We identified the need for provision for highly able students because, as in many schools, we had not got explicit opportunities to address their needs. Whilst teachers differentiated, having a specific program is preferable.
At AISL we had begun to implement a Multi Tiered Systems of Support (MTSS) program. Our initial steps were addressing the needs of those students who had dipped just below grade-level standard - Tier 1 - and needed that small boost, which we named Tier 2. Following the organisation for their needs we had the opportunity to allocate a space to those at the opposite side of the continuum - those that were easily meeting grade level standards, what we called Level 2. Many factors go into the implementation of new programmes and the use of Implementation Science supported our plans. Knowing the way we could navigate the change meant we could anticipate hiccups and plan more effectively. I collaborated closely with the director of Student Support Services to prepare our team for these changes. When you consider provision, firstly you need to see who you would like to support, but balance this with the realistic logistics of providing this provision. This relates closely to your definition - who are you providing for? Who does the terminology you use encompass and exclude? In our setting we focused on the provision for mathematics and reading. We had clear data for these students from our MAP assessments, we had already identified these as areas for our students who needed a boost - the Tier 2 students - and the same teachers had opportunities to flip flop to support those higher fliers without retraining another set of educators. In an ideal world we would be addressing all areas musicians, artists, athletes, scientists and more but one clear route to failure is expanding too fast, too soon so we focused on the core of reading and mathematics. With the students to target the teacher giving the provision and the data to select students identified, we had planned for the foundations. Having the opportunity to attend the Challenge for All Summit (Highly Able and Gifted and Talented) was an absolute privilege, providing huge amounts of food for thought. Hearing about others' effective programmes - such as the well established programmes at Colegio Nueva Granada, American School of Bombay and KAUST - was fantastic, as it gave us confirmation we were headed in the right direction, time to ask questions related to our wonderings and opportunities to consider other exciting future possibilities. Our program took a number of months to plan for and perhaps will take some years to reach its full effects but every journey starts with the first step. I am excited to see where the programme goes and the feedback we continue to receive to take into account as we evolve and develop.
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AuthorEmma Ahmed is a learning coach and curriculum coordinator at International Schools. Archives
September 2023
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