DET+Rubric

= Appendix =

||   ||    ||   4   ||   The school-wide identification process uses multiple criteria, is inclusive and culturally fair, links to differentiation, is dynamic and continuous, and includes the full range of stakeholders ||  There are opportunities in every stage for the full-time or part-time grouping of gifted students in all settings including mixed-ability classes  || Subject or year acceleration is an option if needed. Students are identified appropriately and monitored. All teachers are prepared to receive accelerated students and meet their needs || All units of work in all KLAs are differentiated to meet the needs of students of varying abilities. Pre-tests are used. The learning environment, content, strategies and products are modified. Assessment and reporting reflect the differentiated curricula || Support for staff members is ongoing and they can access professional development. Staff members meet regularly to reflect on and evaluate programs and procedures for gifted and talented students ||  School gifted educational policy covers identification and acceleration of gifted students. The policy also covers catering for gifted students in programs and through differentiation of curricula. Policy and programs are regularly evaluated || Parents understand and are well-informed about the needs of gifted children and the school’s policy and programs which cater for these needs. Channels of communication are open in the school community || 3  ||   Identification procedures are sometimes used. Some teachers/grades use group tests and discussions about students lead to teacher nomination || Some stages have gifted groupings in place but others have gifted students spread through mixed ability classrooms || Acceleration is an option but not all teachers feel prepared to receive accelerated students ||  The staff has begun the process of differentiating units in some or all KLAs. Co-ordination across the school enables units to be shared and kept. Assessment and reporting need to be adjusted || The staff has been involved in introductory professional development in gifted education. Some staff members have been able to further their knowledge and are conducting in-school professional development || School policy is in the process of being written. The staff is involved || A few parent meetings have been held in an effort to educate the community in gifted and talented education ||  ||    ||    ||    ||    ||    ||   2   ||   Students are put into groups on the basis of parent request and teacher nomination. Underachievers escape notice || There are some pull-out enrichment groups and after-school classes which depend on the staff situation at the time (Provisions versus programs) || There have been some attempts at subject acceleration but appropriate identification and monitoring procedures are not in place || Some members of staff have differentiated units, particularly for slow learners. Fast workers are usually given extra reading or activity sheets. Most students are tested at year/stage level. Gifted programs are extra-curricular || A few staff members have taken it upon themselves to attend courses and in-services on gifted education. Sometimes they report back to staff meetings || School policy is in the process of being reviewed and rewritten to reflect the 2004 DET policy. The staff is informed || Because of parent pressure, some provisions for gifted students have been set up, e.g. enrichment groups, extra work for individuals or after-school classes ||  1   ||   School policy does not cover identification of or catering for gifted and talented students  || Gifted students are spread throughout mixed-ability classrooms without planned opportunities for collaborative activity || Lack of knowledge and/or negative attitudes to acceleration prevent it from happening || All units of work are taught and assessed at year/stage level || Staff members have no training in gifted and talented education || School policy is out of date or non-existent || Some parents are vocal about what they see as the school not catering for their child’s needs || 4th level - Achieved 3rd level - Working Towards 2nd level – Beginning (Adapted from Arts K-6 Planning Matrix, Creative Arts Unit, Curriculum Support Directorate, 1999)
 * Level ** ||
 * Identification ** ||
 * Grouping ** ||
 * Acceleration ** ||
 * Curriculum **
 * Curriculum **
 * Professional  **
 * development ** ||
 * Policy **
 * Parents **
 * Level ** || 
 * Identification **
 * Identification **
 * Grouping **
 * Acceleration **
 * Curriculum **
 * Professional **
 * development ** ||
 * Policy **
 * Parents **