Module 1: Discussion Forum
模块 1：论坛

1. At my school, the only way High Potential Learners are recognised is via the as Academic Assessment Services (AAS) test. this data is looked at with a teacher who is in changed of the gifted program at school. This program is not really a program but a series of outside of school programs these students attend such as Da Vinci Decathalon. The results from this test and the first maths test in year 7 inform an accelerated maths class.
1. 在我的学校，高潜力学习者获得认可的唯一途径是通过学术评估服务 （AAS） 测试。这些数据是与学校 Changed of the Gifted Program 的老师一起查看的。这个项目并不是一个真正的项目，而是这些学生参加的一系列校外项目，例如 Da Vinci Decathalon。该测试和 7 年级第一次数学测试的结果为速成数学课程提供了信息。

2. Some easy to implement elements of identification would be multiple assessment tools using qualitative data from parents and teacher nominations and quantitative data from school tests and standardised tests such as Academic Assessment Services (AAS) and PAT maths test. Setting a clear school-wide criteria for identification and selection to ensure consistency for all stakeholders. Incorporating non-biased assessments—such as nonverbal tests or culturally responsive measures, we have a small number of Aboriginal students from disadvantaged backgrounds, which could ensure all students have an opportunity to demonstrate their potential. Providing professional development for staff to help them understand how to identify would be relatively easy to implement, but with high staff turnover, this training could be lost. Universal and individual screening are resource intensive, demanding of teacher and student time (lost learning) and expensive (limited money). Developing expertise in key staff to understand and interpret the data collected correctly would be quite difficult and demanding of time. This comes at an additional cost in schools. Using school psychologists would be useful, but this may not be the best use of their skills, given the growing number of students accessing these services. Ongoing evaluation and flexibility in identification to accommodate students’ evolving abilities require sustained effort and adaptability, so again, this can be difficult with all the other demands in a school.
2. 一些易于实施的识别要素是多种评估工具，使用来自家长和教师提名的定性数据以及来自学校测试和标准化测试（如学术评估服务 （AAS） 和 PAT 数学测试）的定量数据。为识别和选择设定明确的全校标准，以确保所有利益相关者的一致性。结合无偏见的评估——例如非语言测试或文化响应措施，我们有少量来自弱势背景的原住民学生，这可以确保所有学生都有机会展示他们的潜力。 为员工提供专业发展以帮助他们了解如何识别相对容易实施，但由于员工流动率高，这种培训可能会丢失。普遍和个体筛查是资源密集型的，需要教师和学生的时间（损失学习）且昂贵（资金有限）。培养关键员工的专业知识以正确理解和解释收集的数据将是相当困难且需要时间的。这在学校需要额外付费。使用学校心理学家会很有用，但考虑到越来越多的学生获得这些服务，这可能不是对他们技能的最佳利用。持续的评估和识别的灵活性以适应学生不断发展的能力需要持续的努力和适应性，因此，对于学校的所有其他需求来说，这可能很困难。

1. Unfortunately, my school does not currently have a formal program for identifying academically gifted or talented students. In the past, our school implemented yearly standardized assessments (PAT) to track students’ progress in reading comprehension, mathematics, and vocabulary from Years 1 to 10. However, this initiative was discontinued due to concerns from teachers about the disruptions it caused to class time and planning schedules.
1. 不幸的是，我的学校目前没有正式的计划来识别学术天赋或有才华的学生。过去，我们学校每年都会实施标准化评估 （PAT），以跟踪 1 至 10 年级学生在阅读理解、数学和词汇方面的进步。然而，由于教师担心它对上课时间和规划时间表造成干扰，该计划被终止。
In the junior school, student identification for ad-hoc gifted programs, such as G.A.T.E.WAYS and other extracurricular events, relies on teacher nominations. Typically, teachers select the top 10% of students based on classroom performance to participate in these opportunities. Unfortunately, there is no standardized testing to guide these decisions, and parental input is not sought in the process.
在小学部，临时天才课程（如 G.A.T.E.WAYS 和其他课外活动）的学生身份识别取决于教师提名。通常，教师会根据课堂表现选择前 10% 的学生参与这些机会。不幸的是，没有标准化的测试来指导这些决定，而且在这个过程中不征求家长的意见。
In the senior school (Years 7–10), students in STEM-related subjects are invited to participate in weekly enrichment programs. These students are identified using a combination of teacher nominations, parent input, academic achievement data (e.g., NAPLAN), classroom-based performance on formative and summative assessments, and self-nominations from students who believe they may have been overlooked. To ensure the correct students are identified, termly reviews are conducted to monitor participation, reevaluate placements, and consider other students who may demonstrate emerging strengths, such as proficiency in mathematics but not science or vice versa. Generally, this program includes the top 10–15% of the cohort, with flexibility to account for subject-specific strengths.
在高中（7-10 年级），STEM 相关科目的学生被邀请参加每周的丰富课程。这些学生是通过教师提名、家长意见、学业成绩数据（例如 NAPLAN）、基于课堂的形成性和总结性评估表现以及认为自己可能被忽视的学生的自我提名来确定的。为了确保确定正确的学生，进行学期审查以监测参与度，重新评估安置，并考虑其他可能表现出新兴优势的学生，例如精通数学但不精通科学，反之亦然。一般来说，该计划包括队列中的前 10-15%，可以灵活地考虑特定学科的优势。
2. Introducing parental input and reinstating standardized yearly testing would be relatively easy steps to improve identification programs in the junior school. Currently, NAPLAN data is underutilized, and without meaningful gifted and talented programs, the school risks losing students to other institutions offering more robust opportunities. These changes could help identify a broader range of students and provide more tailored support to meet their needs.
2. 引入家长意见并恢复标准化的年度测试将是改进小学身份识别计划的相对简单的步骤。目前，NAPLAN 数据未得到充分利用，如果没有有意义的天才和才华横溢的课程，学校可能会将学生流失到其他提供更强大机会的机构。这些变化可以帮助识别更广泛的学生，并提供更有针对性的支持来满足他们的需求。

1
There are elements of a program of identification of gifted students within my school. All students are required to submit previous reports as part of their enrolment process, and this allows for gifted students to be identified early before they commence their schooling. Students (through their families) are then able to self-nominate for specific testing in Mathematics to allow for streaming within their first year at the school. Student’s results within the first year will then inform streaming of classes in subsequent years throughout a wider range of subjects, for example, English, Science, Mathematics etc. Students are also required to sit PAT and ALLWELL testing at points throughout their schooling that provides other data points in which their performance can be measured.
There are also opportunities for select students to be accelerated in Year 10 for a wide variety of courses, including Mathematics, Business Studies and Studies of Religion, allowing students to modify their pattern of study in Years 11 and 12 to allow for greater focus on a smaller number of units.
There exist programs of identification in other areas of the school, particularly in sporting and music in which students audition or complete trials to identify giftedness.

2
Elements of the program of identification can be easily implemented at a school like mine (all boys independent schools) where there are opportunities for students to show their potential in a wide variety of testing. The school’s ability to provide this testing to a wide range of students (in many cases all students) allows for a program that can identify students across the cohort. This testing is also done continuously, therefore tracking student performance and allowing for student growth. The data collected is analysed by highly experienced teachers and heads of departments. This then allows for gifted students to access a wide range of interventions.
The difficulty in the implementation of the gifted program is the accuracy of the identification as some students who may be mildly gifted or may not be gifted are included in the programs of intervention to allow for class sizes to be appropriate (especially when streaming students).
Further to this, expertise in areas of sports and music can be employed by the school to allow for the identification of gifted students in their respective fields. These experts will then nurture these students through a program of intervention.

1. In my current school, students with giftedness or high potential are identified by analysis of a range of data sets prior to commencing Year 7, including NAPLAN and Year 6 School Reports, Assessment Data Analysis & Reporting (AAS), General Ability Test (AGAT), Progressive Achievement Test (PAT). In addition to this, parents may also nominate students for assessment for various targeted scholarships. From this analysis, relevant students are categorised by domain and degree, including students with “high potential” who do not meet the 10% threshold, but are clost to this in a range of areas.

The Dean of Gifted Education is responsible for the culmination of this data from the enrolment process, and also responds to observations and recommendations of students beyond this with anecdotal and assessment data from class teachers, co-curricular supervisors, parents and external providers.


2. Within the independent education sector, many of the processes of identification of giftedness are not subjected to the financial and time restrictions mentioned by some of my fellow students have raised. Some of the terms of enrolment include ensuring the necessary entry assessments are completed in the term prior to commencement, and these are funded and facilitated by the college. In addition, most of the external data is necessarily made available in expressions of interest in a position at the school.

Some challenges exist in the flagging for identification and consistent application of this program to students at later stages of their schooling - particularly students who join the school outside usual enrolment periods. Teaching staff do not have the necessary training and skills to identify giftedness from classroom observations, so these must be escalated and require students to be withdrawn or assessed officially out-of-hours by specific staff. In addition, pressure from parents and families for identification may be misaligned or misguided based on primary or external experiences, and these can lead to inaccurate outcomes.

1. At my school (Independent boys high school), the incoming year 7 cohort sit the Allwell test and each successive year (8-10) they can opt in to be tested again. The data used from this test determines their Math and English classes with the ability to be part of the accelerated math class. The school also offers a range of 'high potential' extra curricula courses - such as Harvard courses within the humanities space. The results from the Allwell test are known by all teachers so appropriate extension activities can be devised in Science, HSIE and Tech classes - however due to timetable restraints their aren't specific high potential classes in those subjects.

2. It would be difficult but advantageous for the school to implement gifted classes for a majority of the high school subjects. But it would be easy for the school to support other standardised tests such as PAT. Further professional development and a greater understanding of giftedness would also be advantageous to encourage a greater school-wide approach to supporting gifted individuals. A greater understanding of other categories of giftedness (such as twice exceptionality) would improve the teaching as a whole, when it comes to our gifted students.

1. My schools main way of identification for gifted and high potential learners is mainly through scandalised testing. However teachers are sometimes asked to recommend students based on classroom observations. Parents are also invited to provide input, however it this is limited. I think there is limited use of alternative assessments like portfolios or dynamic assessments and also possibly a limited focus on identifying English Language learners and also twice exceptional learners.

2. Adding alternative assessment such as portfolios or non verbal tests might be relatively straightforward. I think teachers at our school would benefit from professional development in identifying high potential and gifted learners and also twice exceptional learners this would be fairly easy as we already have a professional development fortnightly system so it could just integrate into that. However ongoing engagement with families in the identification process might be more challenging due to possible language barriers for ELL families. Another difficulty would be possibly be funding as the school may have to hire translators or extra staff to allocate time to work closer with families. Additional funding might also be needed to provide specialized professional development for teachers. Resistance to change could also be a barrier as teachers and administrators are accustomed to traditional identification methods through standardised testing. Staff overload could also be seen as a barrier, this goes hand in hand with additional funding for additional staff.

1. At the school I conducted my professional experience 1 (student placement) they had elements of a program of identification for academically gifted or talented students, primarily focusing on incoming Year 7 students. A standardised test was offered to all students, though I cannot recall the specific assessment used. Additionally, NAPLAN results, school reports, and teacher nominations for students who couldn't sit the test were considered as part of the identification process.
2. Beyond Year 7, however, the school’s program for identifying gifted students appeared limited. Teacher observations and school assessments seemed to be the primary methods for ongoing identification, which may not capture all gifted individuals. A challenge would be to implement a more structured and consistent identification process beyond the initial stages. One way to address this would be by integrating professional development opportunities for teachers, ensuring they have a deeper understanding of giftedness and can better recognise and support students who may not exhibit obvious signs. Additionally, introducing annual opt-in testing, alongside non-verbal assessments, would offer an inclusive way to identify students who may have been overlooked earlier in their schooling. This would allow for a more dynamic approach to identifying gifted students throughout their school years.

1. At my school, elements of a program for identifying gifted and talented students includes a test, which is administered to all incoming Year 7 students. The results of this test are used to place students into appropriate Maths and English classes. Additionally, teachers are occasionally asked to recommend students for these programs based on classroom observations. Parents are also invited to provide input on their child’s abilities.

2 Reinstating standardised yearly testing, such as the PAT assessments, and using NAPLAN data to track student progress would be relatively easy to implement, as these systems require minimal additional resources and align with current data collection practices. Increasing parental input through surveys or consultations could also be easily integrated into existing processes. However, implementing a more formal identification program would be challenging due to the time and resources needed for teacher training, creating new systems, and ensuring consistency across departments. Additionally, concerns about the impact of standardised testing on class schedules and teaching time could make these changes difficult to manage.

1. My school uses a combination of CogAT testing and student and parent interviews to identify students for the High Potential and Gifted Education classes. As it is a high school, when students in Year 6 apply, they have the option of sitting the CogAT test. Upon enrolment, the Year 7 Adviser conducts interviews with the students and their parents to gain a more wholistic understanding about the students' social and emotional needs. The students identified as "gifted" are then put into one class which they are with together for all their KLAs.

2. It would be easy to implement the results of PAT testing which the school already does annually to help identify gifted students who may not have sat the CogAT or enrolled later in the year. Also making parents more aware and informed of the HPGE policy to encourage more students to sit the CogAT would help in effectively identifying gifted students, ensuring the number overlooked is minimised. It would be difficult to try and change the attitudes of all staff members towards a more positive one in regards to gifted education and would require substantial time and resources, particularly as resources are seen as more important to dedicate towards students with specific learning needs.

1. What elements of a program of identification exist at the school you work in (or are familiar with)?
- Gifted students in my Catholic High School are identified in year 7, where all students in the year take CogAT at the same time. Results are summarised and made available to all teaching staff. All students who are identified as gifted are flagged on their profiles (in the same way that Aboriginal, NCCD-funded, and EALD students are flagged).

- Note: NAPLAN results are also tabulated and released to teaching staff in the same manner.

2. What elements of a program of identification would be easy/difficult to implement at the school?
- Group administered programs would be the easiest way to administer a test due to the staffing and resource availability. It would be great to see other individual tests administered to students who are identified by other means (such as nominations, etc)