The following eight schools named Schools D to K contributed to the background of the study because the 15 research participants transferred as part of their natural schooling process to one of these schools. Five of these students made the transfer to Years 7 to 13 schools, four to intermediate schools, one student to a Years 5 to 8 school and the five intermediate students transferred to secondary schools (Years 9 to 13). Consequently, these schools became part of the study in the second phase as a result of the participants’ transfers. The policies and practices of these schools are briefly outlined as background to the study and to contextualize the results and discussion.
5.3.1 School D
This intermediate school had a recently-approved CWSA policy. The rationale for the policy was drawn from the school’s strategic plan and stated: “all students need stimulating and challenging opportunities to ‘achieve personal standards of excellence’ and to ‘reach their potential’. Children identified with special abilities
should be catered for through appropriate educational opportunities”. The purposes were outlined as:
1. To recognize a wide range of abilities.
2. To develop a responsive school environment in which children with special abilities can flourish and be challenged cognitively, emotionally and socially.
3. To provide opportunities for children with special abilities to develop skills and knowledge through involvement in the wider community.
The Guidelines suggested:
1. Annually evaluate and report on all aspects of the Children with Special Abilities programme.
2. A multiple method approach to identification of children with special abilities will be employed. Identification processes employed should include teacher observation; classroom achievement-based assessments; tests of scholastic ability and information from previous schools and parents.
3. Early identification of children with special abilities will enable clustering of small groups of children with special abilities in “cluster classes” across the school.
4. In-class programmes using methods and instructional techniques designed to develop higher thinking processes should be developed.
5. In-class support for children with special abilities may be provided through compacted curriculum programmes and/or differentiated learning programmes.
6. Team programmes will also provide opportunities for differentiated learning.
7. Learning opportunities for children with special abilities will be provided through programmes such as
a. Extension group programmes b. Science and Technology Fair c. Mathex
e. Super Sports
f. Performing Arts Groups
g. School assemblies and festivals
h. Learning experiences outside the classroom (LEOTC)
8. Communication between teachers, parents, and students on educational matters associated with programmes for children with special abilities will be encouraged.
9. It is recognized that teachers need special skills to enable them to teach children with special abilities, hence each year’s budget will take account of staff training needs.
10. Each year’s budget will also take into account the need for the purchase of special resources.
The policy was approved in 2006 (review date April 2009) and concluded with the statement that: “the school will nurture growth in individual abilities and encourage and support children with special abilities towards achieving their potential”. In practice, this school used cluster grouping within syndicates of classes (they described them as cluster classes) in order to make it easier for teachers to meet the needs of students by reducing the achievement range of students within a classroom. As a receiving school, the school used two key placement forms. One was titled: ‘A Parent’s Perspective of Your Child’s Needs’. The purpose was to assist with the placement of the child and aimed “to provide a parent’s perspective of the child that will assist in matching a child to teacher”. There was opportunity for the parent to comment on academic strengths including experiences in extension programmes and strengths and weaknesses in sports, the Arts, and Essential Skills (those defined by The New Zealand Curriculum Framework, Ministry of Education, 1993), out-of- school interests, and personal qualities. The form also asked the parent to list the type of teacher that they thought their child might work well with─the desired teacher strengths, interests, and personal qualities.
The Student Placement Form had a separate section for ‘Special Abilities and Achievements’ with the categories of Academic, The Arts, Sporting, and Other. It was also noted whether students had been involved in extension programmes and
attended a one-day-a-week programme. This was a comprehensive document that clearly provided extensive information about the students from the sending schools.
5.3.2 School E
This intermediate school had a curriculum statement for CWSA that included a definition of special ability, rationale, and delivery policy. In response to the question “what is special ability?” the document stated that “each gifted and talented student is unique, with his or her own set of behaviours and characteristics”. It was noted that these characteristics could be classified as learning, creative-thinking, motivational, social leadership, and self-determination characteristics (McAlpine & Reid, 1996; Ministry of Education, 2000). How each of these may be evidenced was described for each of the categories.
The rationale stated that the school aimed “to provide all learners with an education matched to their learning needs. Gifted and talented students should be provided with a curriculum rich in depth and breadth. Giftedness is evidenced in all societal groups, regardless of culture, ethnicity, socioeconomic status, gender, or disability (learning, physical, or behavioural)”.
The policy stated that identification included: teacher and parent nomination; ‘Teacher Observation Scales for Identifying Children with Special Abilities’ (McAlpine & Reid, 1996); standardized tests of intelligence, achievement, and creativity; teacher-made tests; portfolios; and performance-based tests. Using this information, a student profile of strengths, abilities, and qualities was created. CWSA delivery was documented as a mixture of enrichment and acceleration. Enrichment was defined as “differentiated learning experiences by way of both depth and breadth of learning, and which offers challenges ‘in addition to’ and ‘different from’ the regular curriculum”. Acceleration was defined as “the practice of increasing the pace of delivery”.
Provision was made through withdrawal special classes, competitions, and leadership groups. There was acknowledgement of professional development for all staff in the understanding and implementation of identification procedures and a yearly review
The key resources listed included Assessment Tools for Teaching and Learning (asTTle) in reading and mathematics, Assessment Resource Bank (ARB), portfolios, Teacher Observation Scales, teachers, the community, and one key resource person. There was a supporting document that described the identification methods and the need for multiple methods. Guidelines were also provided on the features of suitable content, processes, and products. It was noted that the grouping of the gifted and talented students should be changed to match needs with different activities provided for different groups. Descriptions were provided for learning environments which “invite and respond to individual learning” and for appropriate enrichment and acceleration as “complementary approaches”. The need for provisions to be culturally appropriate and relevant was also acknowledged.
5.3.3 School F
This Years 7 to 13 co-educational Catholic integrated school was ‘divided’ into two schools: a Junior School and a Senior School. Four students in the study transferred to the Junior School (Years 7 to 10). The school had a strategy statement for the ‘Development of Opportunities for Gifted and Talented Students 2005-2006’ with the goal “to develop procedures and programmes to maximise the educational outcomes for students identified as ‘gifted’ and ‘talented’ within the junior school”. This was supported by a rationale that recognized the change to the NAG and the importance of identifying and providing for gifted and talented students. The school acknowledged that attempts in the past to meet these students’ needs had tended to be “uncoordinated and spasmodic”. In response to this, a two-year initiative was formulated to explore and trial options for identification and the development of programmes and strategies.
The document defined ‘gifted students’ as “those with the potential to exhibit superior performance across a range of areas of endeavour” and ‘talented’ as “those with the potential to exhibit superior performance in one area of endeavour”. The review of current practices was clearly outlined with actions, baseline information, staff responsibilities, resources, and a timeframe. The second review objective was to develop school-wide procedures to cater for potentially gifted and talented students. Clear procedures for this were documented, also with a timeline. This was followed
with the objective to then trial strategies and to provide professional development for teachers. In 2006, a group of interested staff (including the teacher in this study) participated in a structured and applied programme for professional development in gifted and talented education provided by an external organization. The goal was to up skill interested staff in the theory and practice of gifted education. The programme included the use of case studies to contribute towards this goal. The final objective, by the end of 2007, was to review the implemented strategies for addressing the learning needs of gifted and talented students.
5.3.4 School G
This Years 7 to 13 school was a day and boarding co-educational Christian college. The policy on gifted and talented education was written in 2005 and included a definition, rationale, purposes, and guidelines. The definition acknowledged that gifted and talented students have exceptional abilities and that they have “the potential for outstanding performance, either in a range of areas or in a specialized field”. The policy also recognized that “giftedness and talent can mean different things to different cultures and appropriate action will be taken to provide learning opportunities in keeping with the special character of the school, which acknowledge and support cultural diversity and enhance the potential of individual students.” The school document recognized that the learning needs of these students were significantly different from other students, including the fast pace at which they learn, the processing of material to a greater depth, the “intensity in energy, imagination, intellectual prowess, sensitivity, and emotion that are not typical in the general population. Therefore they need a programme that is qualitatively differentiated, a curriculum with breadth, depth and pace to match their learning needs”.
It was suggested that the school provide opportunities through “enrichment programmes, created within the class, by acceleration, or by regionally or centrally- designed programmes and initiatives”.
According to the policy the identification should be: a. Unobtrusive
b. Include multiple methods of identification
c. Ensure a careful match between method of identification and area of giftedness or talent
d. Be undertaken in a classroom environment that is culturally and emotionally responsive and supportive
e. Enable teachers/educators to design educational programmes that develop and enhance individual gifts and talents
The methods for identification included:
a. Teacher Observation Scales/nomination b. Standardized testing
c. Parent nomination d. Performance e. Portfolios
f. Differentiated programmes utilizing curriculum models
The Learning Support Centre at the school had a designated role to assist teachers with professional development in identification, programme planning, implementation, and programme evaluation. The methods and procedures used in identifying gifted and talented students were to be constantly evaluated and the strengths and interests of teachers involved with working with the gifted and talented monitored to allow for professional development where appropriate.
The policy recommended that programmes “provide learning opportunities that integrate basic skills and higher level thinking skills and encouraging students to reflect on the way in which they learn”. It was expected that students would be provided with a differentiated programme that “builds on learners’ strengths and interests and if necessary integrates both acceleration and enrichment”. In order for this to happen, there would be consultation between students, classroom teachers, and the Learning Support Coordinator.
The options to be considered when organising the programmes were: a. Individualized programmes
b. Withdrawal or pullout programmes within the school or community c. Flexible grouping
d. Mentoring
e. The Correspondence School
f. Liaison with universities and tertiary providers.
It was expected that the formulation of programmes and the monitoring of student progress would be conducted using a team approach comprising the Learning Support Coordinator, students, family (whanau), classroom teacher, and outside providers when appropriate. The Learning Support Centre was to keep an inventory of resource people and was also responsible for the documentation of programming and evaluation for each gifted and talented student.
5.3.5 School H
No policy was provided by this independent school for boys aged 9 to 13 years. The school had not developed a policy at the time of this research.
5.3.6 School I
This co-educational secondary school had a policy for ‘Students with Special Abilities’. The purpose was to “develop and maintain structures to ensure that the educational needs of students with special abilities are met, both within the regular classroom through alternative programmes and other activities. Special abilities are recognized in all fields−academic, sporting, and cultural”. The Guidelines were as follows:
1. Students will be identified using a range of methods as defined in the students with special abilities scheme.
2. Extension programmes will be developed by individual departments and included in departmental schemes of work.
3. Grouping and/or student acceleration in individual subjects or form levels will take place after consultation with student, parent/caregivers, teachers and subject HODs.
4. Individual programme development will take place within the constraints of staffing, timetable, and course limitations.
5. Programmes will be regularly evaluated for their effectiveness by individual departments.
6. Students will be encouraged to participate in appropriate academic or other events such as external examinations, competitions, and exhibitions which offer extension and stimulation.
7. Students with Special Abilities will be individually catered for. The College will allocate resources to assist with meeting the needs of those identified students through enrichment programmes and accelerated learning.
8. The Principal will ensure there is a staff member responsible for the oversight and development of programmes for students with special abilities.
One of the goals of the Mathematics Scheme was “to help foster and develop mathematical talent”. The classes in this school had been streamed in to extension, core, and foundation classes. This streaming was based on a pre-test given to Year 9 students on entry to the school. The extension programme was described as one in which “extension will be in the form of broadening knowledge and skills, as well as exploring higher level opportunities. Students will be expected to maintain high levels of commitment as well as seeking and creating mathematical challenges”. There was acknowledgement that the teaching strategies and resources had been fine- tuned for the three different programmes. This was evident in the detailed scheme for each mathematics topic which catered for the three groups in the level of mathematical content, investigations, and additional activities. Mathematical investigations were used “to develop understanding while retaining emphasis on learning and practising new skills”. Enrichment units were to be included as time permitted. For the Year 9 students, this included spreadsheets, problem solving, codes, and paper constructions. The major resource for the Department was identified as textbooks. The students in the extension class were encouraged to take part in mathematics competitions.
5.3.7 School J
This co-educational secondary school had guidelines, procedures, and a rationale for gifted and talented students. Under NAG 1, the Board of Trustees stated that “on the basis of good quality assessment information, identify students and groups of students who have special needs (including gifted and talented students)”. The overall aim of their guidelines was to maximize the educational outcomes of schooling for gifted and talented students. There was recognition that the learning needs of these students may differ cognitively, socially, and emotionally from other students and that the school would work “together with the students’ families to put programmes and procedures in place to help these students realize their potential”. This school defined gifted students as “those with the potential to exhibit superior performance across a range of areas and endeavour” and talented students as “those with the potential to exhibit superior performance in one area of endeavour”. ‘Cultural awareness’ was given specific attention acknowledging that New Zealand is a multicultural society and therefore relevant cultural values should be incorporated into a concept of giftedness and talent. For example, concepts of special abilities in Māori need to be “holistic in nature and reflect Māori values, customs and beliefs”.
The School stated that it would:
1. identify its gifted and talented students;
2. provide professional development opportunities for all appropriate school personnel in meeting the learning needs of gifted and talented students; and
3. provide an appropriate range of opportunities for its gifted and talented students.
Mathematical ability was a specific aspect of giftedness to be considered and included under the category ‘Logical’ which appeared in a list of multiple intelligences based on Gardner’s (1993) work. The final statement was that “teachers will make planned provision to meet the learning needs of gifted and talented students in their classes”.
The policy continued with an expansion of the aims considering the identification process and methods of identification. A multiple method approach to identification was suggested with reference to the Ministry of Education’s (2000) handbook. The school acknowledged the following methods: teacher nomination (including visits to contributing schools), achievement tests and Department entrance tests, Entrance Scholarship examinations, PAT, and parent and/or student nomination.
Professional development for staff was said to be provided in response to identified needs of students and staff. Heads of Departments could also nominate personnel and staff-wide professional development would be provided through meetings. Those staff responsible for teaching extension classes would also be given departmental or cross-curricular professional development opportunities annually. The school allocated responsibility for the implementation of the policy to one person for each year group. There were goals regarding support systems, staff awareness, liaison with parents, students’ placements, monitoring, links with outside groups for mentoring and enrichment opportunities, and recognition for full or part-time enrichment, extension, or acceleration programmes.
The teaching and learning strategies that teachers were to consider included:
a. Examine the level of challenge (incorporate problem solving, inquiry and creative production; extend the curriculum and use accelerated learning) b. Introduce individualized enrichment programmes (contract work,
research, peer tutoring, mentors)
c. Use curriculum compacting (pre-testing to acknowledge pre-knowledge) d. Nurture gifts and talents that are valued by other cultures
e. Plan a range of tasks that offer choice
f. Cater for learning styles needs and multiple intelligences (pose open- ended questions, activities and assignments)
g. Use group work (to allow scope for leadership, student-initiated perspectives) and independent work
h. Have appropriate expectations (specific goal setting) i. Provide opportunities for success
j. Provide work that is meaningful (suitable also for those gifted and with disabilities)
Recognition was given to the need for both teachers and students to evaluate the