a predictable way. The progressions allow for a teacher to intentionally select skills for students that increase in complexity and sophistication. Progressions are available for both reading and writing. In the content area of reading, teachers can access progressions for narrative and informational reading. Teachers also have access to progressions for informational writing, opinion writing, narrative writing, and the writing process.

Words Their Way - With Words Their Way, word work lessons are selected based on the learner's ability level.