Recommendation #4
Modified Elementary Specialized Program Class Model
i) Introduction of a 1 to 2-year Junior/Intermediate Gifted Specialized
Intervention Program (SIP)
Introduce a 1-2-year Gifted SIP. The research clearly demonstrates that no consensus has been reached with respect to a single “best” program to meet the needs of gifted learners. Within Ontario, there is considerable variation among districts in how they support students with giftedness. Further, stakeholders clearly identified the varied and complex needs of this group of learners. Therefore, it is recognized that a continuum of special education programs and services is required to meet the needs of gifted learners with the following elements:
Intellectual peer interaction;
Flexible grouping;
Differentiated instruction;
Continuous academic progress;
Continuity of support services; and
Specialized training for teachers of gifted students.
It is now widely accepted that students can be gifted learners and, at the same time, have a learning challenge (e.g., a learning disability, autism, or behaviour, etc.). In the field of gifted education, a gifted student with a co-occurring disability is commonly referred to as a “twice exceptional” learner.
It is recommended that the OCDSB introduce a 1-2-year Gifted SIP to support students who are twice exceptional. The goal of the Gifted SIP Program is to ensure continued cognitive stimulation, using a strength based approach while supporting the growth in development of any lagging skills. This program will be offered in grades 5/6 and 7/8 configurations. A key feature of this program will be to generalize newly developed skills, for example, executive functioning. While the Education Act places a cap on the number of students permitted to enrol in classes that serve students with giftedness (i.e., 25 students at Junior/Intermediate levels), it is recommended that the Gifted SIP be based on a lower ratio of one teacher for 12 students. Although Gifted SIP would be a full-day program, students will have the opportunity to generalize their skills through opportunities for integration.
ii) Introduction of a Junior/Intermediate Profoundly Gifted Specialized Program Class
The review of the literature notes several best practices for supporting gifted learners including: grouping students in specific, strategic ways; embedding higher order thinking models within core subjects; and the use of inquiry and student centred learning opportunities that are relevant and problem-based. However, several stakeholders, including parents and staff, have highlighted the unique needs of the profoundly gifted learner. The profoundly gifted learner, those at or above the 99.6th percentile of the population, are measured not only by their cognitive competencies but also by the breadth and depth of their understanding, by their passion to know, by their determination to challenge the unknown and to develop new models of being and doing. Recognizing the highly individualized needs of learners, they may require opportunities to be challenged at a level far beyond what one might expect in the regular classroom.
Based on the high level of precision and personalization required for this type of learner, it is recommended that a grade 5/6 and 7/8 profoundly Gifted specialized program class be introduced. This program would focus on consolidating differentiated supports for profoundly gifted learners and feature integration into regular classrooms wherever the student’s learning needs and timetabling permits.
iii) Introduction of the Gifted Program for Inquiry
The literature review highlighted the need to provide a continuum of programs and services to meet the needs of gifted learners. Stakeholders also identified the need for a more fulsome range of supports for gifted learners in the regular classroom. Consistent with the best practices cited in the literature review, inquiry learning in cluster grouping within a school or class is an excellent service delivery model. Research indicates that gifted children learn best when they participate in an inquiry project with which they can interact, test hypotheses and draw conclusions based on their observations. Further, teacher capacity is enhanced when they are
given opportunities to dialogue with other teachers and to discuss in detail student work.
Therefore, it is recommended that the OCDSB introduce a Gifted Program for Inquiry. This program would be available for all identified gifted students in grades 5 to 8, both in the regular program and in either of the Gifted SIP or Profoundly Gifted programs. In the proposed model, students would be supported at their community schools with an imbedded gifted inquiry opportunity in both face-to-face and digital collaborative learning experiences in order to engage deeply in unique areas of interest and strength. At four points throughout the year students would additionally, with a staff member from their school, be invited to engage in extended learning opportunities at a central site. These days would provide students with the ability to learn about themselves and their needs as gifted learners, as well as work on developing models for inquiry to allow them to deeply explore areas of personal strength when at their community schools. During the days when students are working collaboratively, teachers would have the opportunity to enhance their knowledge of the gifted learner and to discuss strategies for continuing the learning between face-to-face sessions. Online platforms and on-going classroom embedded experiences will allow students to interact with one another between sessions as well as having opportunities to engage with post-secondary and industry-leading professionals. While a model is presented in Appendix A, consistent with the research literature, the program would also include student voice in planning and learning sessions. The design of the Gifted Program for Inquiry would be grounded in the District’s endorsed Exit Outcomes of: goal oriented, innovative, collaborative, globally aware, resilient, critical thinkers, effective communicators, academically diverse, digitally fluent and ethical decision makers. The program will embed teacher training, support staff development and draw on strengths of community partners as well as industry professionals.
In order to enhance enrichment opportunities for all of our talented learners, including those who may not meet the Ministry definition for giftedness or be identified for giftedness, it is recommended that LSS work collaboratively with Curriculum Services to plan inquiries that may be implemented within schools.
