NAMADGI SCHOOL School Policy: Namadgi School Gifted and Talented Policy Development: 2014 Renewal Date: 2016 Related Policies and Procedures: Gifted and Talented Education Policy 2014 (ETD) 1. Introduction 1.1 In the ACT system each school s principal/s are responsible for ensuring that their school has effective and equitable processes and measures in place for the identification of gifted and talented students. The Education and Training Directorate (ETD) Gifted and Talented Education Policy 2014 outlines responsibilities, rationale, definitions, legislation, and where advice can be sought on complaints or concerns. This Namadgi policy is an adjunct to that policy based on the needs of this school and its student cohort. The ETD Policy 2014 can be found on their website www.det.act.gov.au 2. Rationale 2.1 Gifted and talented children and young people have particular learning requirements. They often differ from their age peers not only in terms of their abilities, but also in their preferred learning style. They have particular learning needs that require specific strategies and approaches that include, but are not limited to: challenge in their specific areas of ability or interest learning experiences that reflect a range of learning styles opportunities to socialise and learn with peers of similar ability as well as to work independently on areas of interest connections to people and opportunities beyond the school setting that support their particular passions and talents while still connecting to the curriculum. 2.2 Gifted and talented students experience a sense of wellbeing and engagement when they are provided with supportive and challenging learning environments and opportunities that are responsive to their individual strengths and interests. When their abilities are not recognised and supported, they typically experience boredom, frustration and decreased motivation. 2.3 Namadgi School recognises that gifted and talented students have unique educational needs, and we are committed to responding to those needs within the constraints of the curriculum and the school s operational needs. 3. How do we define giftedness? 3.1 This policy reflects the definitions of giftedness and talent found and explained in more detail in the ACT Education and Training Directorate Fact Sheet Giftedness and Talent. In line with the ETD our policy is based on Gagné s Model. 3.2 Gagné s Model (see Appendix A) defines Giftedness and Talent as: 1
Giftedness refers to a student s outstanding natural abilities or aptitudes, located in one or more domains; intellectual, creative, social, perceptual or physical, placing that student in the top 10% of age peers. Talent is outstanding performance or competency in one or more fields of human activity that places a student in the top 10% of age peers in that field. 3.3 These definitions support the school s aim of inclusiveness, and recognise that all domains of the Gagné model require the provision of active support. For the most part our school expects to be working with students with giftedness. 4. Engaging Families and the Community 4.1 Parents and families know their child best. Namadgi believes that engaging with them is critical if we are to effectively tailor the provision of appropriate learning for these students. Parents and families are entitled to know about the learning and development opportunities offered to their child, how they are progressing and where they may benefit from additional assistance and support. The school recognises that the best outcomes stem from genuine collaboration and partnership between families, all school sectors and the wider community. 4.2 Parents, carers and families are encouraged to: communicate regularly with the school regarding their child s learning and development complete any checklists provided by the school as part of identifying a student as gifted and talented participate in meetings with their child s teacher and sector Executive to discuss any plans for meeting the student s learning needs participate in out of school activities that help to inform them about the needs of children with specified gifts and/or talents provide guidance to the school about culturally appropriate provision for their child help to ensure that documentation from previous settings or schools is provided to the school to assist with effective transition, and engage an educational psychologist to provide an assessment, where necessary, to establish giftedness or better understand areas of ability. (from the Victorian Strategy possible within the ACT System?) 5. For Teachers and other education professionals 5.1Teachers and other educational professionals can support gifted and talented students in line with quality teaching practices by: becoming familiar with definitions of giftedness and talent in Gagné s model and supporting effective identification of gifted and talented students working closely with parents and carers of these students considering the individual needs of these students when planning for learning using assessment regularly to establish what the student knows and their progress over time differentiating teaching practice in terms of pace, depth, complexity and teaching method to address the particular needs of gifted and talented students ensuring learning opportunities for gifted and talented students are inclusive and culturally responsive 2
building their own capacity to offer extension and enrichment opportunities including professional learning when available, and reflecting on and evaluating their own teaching practice for gifted and talented students being aware of the ACT Education and Training Directory Policy on Gifted and Talented Education and guidelines for Gifted and Talented Education in the Australian Curriculum. Approved by the School Board 2014 3
6. Professional Learning for Teachers 6.1 ETD runs occasional courses on Gifted and Talented Education which teachers can access. The University of NSW Gifted Education Research and Resources Information Centre (GERRIC) also has a course that can be accessed through their website. This latter course has elements related to each school sector. 7. Identification and Support a Case Management Approach 7.1 Namadgi School uses a case management approach to identify, define and implement appropriate action for each student. By this we mean a collaborative process that assesses, plans, implements, coordinates, monitors, and evaluates the options and services required to meet the gifted and talented student s needs. This will be implemented through a multi sector Gifted and Talented Education Sub Committee, in line with the school s agreed process (see Appendix B) 8. The Gifted and Talented Sub Committee 8.1 The Gifted and Talented Sub Committee is the main body responsible for supporting the identification and action process in the school and for reviewing policy and processes. The Sub Committee consists of: the Gifted and Talented Liaison Officer (GATLO) representatives from each school sector (Early, Primary, Middle and High School) and a Special Needs representative other staff with specific area or subject knowledge on a case by case basis the student s class or homeroom teacher and Sector Executive the School Counsellor/s when necessary. 9. What information is considered? 9.1 Identification of G&T students follows a defined process (see Appendix B). The process is available to staff on the school s G drive, and is available to parents and carers in a Parent Information Pack on request, and annually through the school newsletter. 9.2 The process includes consideration of: formal and standardised test data, including but not exclusively PIPS, NAPLAN, ACER Progressive Achievement Tests (PAT) informal data, including anecdotal records and work samples from teachers or parents formative and summative assessment data from the classroom other information provided by the student s parents and the student (where appropriate). The aim is to gather multiple data sets from multiple sources so that any action taken is appropriate to the student s needs. 9.3 The sub committee will identify, in collaboration with the other stakeholders, the specific needs of each student for extension and/or enrichment, including suggested approaches for enrichment and access to known programs. 9.4 Action on meeting a student s specific learning needs will be the responsibility of the student s classroom or subject teacher with support from the Gifted and Talented Liaison Officer and the Sub Committee. 4
9.5 After a student is identified the G&T Sub Committee will develop and record a profile for the student. The profile will identify which domains of Gagne s model the student s gifts (intellectual, creative, social, perceptual or physical) as well as the level of giftedness. This will be entered into a Gifted and Talented database. 10. Strategies for meeting the needs of Gifted and Talented Students The following menu of strategies is intended as a guide to possible responses. The availability of any strategy will be dependent on the needs of the school and its current student cohort, so that at different times differing strategies may be applied. 10.1 Outside of school programs and opportunities Teachers and parents should keep themselves informed of programs and opportunities from outside organisations and those that may be presented by the Education and Training Directorate or by the wider Tuggeranong Network of Schools. A list of known programs and activities (November 2014) can be found at Appendix D. Teachers at Namadgi are encouraged to actively seek out opportunities from the wider community. 10.2 Differentiation is adjustment to curriculum in content, process, product and/or learning environment to meet the needs of a student, or students. 10.3 The most important and essential factor in designing programs for gifted students is differentiation of the curriculum. Regardless of the structure or grouping made by the school, gifted students require a curriculum that is tailored to their specific (intellectual, social and emotional) learning needs, just as we recognise the need to differentiate the curriculum for students with learning difficulties. 10.4 Differentiation involves making modifications to the curriculum through adjustments to content, processes and skills. This approach is supported by the Australian Curriculum (See Appendix C Australian Curriculum Meeting Diverse Learning Needs ). Differentiation can provide a challenging curriculum that matches the ability of gifted students to learn at a faster rate, to find, solve and act on problems more readily and to manipulate abstract ideas and make connections. Curriculum modifications can be provided in different ways including but not limited to: how widely and in depth a topic is studied, how quickly the topic is covered and what sorts of subjects and topics are explored. 10.5 Acceleration is a developmentally appropriate placement process to advance students academic enrolment ahead of their chronological peers in one or more subjects or by one or more whole learning years. This can be accommodated through differentiation in most cases. 10.6 Subject skipping is called partial acceleration and is undertaken when learners are gifted and talented in a particular subject area. 10.7 Grouping refers to the careful organisation of gifted students on the basis of need, according to ability or performance, for some or all of the school day or week. This requires appropriate programming and differentiation to be developed. The research on gifted and talented students supports grouping these students by ability or achievement levels. Research shows that this improves their academic, social and emotional outcomes. The research also shows that groupings differ in their academic, social and emotional effects and should be determined by the needs of the students. Grouping gifted students together and providing curriculum to match their understanding and learning pace increases their achievement by approximately half a year. This means that they may achieve in one year what other students may take eighteen months to achieve. 5
10.8 Grouping should be designed to be flexible and responsive. Gifted students can be grouped according to ability (potential) or achievement (performance). It is important to remember that just because a student is gifted, they are not necessarily performing at a level equal to their ability. 10.9 Whole grade acceleration or year skipping is a placement process for gifted and talented students, preferably at the start of a school year, who are advanced in all subjects compared to their chronological peers. It can occur at any stage of schooling. 10.10 Whole year acceleration for gifted and talented students is an important strategy with a good success rate. Acceleration is well supported by current research which demonstrates that gifted and talented students benefit from being with intellectually like minded peers rather than similarly aged peers. 10.11 Acceleration has the potential of enhancing: the learning challenge engagement with schoolwork motivation goal setting self esteem social and emotional wellbeing success. 10.12 A key to the success of whole grade acceleration is careful evaluation of the evidence gathered about the student who is being considered for acceleration and continued monitoring and evaluation to ensure that it continues to be the appropriate educational strategy for the student. 10.12. Students with Dual Exceptionality 10.12.1 Programs for students with a dual exceptionality will have similarities as well as differences from programs for gifted students who do not have a dual exceptionality. Programs may include a differentiated curriculum incorporating advanced learning through enrichment, counselling provisions, acceleration options, and grouping. The programs will aim to develop the student s strengths, promote high achievement and enhance creative and other high level thinking skills. Additionally the student will have an independent learning plan that will include adjustments for the student s disability and aim to develop compensation strategies for the student s disability (or dual exceptionality). 10.12.2 Developing positive self concepts and self efficacy should be a main priority in any program for these students. Learning to value high achievement will improve student self belief. Peer support groups may help students with dual exceptionalities develop positive self concepts and social skills. 10.12.3 Instead of categorising the student first as having a disability or learning difficulty and second as gifted, the gifted and talented program should view the student first as a gifted individual, but one who many need some special assistance because of their disability or disorder. The main focus should be on recognising and supporting the student s strengths. Another focus is to prevent the disability or learning difficulty from limiting the development and expression of the student s talent. 10.13 Early Entry is a placement process for students who demonstrate readiness for preschool or kindergarten earlier than the usual school commencement age. 10.14 Applications and evidence for Early Entry into preschool and kindergarten are processed through the ACT Education and Training Directorate (the Directorate). The range of evidence provided by parents is analysed by the Directorate s Senior Psychologist. Parents are notified in writing of the outcome of the application. Where parents are considering Early Entry for their child, 6
they should contact the school principal as soon as practical to inform them of a possible Early Entry application. Further information about Early Entry Applications can be found at www.det.act.gov.au. 10.15 Gifted underachievers are defined as those students who have a large difference between potential and performance: that is, their gifts are not effectively developed into talents. 10.16 Gagné s Differentiated Model of Giftedness and Talents (DMGT) suggests reasons why underachievement happens. (See Appendix A). If the catalysts or the developmental process are missing, weak, ineffective or not meeting the student s needs over a period of time, then gifts will not fully develop into talents and underachievement occurs. 10.17 Parents and carers are very good at recognising giftedness in their children. They can support proper identification for their child by participating in the Gifted and Talented Education process (Appendix B) 11. Transition to other education sectors 11.1 As a P to 10 school most transition processes at Namadgi happen within the school s context. This ensures that a student s profile is transferred with them as they move through the four sectors of education at the school, i.e pre school, primary (including early childhood), middle school and high school. 11.2 When a student is approaching the end of Year 10 (see Jo for what we need here) 12. Gifted and Talented Portfolio 12.1 The school recommends that identified gifted and talented students should construct and maintain a portfolio that demonstrates their ability, particularly those that are independently assessed and verified. While school assessments are valued those activities that are independently assessed have considerable weight with other education institutions and employers. 13 Measures of Success 13.1 Namadgi School will know that the gifted and talented process and policy is effective according to these measures: parents of gifted students are supportive of measures taken to meet the needs of their child/children students with gifts or talents have been identified and recorded planning at the classroom and/or subject level incorporates the needs of gifted and talented students the Gifted and Talented Sub Committee is meeting regularly teachers are being provided with support to plan and manage learning for their gifted and talented students. 7
Namadgi School Gifted and Talented Education Policy Appendix A Differentiated Model of Giftedness and Talent The Differentiated Model of Giftedness and Talent (DMGT) has six components, and each has an identifying acronym. As described in the diagram below, (Gagne, 2009) the components demonstrate the progression from Natural Abilities or Gifts (G) to Competencies or Talents (T). This progression is facilitated through the Developmental Process (D), which is either assisted or hindered by factors that Gagne describes as catalysts. He groups these into Environmental (E) or Intrapersonal (I) and also includes the Chance component (C) as a factor that can impact on all of the contributing components of the model. This model is one that is being continuously refined with the diagram below being the latest version. Gagne,2009 Gagne (1995) noted and discussed a plethora of definitions with very little consensus over the meaning of the terms gifted and talented. He recognised that ambiguity over exactly what constitutes gifted and talented was not helpful in advancing the special educational needs of gifted students. Gagne proposed that, despite the two terms being often used synonymously, there was a clear and appropriate distinction to be gainfully made. Sharon Mansfield Massey University (undated) GIFTEDNESS designates the possession and use of outstanding natural abilities, called aptitudes, in at least one ability domain, to a degree that places an individual at least among the top 10% of age peers. TALENT designates the outstanding mastery of systematically developed abilities, called competencies (knowledge and skills), in at least one field of human activity to a degree that places an individual at least among the top 10% of age peers who are or have been active in that field. (Gagne, 2009) 8
Parent initiated identification Teacher Identification Sub-Committee Review Implementation APPENDIX B Namadgi School Gifted and Talented Process (interim) Actions On request parents are given a pack containing the following: Education and Training Fact Sheets on Gifted and Talented Education Overview and Frequently Asked Questions Myths and Facts about giftedness Communicating Effectively with Schools the relevant GERRIC checklist My young child My older child Parents complete and send the COMPLETED FORMS to the Principal. After Principal review the form it is given to the Gifted and Talented Liaison Officer Notes The Parent Information Pack is available from the Front Office. Additional Gifted and Talented Fact Sheets are also available on request Communicating Grouping effectively with Schools Identification Differentiation Myths and Facts Dual Exceptionality about giftedness (gifted students with one Programs and or more specific learning Provisions difficulties Social Emotional Early Entry to School Needs Gifted Underachievers Subject Acceleration Giftedness And Talent Whole Grade (Gagne s model) Acceleration School process Gifted and Talented Case Management Folder created for student Teachers have two distinct roles in identifying Possible evidence may include, but is not limited to any of possible Gifted and Talented students. the following 1. On identifying a student who may have a gift or the GERRIC checklist talent the teacher/s: teacher observations completes the GERRIC checklist for student work teachers and gather evidence to formal instruments (OLSAT or similar) substantiate the identification Assessment results including 2. Review a parent submitted checklist and gather o Response To Intervention evidence that may help in setting a direction for o PIPS support o NAPLAN Completed information submitted to Gifted o ACER Progressive Achievement Tests and Talented Liaison Officer o Formative and Summative in-class Assessments School process Gifted and Talented Case Management Folder created for student (if not already completed) Student Recorded on G&T database The Gifted and Talented Liaison Officer establishes a The review team will consist of: review team that will: School Leader responsible for Gifted and review information provided and seek further Talented Education information if required GATLO and a minimum of two Gifted and assess and determine if evidence requires Talented Sub-Committee members specific action, then Class or relevant subject teacher as and when identify available programs and opportunities for required enrichment and extension Special needs teacher or program Executive write up proposed course of action School Counsellor if required A range of possible programs or provisions is in an Appendix D of the School Gifted and Talented Policy. After identifying suitable action the Sub-Committee will : In most instances the student concerned should be part advise the parents and relevant Executive of this meeting, particularly where any changes to GATLO will set up a meeting to discuss what is current class arrangements are proposed. proposed The purpose of the meeting is to ensure parents, the relevant Executive and teachers will negotiate any student and the learning sector involved are informed changes to the student s learning program and supportive of the proposed action. School process review in line with Special Needs process 9
Appendix C Australian Curriculum excerpt. Flowchart on Meeting Diverse Learning Needs (excerpt from the Australian Curriculum) The online format of the Australian Curriculum provides flexibility in how the curriculum can be viewed: by learning area, by multiple year levels or by year level across learning areas. The curriculum may also be filtered to show where general capabilities and cross curriculum priorities are embedded in learning area content. While the general capabilities and cross curriculum priorities are embedded in learning area content descriptions, they can also be viewed separately. The relationship between the three dimensions (learning areas, general capabilities and cross curriculum priorities) provides teachers with flexibility to cater for student diversity through personalised learning. Teachers can help meet individual learning needs by incorporating specific teaching of the general capabilities or cross curriculum priorities through the learning area content (for example, teaching targeted literacy skills through a history lesson, providing opportunities to explore sustainability in a science lesson, or scaffolding language specific to mathematics). This process is illustrated in the Student diversity guided tour and in more detail through the Illustrations of personalised learning. The following flowchart has been developed to illustrate the process for using the three dimensional design of the Australian Curriculum to meet the learning needs of all students. The process applies to all students, regardless of their circumstances, progress in learning or the type or location of school they attend. The process reinforces every student s entitlement to rigorous, relevant and engaging learning experiences across all areas of the curriculum and ensures that all students have the same opportunities and choices in their education. More detail in relation to applying this process can be found under the sections Students with disability; Gifted and talented students; Students for whom English is an additional language or dialect and Illustrations of Personalised Learning. Using the Australian Curriculum to meet the learning needs of all students Teachers refer to the Australian Curriculum learning area content that aligns with their students chronological age as the starting point in planning teaching and learning programs. Teachers take account of the range of their students current levels of learning, strengths, goals and interests, and personalise learning where necessary through adjustments to the teaching and learning program, according to individual learning need, by: drawing from learning area content at different levels along the Foundation to Year 10 sequence to personalise age equivalent learning area content using the general capabilities and/or cross curriculum priorities to adjust the learning focus of the ageequivalent learning area content aligning individual learning goals with age equivalent learning area content Teachers assess students progress through the Australian Curriculum in relation to achievement standards. Some students progress will be assessed in relation to their individual learning goals. Approaches to assessment and reporting will differ across the states and territories. 10
APPENDIX D SPECIFIC PROGRAMS FOR GIFTED AND TALENTED EDUCATION. This appendix will be saved as a separate document to the school s G drive under 437 Gifted and Talented. Staff may update or add content as needed. Staff are encouraged to contact outside organisations or experts in particular fields for support for students on an individual or group basis. Many activities and mentoring can be arranged informally based on an individual s or small groups specific learning needs. You won t know unless you ask. In school or school organised programs Some of these programs are run every year at Namadgi. Others may be dependent on the availability of staff to coordinate them, or the availability of programs as many change constantly. Competitions are generally announced in the School Newsletter and are shown on the school calendar. ICAS, commonly referred to as the University of New South Wales competitions, is conducted annually in Australia and over 20 countries globally. It includes tests of: Computer Skills; English; Maths; Science; Spelling; Writing Chess Club this is available to all students from K to 10. It meets weekly and is involved in local competitions. Tournament of Minds Tournament of Minds (TOM) is a problem solving program for teams of students from both primary and secondary years. Teams solve challenges from a choice of disciplines: Applied Technology; Language Literature; Maths Engineering; Social Sciences. Rostrum Rostrum ACT runs an annual Primary Schools Speaking Competition for students in Years 3 to 6. This involves school based selections, area quarter finals and regional finals. Sports the school participates in a range of school, Tuggeranong Network and ACT sporting events every year. Music and the Arts students with gifts in these areas are presented with opportunities to showcase their talents through Namadgical and other school events. The school is also involved in the ACT arts showcase Limelight and other opportunities as they arise. Tuggeranong Network schools within the Tuggeranong Network hold regular events for gifted and advanced students in a range of learning areas. These have included Writer s Workshops, Maths and Science workshops, and student representative activities. These change from year to year and will be advised to relevant students when available. National Institution Programs Australian War Memorial CSIRO Annual Simpson Prize. The Simpson Prize is a national competition for Year 9 and 10 students. The competition encourages participants to focus on the significance of Anzac Day and to consider what Anzac Day means to them and to Australia. Double Helix Club (being re formatted to start in 2015) STEM program for ATSI Students supporting ATSI students learning about science, mathematics and engineering 11
National History Challenge The National History Challenge is a research based competition for students. It gives students a chance to be an historian, researching world history, examining Australia s past, investigating their community and exploring their own roots. It emphasizes and rewards quality research, the use of community resources and effective presentation. Primary (up to and including Year 6) through to Year 12. No entry fee. University of Canberra Aspire UC (Years 9 to 12) is an outreach initiative of the University of Canberra. The program is largely funded by the Federal Government's Higher Education Participation and Partnerships Program (HEPPP). Through Aspire UC, the University of Canberra works with a number of schools across the ACT and regional NSW to support the educational aspirations of students from Indigenous, financially disadvantaged, and/or regional backgrounds. Aspire UC aims to encourage post school education to secondary school students who are traditionally less likely to participate in higher education. The program offers specifically tailored, age appropriate activities for each year group. The Aspiration Initiative (TAI) In August 2012 the University Of Canberra (UC) entered into an agreement with the Aurora Project (Aurora) to run several Indigenous education initiatives, known collectively as The Aspiration Initiative (TAI). TAI aims to increase support and opportunities for Indigenous Australian students, helping to ensure they realise their potential at school, university and beyond. TAI projects include international scholarships, the Indigenous Scholarships website, the Aurora Indigenous Scholars International Study Tour and a 5½ year academic enrichment program for high school students. See also the Aurora Project website. Australian National University Physics education outreach projects photonics minilab The Canberra Mathematics Enrichment program consists of enrichment sessions, and the option of participating in the International Tournament of Towns an international competition organised from Moscow in which Canberra students have participated for many years. The program is organised in conjunction with the Australian Mathematics Trust at the University of Canberra and is about enrichment rather than acceleration though the school syllabus. Students will be exposed to a range of extra curricular material, with an emphasis on solving problems in a fun and relaxed atmosphere. Classes are run every Friday of term from 5:00 to 6:30pm, beginning the 18th October, 2013 until the scheduled date of the International Tournament of Towns competition. Parents, Teachers and Principals are encouraged to contact the Canberra Mathematics Enrichment program team with recommendations of capable students. Australian Mathematics Trust GetSet AMC the official, online problem solving course Self paced, for students of all levels; skill building problem sets on critical topics; full length, timed practice tests; scores, performance analysis & ranking; $2 per student The Australian Mathematics Trust is a leading provider of mathematics and informatics enrichment programs and global competitions. This Appendix is under construction. 12