Temora West Public School Gifted and Talented Students Policy

Transcription

1 Temora West Public School Gifted and Talented Students Policy Rationale This policy complements the New South Wales Strategy for the Education of Gifted and Talented Students. The NSW Department of Education Policy adopts definitions of giftedness and talent based on Gagne s (2003) Differentiated Model of Giftedness and Talent. Gifted students are those whose potential is distinctly above average in one or more of the following domains of human ability: intellectual, creative, social and physical. A gifted child possesses aptitude, competence or potential significantly beyond that expected for his or her age. Talented Students are those whose skills are distinctly above average in one or more areas of human performance. That is, they demonstrate superior performance or achievement in any one or more of a multiplicity of fields. At Temora West Public School we believe an important feature of this definition is that there is a clear distinction between giftedness and talent. Giftedness becomes talent as a result of training and practise. A gifted person may not become talented without application. At Temora West Public School we: aim to identify, support and provide opportunities to nurture the child s gift into a talent. aim to encourage and enhance the ongoing development of the talent. recognise that Gifted and Talented Students are found in all communities regardless of ethnic, culture or socio-economic backgrounds.

2 recognise that the gifted population may include students who are underachieving and who have disabilities. Identification of a student s giftedness is an integral part of the teacher s process of recognising and catering for individual student needs. Identification of giftedness is fundamental to the provision of a developmentally appropriate program. Gifted and Talented Education Committee The Gifted and Talented (GaTS) committee consists of the GaTS team leader, Assistant Principal, a staff representative from each stage and a parent representative. School Management School wide implementation of this policy is initiated, facilitated and monitored by the school GaTS coordinator, the school GaTS committee or the principal. The role of the GaTS committee and specifically the GaTS coordinator in the school includes: leading the development of a school policy, organising identification programs, assisting class teachers in monitoring and tracking gifted students, assisting in the development and evaluation of programs, liaising with parents/caregivers, participating in and providing professional development. Identification of Gifted and Talented Students At Temora West Public School we believe identification of Gifted and Talented Students (GaTS) needs to be ongoing and updated at least on an annual basis. A school database is to be created and regularly updated by the GaTS committee. KLA committee team leaders will access the database to provide opportunities for Gifted and Talented Students, as they arise. Students identified as being gifted may be referred to the GaTS committee/coordinator by class and support

3 teachers, school executive, parents or other agencies at any time (see appendix 1, 2 and 3). To minimise the chance that a gifted student may not be identified during this newly introduced process, class teachers will be asked to nominate the most gifted students in their class at the end of Term 1 and Term 3 each year. Checklists detailing indicators of giftedness will be completed by teachers and parents to provide evidence of a student s potential. A combination of holistic identification processes/assessments is to be completed: Multiple Criteria Checklists parent, peer, teacher Academic assessment Anecdotal observations subjective and objective information is collected Consultation with other professionals Wider school community External identifier Identification Flowchart Phase One - Information Gathering * Parent checklists * Peer checklists * Testing * Academic assessment * Checklists staff * Professional consultation e.g. Psychologists * Anecdotal observations * Previous Year (data base) N.B: This phase should ideally be initiated by the child s classroom teacher Phase Two - Collaboration * Analyse results * External identification * Committee consultation Phase Three Recommendation / Implementation * Parent contact meeting with CT, 1 GaTS committee member (Stage rep.) and Child s parent * Plan for provision A learning environment that incorporates creativity and challenge is an important source of information about student s abilities. Challenging provisions should be

4 maintained as a daily routine for gifted and talented students in the classroom and additional opportunities will be offered by the school across key learning areas. Framework for actions: Grouping strategies enrichment and extension programs appropriate subject acceleration Staff Development A program of Training and Development sessions will be conducted for staff, to ensure understanding of the Policy and Implementation Strategies for the Education of Gifted and Talented Students This T&D will be supported by staff attendance at Regional DET or externally conducted GaTS courses. Provision As mentioned, a variety of strategies can be utilised at Temora West Public School to meet the needs of gifted and talented students. These include class or stage enrichment groups, individual negotiated contracts, external challenges and competitions, expert tuition/ mentoring as well as differentiation of the classroom curriculum across K 6 Key Learning Areas. Implementation of provisional strategies is determined by the number, nature and needs of identified gifted and talented students across the school as well as the human and physical resourcing available. Acceleration is facilitated through Departmental guidelines and procedures detailed in the Support Package: Acceleration of the Policy and implementation strategies for the education of gifted and talented students (NSW DET 2004). This Policy outline was developed in 2009 and updated in 2011 with the assistance of materials from Blacktown DET Training and Development, Bligh Park Public School, Hastings Public School and NSW DET Gifted and Talented Students Policy 2004.

5 CHECKLIST FOR IDENTIFICATION OF GIFTED AND TALENTED STUDENTS Appendix 1 General Academic Ability Student s Name: DOB: Teacher:.. Date:.. Characteristics (check, optional comment) o Learns rapidly and easily o Is easily bored with routine tasks o Asks many questions o Has a long attention span o Offers unique solutions to problems o Can be an avid reader o Is a keen and alert observer o Tends to dominate peers o Is flexible in problem solving o Reasons and thinks clearly o Extensive general knowledge o Displays exceptional language skills o Retains what has been heard or read o Strives for perfection o Is self disciplined o Is concerned with right/ wrong o Displays extensive curiosity o Understands more abstract terms and ideas o Independently follows up and elaborates on class work accurately o Has a sophisticated sense of humour o Has a liking for complicated material Comments:

6 CHECKLIST FOR IDENTIFICATION OF GIFTED AND TALENTED STUDENTS Appendix 2 Specific Academic Ability Student s Name:. DOB: Teacher:.. Date:.. Characteristics (check, optional comment) o Learns rapidly, easily and with less repetition in a specific academic area o Performs difficult mental tasks o Enjoys academic pursuits o Self-motivated, self-starter, independent learner o Demonstrates extensive research skills to analyse specific problems o Performs at above average level in (list KLA/s) o Demonstrates superior ability to communicate verbally and in the written form o Is alert and perceptive beyond expected level in specific KLA/s Comments:.

7 CHECKLIST FOR IDENTIFICATION OF GIFTED AND TALENTED STUDENTS Appendix 3 Highly Motivated Student s Name:.. DOB: Teacher:.. Date:.. Characteristics (check, optional comment) o Prefers to work independently, requires little direction from teacher o Is interested in many adult issues such as religion, politics more than usual for age level o Is often self-assertive and rigid in his/ her beliefs o Is quite concerned with right and wrong, good and bad. Often evaluates and passes judgement on events, people and issues o Needs little external motivation to follow through in work that initially engages him/ her o Strives towards perfection, is self-critical, is not easily satisfied with his/ her own progress o Likes to manage and organise people and/ or situations o Becomes absorbed and truly involved in certain topics or problems, is persistent in task completion; will not easily move on to another task Comments: