Cockle Bay School

All schools have the obligation to recognize and respond to the diverse needs of their students. This includes students who are not achieving, students who are at risk of not achieving and those who have special education needs. Schools must also develop and implement teaching and learning strategies to address these needs.

This applies just as much to students who struggle to read as it does to those with obvious disabilities or who are gifted and talented.

An inclusive school is one in which all students are valued and their needs recognised and met.
( Min Ed “ About Dyslexia” Publication. Dec 2008)

The 2008 School ERO Report
As is required in all current ERO reports, there is a section reporting on the Provision for gifted and talented students.  The following is the statement in the 2008 ERO Review of Cockle Bay School.

Good provision is made for students who are gifted and talented.  A wide range of high quality withdrawal programmes and extension groups are offered across all levels of the school, using the skills of teachers, external tutors and parents.  Clustering students of high academic ability in classes at each year level of the school, and providing teachers with ongoing professional learning and development to cater for the different needs of gifted and talented students are further strategies that provide for these students.  The school is part of an Auckland University research programme that includes feedback on and reviews of the strategies the school employs to cater for gifted and talented students.

2008 Summary ERO Report

2008 Full ERO Report

Research Conducted At Cockle Bay School 2007/2008
For the past two years Gaye Gallagher from Auckland University has been conducting research into the provision for the Gifted and Talented children at Cockle Bay School. She has met with, and surveyed, teachers, management, BOT, students and parents.

The following excerpts are taken, with permission, from the final report prepared by Gaye Gallagher entitled :

“Have we go it right this time?” Catering for gifted and talented learners by using cluster grouping.   READ REPORT HERE
Gay Gallagher
School of Teaching, Learning and Development
Faculty of Education
University of Auckland
2008/2009 The School Context

There has been considerable discussion and action taken in the school over the last two years, particularly in clarifying the use of cluster groupings in classes.

Following the findings from the Interim Report December, 2007, the school has undertaken the following

➢    A presentation of the research findings to the Board of Trustees
➢    A presentation of the findings to a parent night
➢    Two staff professional development sessions: the first on identification and characteristics of gifted and talented students – How do we recognize the gifted and talented students?  The second focused on Differentiation for Gifted and Talented Learners
➢    A dedicated professional development goal was specified for all teaching staff in the 2008 appraisal cycle.
➢    Focus on planning for differentiated learning in syndicate meetings.
➢    Focus on differentiated learning tasks during lesson time.
➢    Provision of further differentiation in Mathematics using the Mathletics computer based programme for the high achieving and low achieving students from Year 3 - 6. In 2009 all children at Cockle Bay School will ha e access to Mathletics.

Updating the literature review:
Cluster grouping for Gifted and Talented Students
Cluster grouping can be an effective organizational strategy that helps schools address the needs of their gifted learners, and allows teachers to differentiate for their gifted and talented students.  The use of cluster grouping is shown to raise the level of teaching and also can have significant impact on the achievement level of the students (Brulles, Saunders & Cohn, in press).

The clusters would be at least 5 children. It is suggested that the clusters should be organized in areas of strength, where children can work at a pace more conducive to individual rates of learning.   In addition the cluster teacher needs to give proportionate amount of time to the planning and teaching of the cluster group students.  Improvement gains are attributed to more complex instruction, in curriculum designed to deepen and broaden their learning, based on sound assessment of their level of knowledge and understanding.

For effective cluster group teaching, staff development in gifted education is required. Support for the teachers would include training in key areas: how to differentiate the programme for gifted learners, how to compact the curriculum to avoid repetition and wasted time, understanding the behaviours and social/emotional needs of the gifted students, and finally how to monitor progress through assessments (Winebrenner & Brulles, 2008b).

Conclusions from the research, 2008

Organization of classes using Cluster Grouping has been a positive move in terms of social and emotional development for the children and their relationships within the school. It has also been a positive move for relationships of the school community. This was verified by children, their parents, the staff and senior management team alike.

Recommendations and Implications from this Research

For cluster groups to be effective there needs to be careful selection of the members of the cluster, who are placed with teachers trained in gifted education and with a disposition to working with gifted learners. Their programme needs to be differentiated to a level matched to the ability and pace of learning of the children in the group. The teacher needs to be able to apportion equitable time to the gifted cluster group.

It is clear that the philosophy behind cluster grouping is acceptable to the school community.  It is also clear from parent and student comment that the teachers in Cockle Bay School maintain positive relationships for the learners and have dispositions to address the needs, both academic and emotional, of their students.

It would appear that refining and strengthening the present teaching practices would be beneficial.  Particular attention to differentiation of the programme for the cluster group members, managing the teacher time for the gifted cluster children and the assurance of the academic rigour of the learning would be the special points of focus.

Areas for consideration:

➢    Careful selection of clusters of gifted learners.  The definition and identification of the gifted and talented learners needs to be transparent to the school community with clear updating of the organization, rationale and procedures available on the website.

➢    Identification to be continued to be based on a variety of methods (already outline in the school policy), including observational data and assessment records.  Considering nomination by parents and using information they have about the children would be beneficial.  Similarly working with the contributing ECE centres to ascertain information prior to school would be useful.

➢    Staff discussion around the placement of gifted clusters in all classes, and the placement of students with additional learning needs to ensure teachers are not overloaded in catering for too diverse range of student needs.

➢    Consideration of the use of support staff and teacher aides, as well as the possible use of adult mentors in class programmes is important.  Additional support in classes would ensure the teachers can manage the groups in their classes equitably.   A register of possible school community expert personnel would be useful.  Possible use of parent help or even retired community members might also be valuable.

➢    Appropriate differentiated planning needs to be based on sound knowledge of individual learners.  It is imperative that discussion is continued around the New Zealand Curriculum (Ministry of Education, 2007) in reference to Personalising Learning (Ministry of Education, 2007b) as the infusion learning and class programmes are developed.  Establishing prior knowledge and understanding prior to planning will ensure a more appropriate match in the learning activities to children’s learning needs.

➢    For additional extension clusters provided, the possible introduction of  self nomination by students with provided criteria may prove insightful.  Once again the rationale and selection for these withdrawal enrichment clusters should be communicated to the children and the school community

➢    Develop strategies which encourage students to give feedback to staff on the level of challenge they are experiencing in their work.  This would be particularly useful for high ability students.  This is a form of ‘practice-based evidence’ which can inform teachers of their effectiveness, and encourage students to advocate for their own learning needs.

➢    Ongoing staff professional development which encompasses discussion on giftedness and on differentiation within the classroom would continue to be beneficial   for all teachers and subsequently the children. As stated in the previous report, this may take many forms and focus on areas identified by the teaching staff
 e.g.
    * Sharing of effective practice within the school, and celebrating these as a staff.  There is considerable expertise already on the staff and their modelling and role modelling for other staff would help build the culture of participation in developing expertise across all staff.

    * Meetings for gifted cluster group teachers specifically  to discuss ideas and strategies across the school to ensure continuity, and to build on the work of other teachers at different levels

    * Focussed planning in syndicates for differentiation within classes, based on consideration of knowledge of individual learners

    * Continued use of Advisors, or  educators experienced in working with Gifted Education and in differentiation principles and strategies

    * School support for teachers to complete papers in Gifted Education offered through tertiary institutions.

    * Continued staff meeting discussion centred on core readings presented by staff, which would encourage teachers to experiment with ideas in their classes and share to their meeting forum.

Professional Development 2009

*  Whole School "Differentiated Learning"

*  Attendance at Reaching Forward GATE conference  www.giftedconference2009.org       

*  3 teachers completing Certificate in Effective Practice in Gifted Education  www.reachgifted.org.nz/onlinecourse.htm

*  4  teachers attending "Differentiated Instruction" by Carol Anne Tomlinson

For your information: If you are interested in reading what we have done in the past, below is the Historical Class Organisation relating to the research.

Class Organisation for 2006

Our fundamental aim for all students at Cockle Bay School is to providea suitable learning environment where all students will have theopportunity to maximise their potential.

Each year the selection of students for class placement is carried outwith the student’s well being as the highest priority. We considerstudent self-esteem; communication skills; academic ability; positive,peer relationships; the teacher best suited to the student and thestudent’s needs; and relevant parent requests in regard to theirchild’s needs.

Considering the above criteria for each student makes class placement acarefully planned procedure.  Each teacher, team leader and dean isinvolved in the class placement process. Much time and effort goes intothe makeup of these classes. It requires discussion and reference toeach child’s identified needs, successes and goals for future learning.

In 2005 a lead class concept was trialed in the Year 2 to Year 6 teams.This class was made up of students who had been identified on ourGifted and Talented (GATE) register, and/or who for other specificreasons were placed in this class eg.a specific curriculum need,leadership, behaviour inhibiting potential.

We acknowledge that not all gifted and talented students will be in thelead class. Students may have been identified on the GATE register butfor various reasons in the child’s best interests, they have not beenput into this class. These students will still be provided with similaropportunities and differentiated learning programmes.

This lead class concept will continue in 2006. Please note that if yourchild has been in the 2005 lead class it will not give them automaticentry into the 2006 lead class. Outlined in the next section is ourdetailed vision and purpose for acknowledging Gifted and TalentedEducation at Cockle Bay School.


CRITERIA FOR SELECTION INTO THE LEAD CLASS
1.    Intellectual development
2.    Creativity
3.    Attitudes to learning
4.    Learning skills
5.    Personal Social Development
6.    Problem Solving
7.    Norm referenced testing
8.    School assessment
9.    Work samples

Diagram 2

Cockle Bay School has a multi-categorical definition of giftedness thatreflects contemporary ideas and that recognises cultural perspectives.All teachers base their professional judgements for each student withreference to: The Renzulli model and Gagné’s model (Diagrams 1 and 2),and also the CBS GATE identification sheet that supports our holisticview of student ability.

Diagram 1 

The student selection for this class derives from all CBS assessmentrecords, the GATE registers, and teacher feedback with Deans and GATEco-ordinator.At Cockle Bay School we believe that gifted and talentedstudents have special and specific educational needs.  Theirpsychological, social, ethical, and educational needs often differ fromthose of average students. Often, because of earlier development thanother students, gifted students miss out on skills essential to furthertheir self-development.  In order to meet these needs a gifted and talented education programmeneeds to assist students in becoming independent, self-directedlearners by concentrating on a number of key features.

The programme should aim to develop the seven attributes of life-longlearning. That is, students should be assisted to be complex thinkers,creative, reflective and self-directed learners, active investigators,effective communicators and participants in an interdependent world.
It should also provide opportunities for students to develop theirproblem solving abilities and both logical and creative thinkingskills.  It should maximise learning and individual development tominimise boredom, confusion and frustration.  

As well as these it needs to provide the opportunity for intellectualstimulation from contact with students and other people of like minds. Furthermore it should enable students to be responsible for, andrealise their contributions to, self and society.

Below are some relevant and interesting statistics on the number ofgifted individuals that could be found in populations. The middlecolumn notes the ratio eg. 1 person in 1000 would be highly gifted. Thenumbers in the right hand column refer to the average IQ of that oneindividual.

INTELLECTUALLY GIFTED AND ACADEMICALLY TALENTED  (IGAT)

GENERAL OBJECTIVES

1.    To develop independent, self-directed life-long learners.

2.    To develop appropriate skills, concepts and attitudes to empower students to become involved in their own learning.

3.    To foster an understanding of the concepts of ability, creativity and development of potential.

4.    To provide a safe and supportive environment of challenge and risk-taking.

5.    To engender individual understanding of personal strengths and weaknesses to develop positive self-concept.

6.    To provide activities designed to facilitate and integrate thecognitive, emotional and social development of the individual.

7.    To develop skills of effective interaction with peers, parents and other adults.

8.    To develop the skills of effective time management.

9.    To provide curriculum based on the interests and passions of the learners.

10.    To integrate, reinforce and demonstrate higher-level critical and creative thinking skills.

PROGRAMME UNDERPINNINGS

•    Thinking skills
•    Problem solving
•    Educational theory
•    Specialised skills
•    Communication
•    Cultural awareness
•    Ethics

QUALITY LEARNING ENVIRONMENTS FOR ALL STUDENTS
•    There is an open, respectful and co-operative relationship between teachers, students and parents

•    Shared planning, implementing and evaluating of learning experiences

•    The environment is rich in materials, with emphasis on experimentation and involvement

•    The needs and interests of the students provide the base from which the curriculum develops

•    The curriculum is flexible and integrative

•    There is a minimum of total group lessons for Numeracy andLiteracy with most instruction occurring in small groups or betweenindividuals

•    The student is active in the learning process through movement,decision making, self-directed learning, invention and inquiry, insideand outside the classroom

•    Authentic assessment, constructive feed back and feed forwardcomments and purposeful evaluation are all used as guides for futureplanning and next steps in learning involving the student, peers,teacher and parent, when appropriate

•    Cognitive, affective, physical and intuitive activities are allvalued parts of the classroom experience. Thinking, feeling andlearning cannot be separated

•    The atmosphere is one of mutual trust, acceptance and respect

A THINKING CLASSROOM IS WORKING TOWARDS…

All students will be exposed to a rigorous and engaging curriculum thatis in keeping with the quality philosophy for learning environments atCockle Bay School. Please refer to our school website for furtherinformation on Gifted and Talented Education as well as ThinkingClassrooms. Over the page is a chart that shows target areas for theexplicit teaching of thinking.