The online modules focus on research-based practices and technical support districts need to provide a comprehensive program of services that comply with state law. Media and materials are adaptable to the time and dynamics of districts, large and small, rural and urban.
HiCapPLUS is designed with three integrated project components:
- System of professional learning for teachers and program directors that adapts to the opportunities and constraints of the local setting
- Technical assistance that improves program operations and increases compliance with state law
- New information and knowledge published online in the public domain, and distributed widely through the communication channels of OSPI and its educational partners
Equity & Access for Highly Capable Students
Javits HiCapPLUS Professional Learning Modules support the delivery of instruction and services to Highly Capable students. The modules place special emphasis on the identification and instruction of children who are consistently under-represented in programs for the Highly Capable across Washington state.
The modules are now housed on the OSPI Moodle LMS:
Students with Special Needs
HiCapPLUS focuses on the identification of, and provision of services to, Highly Capable students—with special emphasis on those children who are economically disadvantaged, need language acquisition services, and students with disabilities—all of whom could be passed over by traditional assessments and identification methods.
Feedback was received from LEAs during the development phase of the modules. The pilot sites represented the variety of educational settings that exist across Washington.
Expert content developers included:
Nancy B. Hertzog, Ph.D. has an extensive background in gifted education and expertise in curriculum development. She is a professor of educational psychology at the University of Washington, and director of the Halbert and Nancy Robinson Center for Young Scholars. Dr. Hertzog’s research focuses on how teachers differentiate instruction to address the diverse needs of their students.
Jann H. Leppien, Ph.D. has worked as a research assistant for The National Research Center on the Gifted and Talented (NRC/GT). She works as an associate professor in the College of Education at Whitworth University, and consults with school districts around the nation. Dr. Leppien is the inaugural holder of the Margo Long Chair in Gifted Education at Whitworth. She conducts workshops for teachers in the areas of differentiated instruction, curriculum design and assessment, thinking skills, and program development. She serves on the board of the National Association for Gifted Children and the Association for the Education of Gifted Underachieving Students (AEGUS).
Rachel U. Mun, at the time of the development of the modules, was a doctoral candidate in Educational Psychology at the University of Washington (UW) and a pre-doctoral research associate at the UW Robinson Center for Young Scholars. She is now an assistant professor and program steward for the master’s concentration in gifted and talented education at the University of North Texas. In 2017, she was awarded the National Association for Gifted Children Dissertation Award. Her research has focused on social and emotional development, immigrants and culturally responsible practices, parental influences, career decision-making and educational access for special populations of gifted learners.
Sakhavat Mammadov, Ph.D. has left Washington to become assistant professor at Valdosta State University in Georgia. His research interests include social and emotional development of gifted students and individual differences in their behavioral and affective dispositions, as well as educational policy and administrative issues in gifted education and talent development.