G and T Policy

INCLUSION DEPARTMENT

GIFTED AND TALENTED STUDENTS POLICY

The City School International welcomes pupils with a wide range of abilities. Each pupil is perceived to be an individual of great value. We strive to provide a secure yet challenging educational environment which will stimulate the development of all students and enable them to maximise their potential. This policy outlines the purpose, nature and management of the teaching and learning of more able and gifted and talented pupils of TCSI.

This policy is for the development of framework that promotes clarity, consistency and guidance in the education of gifted and talented children at our school. It has been developed to provide consistent information to all members of our school community.

At TCSI, we aim to develop the whole person and recognize that there are many areas of giftedness and that students can be talented in wide variety of specific skills. Therefore, many opportunities and learning styles and need to be presented to each child in order for students to reach their learning potential.

OUR AIM

At the City School International we work together to meet the special needs of the able, gifted and talented children in our care in the following ways:

• Class teachers identify able, gifted and talented children as early as possible in their time at our school.

• Class teachers refer their names to the Head of Inclusion.

• Class teachers with the support of the Head of Inclusion, will assess the needs and abilities of our able, gifted and talented pupils.

• Class teachers, with the support of the Head of Inclusion and Head of Subject, plan appropriate differentiation to allow these children to challenge and extend themselves beyond the levels of the highest ability group within the class , through enrichment, extension, opportunities for investigative learning or through the use of higher order thinking and questioning skills.

• The Head of Subject or teacher may teach or hold enrichment lessons/classes during the club hours.

• Able, gifted and talented pupils are encouraged by the subject teachers and the Head of Inclusion to attend appropriate extracurricular activities, eg. Music clubs, sporting events, Science club etc, in order for them to develop other skills and talents.

• The Head of Inclusion along with the Principal and Heads of Section and Department Heads will draw parents’ and children’s attention to relevant and stimulating extra-curricular events within reach UAE e.g. exhibitions, sports and music clubs, which could inspire or motivate specific children, based on our unique knowledge and understanding of their interests and talents.

• Parents are informed through a meeting that their child has been identified as able, gifted and talented and are kept informed of their progress.

It is the responsibility of TCSI to provide educational opportunities that are appropriate, challenging and motivating to all students. We recognize that all students have individual needs and that may have specific skills or talents and that can be developed and nurtured within the school setting. It is our aim to provide the education that is appropriate to all student’s needs.

WE BELIEVE THAT:

• Gifted and talented education needs to have a consistent focus across all year levels.

• Students need to be given opportunities to realize his or her potential.

• The school setting gives the students the opportunity to develop their special skills or talents.

• A number of approaches can be utilized by teachers in order to provide appropriate education for gifted students.

• Teachers require appropriate development in the education of gifted and talented students in order to provide a high quality education for these students.

• Parental involvement in the identification and education of gifted and talented students is of great value.

• There are many forms of giftedness.

DEFINITIONS

Gifted and talented refers to outstanding ability or aptitude in one or more areas of intelligence or creativity, or academic achievement or special talents and abilities such as oratory, poetry, drawing or handicrafts, sports or drama or leadership capacity.

More often performance of outstanding or talented students in the above areas is distinct from his peers who are in the same age group.

Gifted describes learners who have an exceptional ability to excel academically in or more subjects such English, Math, Science, Drama and Technology.

Talented describes learners who have the ability to excel in practical skills such as sport, leadership or artistic performance. The school’s inclusion policy will ensure that every child is considered irrespective of race, disability, religion or belief.

IDENTIFICATION PROCESS

A range of ways and people should be involved in the identification of more able, gifted and talented pupils/students including parents, teachers, staff and other students.

The identification process will include the following:

a. Informal assessment (CAT 4 Results can also be one basis on the selection of the gifted and talented students)

b. Notification of parents (permission from parents to include child in the G and T List)

c. Gathering of further evidences and assessment which include:

✓ Formal Assessments from Educational Psychologists-review for other conditions or possible learning difficulties

✓ Performance (talent)

✓ Demonstration of Ability (academic/talent)

d. Eligibility determination

The Multidisciplinary Evaluation Team (MET) members conduct the comprehensive evaluation include the following: special education teacher, teacher, the Parent, the school principal, psychologist, social worker and other specialists who are required according to the condition of student such as a speech therapist, physical therapist, physician, nurse and the student himself, if appropriate.

PE teacher, Drama, Arts, Music and subject area teachers are also considered in the MET.

e. Other Considerations

Each member of the Multidisciplinary Evaluation Team (MET) conducts a comprehensive assessment to determine the student’s strengths, needs and present level of academic and social functioning.

If the Inclusion Champion and the Team determine that the student is eligible to receive special education programs and services, then following the MET meeting, an Advance Learning Plan meeting is developed. The most important elements of the ALP are the goals and

objective and accommodations and modifications that are needed to meet the educational needs of the student.

DEVELOPING A SUPPORT PROGRAM/ORGANIZATIONAL RESPONSES Advance Learning Plan

An Advance Learning Plan (ALP) will be prepared for the gifted and talented students. ALP is a written record of gifted and talented programming utilized with each gifted child and considered in educational planning and decision making.

The ALP typically requires that gifted and talented students be provided with additional enrichment programs, curricular and extracurricular activities that are selected based on the student’s performance on tests, observations and classroom performance.

Classroom Strategies

In the classroom, teachers use a range of strategies designed to meet the needs of gifted and talented students including:

• Providing open-ended tasks and extension through questioning.

• Setting more detailed and complex tasks

• Tackling objectives from older year groups

• Using varied and flexible groupings within the classroom, sometimes mixed ability sometimes similar ability. Able, gifted and talented children working with less able children gives the former the opportunity to explain concepts and key learning to their peers, which is very powerful for both parties.

• Giving able, gifted and talented children opportunities for leadership.

• Encouraging able, gifted and talented children to stretch themselves in areas where they are less confident o that they take risks, experience setbacks and have opportunities to deal with failure appropriately.

Support Accommodations

In order to meet the educational needs of students, accommodations and modifications in the teaching methods, learning materials or learning environment may be necessary and should be specified in the ALP.

Accommodations are changes that do not alter what is being taught and includes alterations of the environment, curriculum format, or equipment that

allows an individual that is gifted or talented to gain access to content and/or complete assigned tasks.

The term “modification” may be used to describe a change in the curriculum. Modifications may be necessary for students who need enrichment to their curriculum or environment.

Classroom Accommodations to be considered:

Design activities and use a variety of assessment methods and techniques to determine the cognitive and emotional levels of functioning, learning styles and interests of students with gifts and talents.

Develop educational goals and objectives to enhance the development of student’s critical thinking skills.

Design and implement in-class and extracurricular enrichment activities to enhance the development of student’s strengths.

Integrate the use of technology in the process of teaching and learning which contributes to the acquisition of knowledge and synthesis of information with prior learning experience.

• Encourage students to preview information to determine critical concepts covered in a variety of subjects and question assumptions and key conclusions.

• Provide students with opportunities to consider problems and solutions from multiple perspectives.

• Motivate students to reflect on and identify their unique educational and personal experiences, that have influenced their present understanding of information, and to consider ideas and solutions that extend beyond their present levels of understanding.

• Encourage students to express their opinions and feelings to others with diverse perspectives and to anticipate and respond to their questions in a culturally sensitive and respective manner.

• Use a variety of teaching and learning strategies such as problem solving, exploration, survey, brainstorming, individual learning, competitive learning, and cooperative learning to meet the needs of students with different ways of learning.

ENRICHMENT AND EXTENSION PROGRAMS

Enrichment involves tasks which broaden the child’s skills and understanding. Extension involves tasks that increase the depth of study in a specific area. Able, gifted and talented pupils are encourages to:

• Use their initiative

• Formulate questions

• Solve problems

• Seek alternative answers

• Make judgements based on a confidence in their own abilities

• Develop and use relevant skills.

MONITORING STUDENT PROGRESS

The role of the class teacher is to:

• Plan lessons that will motivate, challenge and extend the able, gifted and talented pupils in their class.

• Record extension tasks clearly on planning

• Ensure marking and feedback are appropriate for each child;s ability

• Monitor pupil progress formally and informally on a daily basis

• Review pupil progress termly and report to parents at parent consultation meetings.

THE ROLE OF THE INCLUSION CHAMPION:

• Monitor the ongoing progress of all pupils/students as either able, gifted or talented.

• Compile the Able, Gifted and Talented network meetings

• Attend ABLE, Gifted and Talented network meetings

• Encourage extension and enrichment activities, including extension Literacy groups, themed days, themed weeks etc.

• Liaise with parents to promote extracurricular extension/enrichment activities

• Support staff and work alongside subject teachers and leaders to promote higher level of learning possibilities across the school.

ROLE OF TEACHERS:

• Show evidence of extension and enrichment opportunities existing within the classroom.

• Provide learning experiences that suitable challenge all children within the classroom.

• Utilize the various methods that lead to the identification of gifted and talented students.

• Monitor and evaluate the benefit of particular methods being used within the classroom to meet the needs of particular students and adjust where necessary.

• Discuss strategies that are being implemented on particular gifted and talented students with parents.

• Inform future teachers of students with special needs.

ROLE OF PARENTS:

• Show willingness to discuss the variety of methods available in the education of gifted and talented students.

• Participate in the nomination of gifted and talented students is appropriate.

ROLE OF STUDENTS:

• Value and acknowledge the giftedness of their peers.

• Look positively on their giftedness and work with teachers and parents to enhance their particular area.