Seattle Public Schools identifies students for Highly Capable services using existing district assessment data. All assessments used are part of the Seattle Public Schools assessment calendar.

Each year, the district reviews academic data from the previous school year and the current fall to identify students who demonstrate exceptional academic performance and advanced learning needs compared to their grade-level peers.

Student Data Used

The district reviews a variety of Seattle Public Schools data sources, including:

• MAP Reading
• MAP Math
• Smarter Balanced Assessment (Grades 4 and above)
• WIDA English Proficiency Assessment
• Special Education Evaluation Data
• WA-Kids (Kindergarten and Grade 1)
• Naglieri General Ability Test (Grade 1)
• Student Portfolio (Grades 8-11)

The data reviewed varies based on the student’s grade level and available assessment information. To ensure consistency and equitable review practices, outside assessments and privately obtained test results are not considered.

What Makes a Student Eligible for Highly Capable in SPS?

To capture a student’s strengths, potential, or academic learning needs in a more holistic manner, consistent with Washington State law, Seattle Public Schools uses multiple objective measures to identify students who may require Highly Capable services.

The final determination is made by the Multidisciplinary Placement Committee (MPC), a team of educators that reviews available data and evidence to determine whether a student demonstrates exceptional learning needs that would benefit from Highly Capable services. 

Students may be identified through multiple pathways, including:

• Demonstrated exceptional academic achievement 
• Evidence of exceptional academic potential
• Multiple measures that collectively indicate a need for Highly Capable services
• Specialized pathways designed to support equitable identification of students who qualify for McKinney-Vento (MKV), Multilingual Services, Special Education Services, or Free and Reduced Lunch programs.

Identification through Academic Achievement Data

Many students are identified because they demonstrate a consistent pattern of exceptional academic achievement across multiple measures over time.

Students identified through this pathway typically have at least two recent academic measures in both reading and math, most commonly MAP Reading and/or MAP Math, that indicate performance significantly beyond grade level peers. 

The district’s academic benchmark is based on performance that is substantially above the national average, generally exceeding 2.2 standard deviations above the national norms across multiple academic measures. These scores generally place students among the top 1% of test takers nationally in the same grade and subject area,

The MPC reviews achievement data over time to determine whether the student’s instructional needs are consistent with Highly Capable services.

Identification Through Multiple Measures

Additional pathways are reviewed for students who have academic achievement that fall just below the qualifying academic achievement benchmarks.  Students considered through this process demonstrate academic achievement near the district’s primary benchmark and show additional evidence of academic ability or potential. 

During this pathway review, the MPC reviews:

• MAP growth data
• State assessment results
• WIDA English language proficiency data
• Advanced coursework performance
• Special Education evaluation data
• Other district assessment information available for the student

Students may qualify in:

• Reading
• Math
• Both Reading and Math

Eligibility decisions are based on the complete body of evidence available for each student and the student’s demonstrated need for Highly Capable services.

Eligibility and Appeals Timeline 2026-27

Students identified through the primary achievement pathway typically demonstrate academic performance that exceeds the national average by more than 2.2 standard deviations across multiple academic measures. This represents an exceptionally high level of achievement and is generally observed in only a small percentage of students nationally. The district reviews multiple measures over time rather than relying on a single assessment score.

The district’s academic benchmarks are based on statistical measures that compare student performance to national norms, including performance that is substantially above the national average. Because assessment norms and percentile rankings can change over time, publishing specific percentile cutoffs may be misleading. The Multidisciplinary Placement Committee reviews multiple measures of achievement and learning needs when making eligibility decisions.

No single assessment can fully capture a student’s abilities, potential, or instructional needs. Reviewing multiple measures helps the district identify students who consistently demonstrate exceptional achievement or advanced academic potential.

Both. Some students are identified because they demonstrate a consistent pattern of exceptional academic achievement. Others may demonstrate strong evidence of advanced academic potential that, when considered alongside other data, indicates a need for Highly Capable services.

No. Seattle Public Schools uses assessment data already collected as part of the district’s regular educational program. Additional testing is not required for consideration.

No. Eligibility decisions are based on data collected through district assessments and evaluations. Using district-administered measures ensures that all students are evaluated using the same criteria and assessment conditions.

Yes. Students may qualify for Highly Capable services in Reading, Mathematics, or both subject areas, depending on the evidence reviewed by the MPC.

The MPC reviews all available district data, including academic achievement, academic growth, state assessments, language proficiency data, Special Education evaluation information, and other relevant evidence. The committee then determines whether the student demonstrates advanced academic learning needs that would benefit from Highly Capable services.

No. Students identified for Highly Capable services often demonstrate exceptional strengths in one or more academic areas, but like all students, they may have areas of challenge or need additional support. Eligibility reflects a need for specialized academic services, not perfection across all subjects.