West Pennant Hills Public School Gifted and Talented Policy December 2012
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West Pennant Hills Public School
Gifted and Talented Policy
December 2012
Contents
Page 3 Rationale and Definitions
Page 4 Objectives (NSW DEC)
Page 5 Objectives (WPHPS)
Page 6 Roles and Responsibilities
Page 7 Identification
Page 8 Implementation
Page 9 Modifications
Page 10 List of Appendices
Policy created in December 2012
By Jenni Horsburgh, Emma Gillings Rebecca Harvey and Jane Scott
West Pennant Hills PS
Rationale
At West Pennant Hills Public School we aim to provide a safe, challenging and accepting environment for all our students. Our teaching and learning is planned to allow each student to aspire to achieve their best. The purpose of this policy is to ensure that we recognise and support the needs of our students who have been identified as “gifted” and/or “talented” according to DEC, their families and their teachers.
Definitions
The DEC adopts definitions of Giftedness and Talent based on Gagne’s Differentiated Model of Giftedness and Talent. (2003)
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.
Talented students are those whose skills are distinctly above average in one or more areas of human performance
Objectives (NSW Department of Education and Communities, Gifted and Talented Policy) 1. School communities have a responsibility to identify their gifted and talented students. 2. School communities have a responsibility to foster collaborative home–school partnerships to support gifted and talented students.
3. School communities have a responsibility to provide a range of opportunities and to monitor and evaluate programs for their gifted and talented students.
4. Teachers, with support, have a responsibility to identify the gifted and talented students in their classes.
5. Teachers have a responsibility to select and implement a variety of teaching strategies for inclusion in programs for the range of gifted and talented students in their classes.
6. Regions and schools have a responsibility to co-ordinate school provisions for gifted and talented students when it is feasible for more than one school to share this responsibility.
7. Regions and schools have a responsibility to provide opportunities for staff development in the education of gifted and talented students for principals, teachers and other appropriate personnel.
8. The Director-General has a responsibility to account for the implementation of Government policy and to report on the outcomes of schooling for gifted and talented students in NSW
Objectives (West Pennant Hills Public School) 1. We have a responsibility to identify gifted and talented students within our
school.
2. We will work with our parent body to create a collaborative home – school partnerships to best support our gifted and talented students.
3. We will provide a range of activities and opportunities to support our gifted
and talented students.
4. Programs and program modifications will be regularly monitored and evaluated.
5. Teachers will be supported to identify gifted and talented students in their
classes. 6. Teachers will be supported to develop Individual Education Plans (IEP’s) and
implement programs for the range of gifted and talented students in their class.
7. Learning Support Team (LST) meetings will regularly discuss gifted and
talented students and their needs.
8. Staff will be provided with opportunities to develop their own education in the area of Gifted Education.
Roles and Responsibilities
The Principal and Executive:
• establish an environment of acceptance for gifted and talented students • monitor policy implementation and ensure information about gifted and
talented students if part of whole school management • ensure students who are underachieving are catered for
Gifted and Talented Coordinator and Priority Team:
• monitor the progress and needs of identified gifted and talented students
• provide the staff with up to date information and research in the area of gifted education
• be advocates for gifted and talented students through attendance at LST meetings, shared meetings with teachers and with parents
• provide information to parents where requested
School Counsellor:
• assist with identification where necessary through testing and interviews • provide advice and support for gifted and talented students and their
families
Classroom Teachers:
• monitor student progress to identify possible gifted and talented students
• gather information about identified students using a range of strategies • ensure that, where possible, no student or group of students has been
omitted • make provision for gifted and talented students in day to day teaching
through a range of strategies and teaching adjustments, including opportunities for students to demonstrate excellence
Student Identification
Effective educational provision for gifted and talented students depends on appropriate and accurate identification. Such identification requires a variety of methods to be employed, including:
• Psychometric testing
• Standardised testing
• Teacher observation and nomination
• Parent information and nomination
• Peer nomination (where appropriate)
• School Performance Data
• G&T coordination nomination
• School counsellor recommendation
• Performance in external tests
Implementation
Teacher
Observation Test Results External
Identification
Information passed onto Stage Executive
Information passed onto Gifted and Talented Coordinator and Learning Support Team
Counsellor complete assessment
Meet with Classroom Teacher, Parents, Exec, G&T co-ord, counsellor
Teacher Nomination Form
Peer Nomination Form (where appropriate)
Parent Nomination Form
Gather data
about the
student
Regular monitoring and communication between teacher, parents, executive, LST and G&T coord
Recommended adjustments and accommodations made: IEP, program modification, curriculum compacting, acceleration
Modifications
Each gifted and talented student is an individual, their strengths and weaknesses are unique. Program modifications to cater for the educational needs of gifted and talented students may take the form of any of the following adjustments, or combination thereof:
• Higher Order Questioning
• Individual Education Plan
• Curriculum compacting
• Withdrawal Groups
• Ability Grouping
• Subject acceleration
• Grade acceleration
• Mentoring Program
• External Agencies
• External, internet based, programs
Appendices
Appendix 1 Teacher Nomination Form
Appendix 2 Parent Nomination Form
Appendix 3 Peer Nomination Form
Appendix 4 Early Entry Checklist
Appendix 5 Acceleration Form
Appendix 6 Mentoring Form
Appendix 7 Levels of Giftedness
Appendix 8 Types of Gifted Learners
My Class WPHPS GATS Program
Class _______ Date __________ Student
Advanced vocabulary
Transfers and retains knowledge
Advanced reading ability
Always questioning
Displays intellectual curiosity
Possesses an unusual imagination
A preference for individual work
Single minded pursuit of interests and
activities
Well – developed sense of hum
our
Displays leadership qualities
Expectations of self and others
often lead to frustration
Interested in world issues
Completes tasks in an unusual way
Risk taker
Learns easily and quickly
Signed:_______________________________ (Class Teacher)
Information about my child
Child’s Name_____________________________________________ Date of Birth_____________ Age_______ Position in Family__________ Person Completing the form:___________________Relationship to student:_______
Characteristic Most of the time
Some of the time
Rarely
Is an avid reader Expresses him/herself fluently Asks many “why” questions Has a long concentration span Is curious Recalls facts easily Has a well developed sense of humour Has a large vocabulary Mixes with older children and adults Tends to lead/initiate activities Enjoys complicated games and puzzles Is independent and self sufficient Thinks logically Has an interest in world issues, the environment or the future
Becomes bored easily When did your child first begin to read? Is he/she self-taught? _________________
_________________________________________________________________
What books has your child enjoyed recently? _______________________________
_______________________________________________________________________
___________________________________________________________
How many books/magazines would your child read voluntarily in a month? ___________
At what age did your child show an understanding of numbers, puzzles and patterns?
_________________________________________________________________
Does your child have any unusual interests? If so, what are they? ________________
_______________________________________________________________________
_______________________________________________________________________
_____________________________________________________
In what activities does your child participate outside of school hours? _____________
_______________________________________________________________________
___________________________________________________________
What type of television programs does your child like to watch? _________________
_______________________________________________________________________
___________________________________________________________
Would you consider that your child has a particular problem or need that may affect his/her
learning? ____________________________________________________
_______________________________________________________________________
___________________________________________________________
Please add extra comments about your child that you believe may be relevant eg. Any special
accomplishments, special talents, relationships with others, unusual goals.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
___________________________________
Thank you for taking the time to fill in this form.
Quick Questions About Your Class. Read the following imaginary events. Write down the person in your class who you think would be best:
1. The class has been given a project to build a model of an invention. Who would you
expect to build the best and most original model?
_______________________________________________
2. Your class is going to perform a class play, who should have the lead
role?_________________________________________
3. Astronauts are being chosen on the basis that they could tell someone on another planet
all about earth, who in your class would you nominate to
go?__________________________________
4. Your teacher has to leave the class suddenly, who in your class could take
over?_____________________________________
5. Your class has been asked to provide a work of art to display in the council chambers.
Who in your class should be asked to do
it?_______________________________________________
6. A music producer is looking for someone to record an album. Who do you think would
record the best album?___________________
7. People from the Australian Institute of Sport have visited the school searching for
people to go to the next Olympic Games. Who would they
choose?___________________________________
Who in your class would you ask for help with:
Maths
________
Writing
_______
Reading
_________
Science
__________
Sport
________
Music
_______
Art
_________
Computers
________
History
________
Public Speaking
Who in your class: Is always reading___________________________________ Is best at solving problems____________________________ Is the funniest person________________________________ Is able to structure the best argument___________________ Has a wide range of knowledge__________________________ Would you go to if you had a personal problem_______________
WPHPS GATS Program
Candidate for Early Entry
Cognitive Functioning Is processing and achieving well above age peers
Scores as moderately or highly gifted on Ind. Intelligence test (>130)
Shows readiness for reading and good math reasoning, or is already reading and calculating
Personal Characteristics
Is independent and motivated
Wants to start school
Is highly motivated to learn Is comfortable with older children Has longer attention span than age peers Is socially mature, emotionally stable, perceptive,
confident
Is independent in action Language Can communicate clearly and logically
Is able to verbally communicate needs and wants
Speaks in complex sentences Learning Preferences Enjoys visual and small motor activities
Has preference for reading and/or math activities
Demonstrates consistent participation in small motor activities and close range visual tasks.
Likes being challenged and perceives school as a place to learn
Interests Likes academic work and has exhausted what preschool can offer
Likes reading activities
Likes maths activities Had wide ranging interests in previous preschool
situations.
Principal:
Early Entry Candidate Checklist
Report/nomination form from Preschool
Parent Nomination Form
Psychological Test Results
Interviews with parents/guardian
Meeting with receiving teacher
Evaluation (within two to three months of acceleration)
Teacher Parent
1. Is the student progressing as well as the brighter students in the class in most academic areas? ________________________________________________________
2. Is the student comfortable with the school routine and teacher? ________________________________________________________
3. Has the child made friends within the class? ________________________________________________________
4. Does the child see themselves generally as a “good learner”? ________________________________________________________
Rogers, 2002. pp113 -115
If parents and teacher can answer yes to all these questions based on students current achievement then acceleration is currently working well. Learning Support Team will continue to monitor closely.
WPHPS GATS Program
Candidate for Acceleration
Cognitive Functioning Is processing and achieving well above age peers
Scores as moderately or highly gifted on Ind. Intelligence test (>130)
Shows readiness for higher level learning or is already performing at a higher level
Personal Characteristics
Is independent and motivated
Is highly motivated to learn
Is comfortable with older children Has longer attention span than age peers Is socially mature, emotionally stable, perceptive,
confident
Is independent in action Language Can communicate clearly and logically
Is able to verbally communicate needs and wants
Possesses a large vocabulary and uses it correctly Speaks in complex sentences Learning Preferences Enjoys visual and small motor activities
Displays a passion for specific activities or subjects
Is able to work on own and/or with like-minded peers.
Likes being challenged and perceives school as a place to learn
Interests Likes academic work Likes reading activities Likes maths activities Displays a complex general knowledge base and can
relate it to many situations
Principal:
Acceleration Candidate Checklist
Report/nomination form from classroom teacher
Parent Nomination Form
Psychological Test Results
Test results and/or work samples
Interviews with parents/guardian
Meeting with receiving teacher
Evaluation (within two to three months of acceleration)
Teacher Parent
1. Is the student progressing as well as the brighter students in the class in most academic areas? ________________________________________________________
2. Is the student comfortable with the class/stage routine and teacher? ________________________________________________________
3. Has the child made friends within the class? ________________________________________________________
4. Does the child seem to be adapting socially? ________________________________________________________
Rogers, 2002. pp113 -115
If parents and teacher can answer yes to all these questions based on students current achievement then acceleration is currently working well. Learning Support Team will continue to monitor closely.
WPHPS GATS Program
Mentoring Program “Mentors are not substitute teachers. The relationship should be a meeting of minds, a learning
situation where there is two-way communication, two-way input and a productive output” GAT Unit
Curriculum K-12 NSW Dept of Ed and Training
Student Information Yes/No Where: Counsellor, Edupro
Documentation/Identification Psychological reports Academic Achievement Teacher nomination Parent nomination Personal Characteristics Details where
appropriate
High level of ability Is highly motivated to learn Demonstrates commitment to
areas of interest
Is comfortable with adults Language Possesses mature vocabulary Learning Preferences Has preference for independent
learning
Enjoys searching for answers Likes being challenged Interests Likes reading activities Likes maths activities Demonstrates deep interest in
specific areas
Had wide ranging interests in outside of school situations.
Principal:
Preparing for the Mentoring Program Meeting schedule Date Attendees Notes
Class teacher, G&T co-ord, Principal, LST co-ord
To establish need for Mentor
G&T co-ord, Principal, proposed mentor
Discuss potential program
G&T co-ord, Principal, parents
Discuss potential program
G&T co-ord, Principal, parents, Mentor
G&T co-ord, Mentor, Student
Meet and greet, explore ability to work together
Mentor and Class Teacher
Information gathering
All parties
Ongoing evaluation(s)
Proposed Mentor Name: ______________________________________________ Contact details: _____________________________________________________________________________________________________________________________________________________________________ Background: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________ Proposed Mentoring program: (When, How often, outcomes) _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Working with Children Paperwork Yes/No
Evaluation (within two to three months of start of program) Teacher Mentor Parent
1. Does the student appear to
be benefitting from the program? ____________________________________________________________________________________________
2. Is the student cooperating with the mentor? ____________________________________________________________________________________________
If yes to these questions based on students current achievement then mentoring is currently working well. Learning Support and Gifted and Talented Teams will continue to monitor closely.
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