Seattle Public Schools Phasing Out Highly Capable Cohort Programs

Seattle Public Schools has decided to phase out their Highly Capable Cohort (HCC) programs by the 2027-28 school year, moving to a new model aimed at providing more inclusive and diverse educational opportunities. This shift comes in response to critiques about the lack of racial diversity in the HCC program, particularly the underrepresentation of Black and Hispanic students.

The district's revamped educational strategy utilizes Universal Design for Learning and differentiated instruction across all schools, aiming to meet students at their respective learning levels. Officials believe this inclusive approach will provide opportunities to students historically excluded from gifted educational services.

Some parents and teachers have expressed reservations about this strategy's feasibility, citing concerns over the ability of teachers to customize instructions for classes with wide ranges of academic abilities without additional support or resources. While the objectives are rooted in equality, many question whether the execution can meet the diverse needs of all students without overhauling classroom management and instructional techniques.

Key Features of the New Model:

• Consistent, schoolwide screening to identify highly capable students starting in first grade
• Customized learning experiences offered within regular classrooms
• Annual assessment to reduce bias and open doors for less-represented groups
• Addressing historical practices that often favored families capable of affording private testing services

As Seattle's gifted programs evolve, the spotlight remains on the effectiveness of this educational reformation. The challenge lies in ensuring that all students can grow academically within their local schools while maintaining high standards of excellence. How will this new model balance the needs of gifted students with those of their peers? Can it truly provide equitable education for all?

Parental and Student Concerns

Parental and student concerns about the changes in Seattle's educational landscape have been varied. Some parents, like Katie McAllister, worry that the new universal model might not accommodate the unique needs of gifted students. Others, such as Simrin Parmar, emphasize the importance of expanding access to gifted programs rather than dismantling them, pointing out the nuanced needs of gifted students who may also face additional challenges like ADHD or dyslexia.

Key Concerns:

• Class sizes and pressure on teachers
• Customization of instruction for diverse academic abilities
• Transition process for current students
• Maintaining educational quality and personalized learning

"If they do this, it will be the bell curve getting ignored and watering down the teaching," – Eric Feeny, parent

One pressing concern centers around class sizes and the pressure placed upon teachers. Educators are being asked to customize instruction for each student within increasingly diverse classrooms—a task that may require significant increases in training, resources, or support. This raises questions about the practicality of maintaining educational quality and personalized learning amidst broader class groupings.

The transition process for current students poses additional challenges. As these students move from a segregated learning environment to a more inclusive setting, how will their needs be met without the specialized resources that previously catered to their advanced educational requirements?

As Seattle Public Schools proceeds with its transformation, it is crucial that the district addresses anxieties regarding educational quality and resource allocation. These reforms, aimed at enhancing equity, must ensure the intellectual growth of every student. How can the district balance the needs of gifted students with the goal of creating a more inclusive educational environment? Will this new approach truly adhere to the principles of equal opportunity enshrined in our republic's foundation?

The Future of Seattle's Education Model

Seattle's new educational strategy centers on Universal Design for Learning (UDL) and differentiated instruction, aiming to cater to diverse student populations. This approach is complemented by a tiered support model structured around three distinct levels of intervention:

1. Tier 1: Universal strategies applicable to all students
2. Tier 2: Additional layers of challenge for students requiring more depth
3. Tier 3: Specialized support for students with the most advanced or complex learning requirements

While this comprehensive approach holds promise, it presents challenges for educators who must adapt to managing diverse classroom settings. Teachers are tasked with integrating advanced and struggling students within the same instructional time, necessitating enhanced training, development opportunities, and resources.

Experts in education express cautious optimism about the possibilities afforded by UDL and differentiated instruction. Cheryl Adams, an experienced educator, notes, "While the potential to reach every student is promising, substantial investment is crucial for success." Similarly, district officials emphasize the intended benefits of inclusivity and access, acknowledging the need for ongoing commitment and resources.

Implementation Timeline:

• 2021-22: New Model Planning and Launch
• 2022-23 to 2023-24: Elementary cohort schools continue grades 1-5
• 2024-25: Elementary cohort schools grades 2-5
• 2025-26: Elementary cohort schools grades 3-5
• 2026-27: Elementary cohort schools grades 4-5
• 2027-28: Elementary cohort schools grade 5 only

As Seattle Public Schools adapts to these reforms, questions remain regarding whether current fiscal and institutional capacities can support such a profound transformation. Can this approach effectively address historic educational inequities while fostering an environment where all students can thrive? How will the district ensure that the needs of gifted students are met within this new, more inclusive model? Will this educational strategy uphold the principles of equal opportunity and individual merit that our republic values?

1. Seattle Public Schools. Advanced Learning Services Model. Seattle Public Schools website.
2. Fox 13 Seattle. Seattle schools phasing out highly capable cohort program. Fox 13 Seattle website.
3. Seattle Times. Seattle Public Schools leaders have named four schools they plan to close next year. Seattle Times website.