The Referral Process
Identifying a student as highly able is a process that has no definitive time limit - it is as individual as the students themselves and is influenced heavily by their age, level of maturity, confidence and degree of readiness.
This being said, there is a set process and procedure in place for initiating the identification process across the Junior, Primary and Secondary Schools at AIS.
Initial Evidence
The impetus for referral and investigation commences with the presentation of initial evidence that suggests a student may be highly able, to some degree, in a particular domain(s).
This initial evidence can come from a number of potential sources:
This being said, there is a set process and procedure in place for initiating the identification process across the Junior, Primary and Secondary Schools at AIS.
Initial Evidence
The impetus for referral and investigation commences with the presentation of initial evidence that suggests a student may be highly able, to some degree, in a particular domain(s).
This initial evidence can come from a number of potential sources:
Enrolments
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Head of School
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Parents
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Teachers
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Students
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The Role of the Teacher
Regardless of the source of the initial evidence, the classroom and/or specialist teachers play a definitive role in formally initiating the referral and investigation process. The reason for this is that the teacher, in a school-based setting, has the most contact time and interaction with the student. As a result, the teacher's observations and assessment data matter and must be considered in light of the investigation that is being embarked upon.
Furthermore, it is the classroom teacher who is ultimately responsible for managing any accomodations and/or modifications for the vast majority of highly able students in a classroom setting; while students may be withdrawn, receive in-class support and/or extension and enrichment challenges through project kits and on-line assignments from the GTST, the teacher remains the central figure in managing any given student's learning experience.
This is a huge responsibility that teachers take very seriously. Consequently, they deserve to be in the loop from the get go; they need to be privy to any conversations regarding a student's ability. In preparing adequately for these conversations, teachers also require the time to gather information, to interpret their findings and to consult with colleagues before offering suggestions and recommendations to personalise student learning according to an agreed set of needs. In a busy classroom within a busy school, teachers work diligently to do this for any number of students in a timely fashion. We recognise the understanding of the parent community in this endeavour and appreciate your support.
As a parent (and as previously mentioned in The Role of the Parent) the most logical step in referring a student is to arrange a meeting with the teacher in order to discuss a student's progress and to seek out the teacher's impressions and observations in light of your own.
Assuming that there is a shared understanding that further investigation is warranted, the following course of action will be followed:
Referral Forms
As part of the referral process, the GTST will require both the parent and the teacher to fill out a referral form in order to begin a student file. These referral forms ask parents and teachers to rate students according to a specified set of criteria to the best of their ability and experience. It is important to note that these referral forms are merely providing the GTST with alternative points of view to help complete the overall picture that is being formulated on a student of interest - they do not mean that a student will ultimately receive direct support from the GTST if further evidence (based on both potential and performance) does not readily present itself. In such cases, indirect support will be provided and further monitoring and review will continue.
Here is an example of the parent referral form for children in Preschool and Preparatory:
Here is an example of the parent referral form for children in Preschool and Preparatory:
Here is an example of the parent referral form for children in Year 1 and above:
Communication is always the best course of action in ascertaining what to do for the benefit of the our students, your children. If you have any further questions or queries, do not hesitate to contact your child's teacher or the Junior School GTST:
