District practices for identifying highly capable students must seek to expand access to accelerated learning and enhanced instruction at elementary and secondary schools and advance equitable enrollment practices, so that all students, especially students from historically underrepresented and low-income groups, who are ready to engage in more rigorous coursework can benefit from accelerated learning and enhanced instruction. (RCW 28A.185.030) Consistent with RCW 28A.185.020 and 28A.300.770, district practices for identifying highly capable students must prioritize identification of low-income students.

Multilingual learners (ML), highly mobile students, students receiving foster care, and students who receive McKinney-Vento services are often underserved and require careful collection of data about academic strengths. Attention must also be paid to include students who have been identified as twice exceptional students (IEP or section 504 plan) according to chapter 28A.642 RCW.

Assessment tools for multilingual learners should reduce the impact of language on the skills being assessed. ML students must be assessed in their first language. If that is not possible, they are to be assessed with a nonverbal instrument. Highly mobile students require consideration to ensure timely identification and provision of services. Professional judgment should be used to expand identification of historically underrepresented student groups.

[Statutory Authority: 2023 c 265, RCW 28A.185.010, and 28A.185.030. WSR 26-10-094, s 392-170-046, filed 5/6/26, effective 6/6/26.]