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)
• WA-Kids 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. 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.

Update on MAP Scores 

Due to NWEA’s (makers of the MAP), re-norming of MAP percentiles, the MPC now uses RIT scores instead of percentiles. RIT scores reflect a student’s instructional needs and align with the Common Core learning continuum. MAP is one of several measures used in identification.  

Generally, students in need of highly capable services demonstrate academic achievement on the MAP via 2.2+ standard deviations above the national norm, approximately two years above grade level on academic measures. 

Eligibility Criteria

Eligibility and Appeals Timeline 2025-26