NSD’s fall conferences for grades K-5 are a great way to check in with your child’s teacher and understand how the school year is going both academically and personally/socially for your child. By now teachers have gotten to know their students as people and as learners, and should have a good handle on your child’s abilities and learning needs. Some parent reflection and preparation can help you make the most of this conference.
Be familiar with the NSD HiCap program if your child has a highly capable designation, or if you’d like to discuss further ways to meet their learning needs even without this designation. As a reminder, some 4th and 5th graders are still in the self-contained class model (EAP) for dual-qualified students, meaning qualified in both reading and math. Most 2nd-4th and some 5th grade classes are using the integrated model for HiCap services, which typically means a “walk-to” model for math, where teachers swap a portion of their classes with another teacher at math time so that students who are HiCap qualified receive math curriculum that is one to three years advanced for their grade. For English and Language Arts (ELA), students with HiCap designations in the integrated service model receive their accelerated curriculum through differentiation by their classroom teacher. If you’re not sure which model your student’s school or grade is using, or for further info on HiCap service models, see here.
If your student has a HiCap math designation, they may be taught by their classroom teacher or by a different teacher in the grade. Single-qualified math students, if they are at a school that hosts the integrated model, should also be receiving this acceleration. If they have a different teacher, you will not necessarily get a separate conference with that teacher, but the classroom teacher should receive notes and updates on math and should be able to fill you in. If you have specific concerns about math for your student, you can reach out to their math teacher and communicate via email, phone, or in person, if needed. Your HiCap math student will be graded based on standards that are one to three years advanced for their grade.
For ELA, a student with a HiCap designation will be served in their regular classroom. Because the acceleration is less structured here, some parents have questions about what this should look like. Regardless of service model, WA state law states that “for highly capable students, access to accelerated learning and enhanced instruction is access to a basic education.” (RCW 28A.185.020) In NSD, HiCap ELA students are graded based on their current age grade standards on the report card. Teachers will be using the same-grade curriculum but should be differentiating as able. Here are some ways your child’s classroom teacher may be differentiating for your accelerated learner:
A book group of HiCap or similar ability students, reading a more advanced text
A whole class lesson taught on-grade, with HiCap students applying the skill on a more advanced text
A more advanced spelling or vocab list.
Differentiated writing instruction.
In our experience, writing is especially important for HiCap students, in particular for 4th and 5th grades. Many (though not all) HiCap readers are happy to read above their grade level, but struggle with the output of writing, whether it be thorough answers to comprehension questions or a complete essay. Writing requires executive function skills, and these can lag behind academic skills especially for HiCap students. Pay special attention to your HiCap student’s writing, especially in upper elementary grades. You may want to ask the teacher how you can support writing at home, or ask if they’ve found some strategies that have worked in the classroom for your student.
For a student who seems to need more challenge in the classroom but has not received a highly capable designation, or a K-1 student who is too young for a designation, many of these same points may still be helpful in speaking to your child’s teacher. Remember NSD HiCap’s guiding principles apply to your student too: different work, not more work; no one size will fit all kids; prioritize equitable access, and a focus on the whole child. In math, a student (with or without a HiCap designation) needing more challenge should be offered a more rigorous assignment or one with extensions. Your PTA or school may offer enrichment activities like Math Challenge or Math Olympiad that might help your child pursue their interests. In ELA, a student needing more challenge can be encouraged to read more challenging books in or outside of the classroom, encouraged to extend their writing efforts, or possibly participate in outside writing opportunities such as the PTA reflections program.
It’s worth mentioning that in the case of a student who really seems like they should be qualified for HiCap, but isn’t, this can sometimes be a sign of a disability that may be masked by their high capabilities.
Remember that teachers want to do the right thing for your child, and want nothing more than to see all their students learning and thriving! Budget shortfalls across WA state have meant larger classes and fewer staff and resources, so be mindful and approach your child’s teacher like the professional they are and have these conversations with respect. A good relationship with your child’s teacher will help you work together to make this school year a successful one for your child.