Highly Capable Services

Highly Capable Services are designed for students identified through cognitive testing and academic performance. We provide services and programs for students whose needs are beyond the scope of the general education classroom. Services are designed to provide challenging, integrated, and enriched curriculum.

Students are identified for Highly Capable Services in a two step process, universal screening and assessment.

For more information, visit the district's Highly Capable Services page.

Programs & Services

Holistic Services (Grades K-1)

Highly capable services at the K-1 level are provided in the regular classroom at the neighborhood school only. Services are not offered within the Elementary Advanced Program (EAP) for K-1 students. Classroom teachers meet students’ instructional needs within the content areas being taught – English Language Arts, Math, etc. These services are known as Holistic Highly Capable Services. The cornerstone of Holistic Highly Capable Services is differentiated instruction.

In-Class Services (Grades 2-5)

In grades 2-5, services are provided in the general education classroom at the student's neighborhood school. Classroom teachers meet students’ instructional needs in the classroom based on the student’s skill level and needs within the content areas being taught – English Language Arts, Math, etc. The cornerstone of In-Class Highly Capable Services is differentiated instruction.

Elementary Advanced Program (Grades 2-5)

Elementary Advanced Program (EAP) is a program that provides students with the opportunity for advanced level work with students from across the district with like academic ability and interest. EAP classrooms are self-contained classrooms that serve students who meet eligibility requirements.


  • Bear Creek Elementary
  • Lockwood Elementary
  • Sunrise Elementary
  • Woodmoor Elementary

Frequently Asked Questions

What is differentiated instruction?

Differentiated instruction is defined as a way of teaching in which teachers anticipate and respond to a variety of student needs in the classroom. To meet students’ needs, teachers may differentiate by modifying one or more of the following:

  • Content (what is being taught)
  • Process (how it is taught)
  • Product (how students demonstrate their learning)

In a differentiated classroom, the teacher is constantly doing quick, formative assessments to determine the on-going needs of students and where the instruction might be modified to ensure student learning is happening. The instruction that is developed as a response to assessment will look different depending on student need.

When possible, a classroom teacher may choose to group students who demonstrate advanced learner needs together for instructional purposes in a given content area. Differentiation can be structured in a variety of ways including:

  • Whole group
  • Small group
  • Individual instruction

What support is given to teachers who provide differentiated instruction?

Northshore’s teachers plan and facilitate lessons using grade level curriculum. Analysis of preassessment 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 – Often, standard grade level curriculum includes unit and/or lesson level enrichment and extensions.
  • 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.
  • TenMarks Math – TenMarks is a supplemental online math program that is designed to complement core math instruction through small group or blended learning models. Students in Grades 2-5 who are designated as Highly Capable in math, and served in the In-Class model, have been provided TenMarks accounts. Teachers and students now have access to math content through Algebra II. TenMarks is adaptive, offering scaffolded lessons, guided practice, inquiry-based tasks, and assessments. The curriculum can be tailored in scope and sequence, to meet students at their level of readiness. Student accounts are also accessible at home.
  • 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 stage of development. As needed, students may be provided more advanced levels of word work experiences.