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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.
Students receiving highly capable services will sometimes be grouped with other Highly Capable students, allowing the teacher to provide small-group differentiated instruction for this group of students. The teacher may modify the depth, breadth, and content of a lesson.
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.
Single Subject Qualified Students
Elementary students in grades 2 and 3 who qualify for Highly Capable services in one subject (Reading or Math) and students in grades 4 and 5 who qualify in Reading, but not the other subject are served in their general education classroom. Teachers will use the In-Class differentiated instruction method described above to enhance student learning in that subject area.
Students in grades 4 and 5 who qualify for Highly Capable services in Math have the option to receive accelerated math instruction through an online program if they are not already receiving accelerated math instruction in their school building. This Online HiCap Math services are mostly asynchronous and typically overseen by a teacher who is not the student's homeroom teacher.
2024 HiCap Math Info Night
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 Program(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. Students who are in grades 4 and 5, qualified in both reading and math, but not in an EAP classroom, may participate in the Edgenuity accelerated math program described in the Single-Subject section above. In EAP classrooms, teachers use standards 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 who qualify for highly capable services.
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.