Monitoring Progress in the Gifted Cluster Grouping Model: How to tell if it’s working

1. Monitoring Progress in theGifted Cluster Grouping Model:How to tell if it’s working 2012 Dina Brulles, Ph.D.

2. Program Evaluation Provides information needed to structure gifted services that meet the needs of your school population

3. In Preparation Create a database of your gifted students Include: • Students’ names, grade, DOB • Gifted test scores • Dates tested, names of tests, previous scores • Dual exceptionalities

4. Showing Growth in a cluster grouping model Measuring: • Ethnic representation of gifted students • Academic achievement of gifted and all other students • Gifted population identified and served by year • Teachers participating in gifted education training

5. Is your school serving all your gifted students? Monitor: • % of students identified AND served by year • Ethnic breakdown of gifted to school pop.

6. Case Study Glendale, AZ 2000 - 2006 Gifted Identification

7. Glendale, AZ Gifted Population ~ Growth by Year Using the SCGM & NNAT, 2000-06

8. Glendale, AZ Numbers of gifted population depicted by ethnic representation of White and Hispanic gifted student populations between 2000-2006

9. Cluster Grouping: Achievement Implications Narrowed range of abilities allows for more focused instruction Teachers learn strategies for advanced ability learners they can use for all students, not just the gifted students On-going assessment of students’ strengths and needs ensures continual progress Gifted students are more likely to receive advanced instruction and extended learning opportunities Not all student are working on the same material at the same time Higher expectations for all students! *This requires first creating a gifted student data base.

10. Academic Effects of Clustering andNon-Clustering Gifted Students in Mathematics

11. Journal for Educating the GiftedWinter 2010

18. Academic Effects of the Cluster Model on General Education(Non-Gifted Learners) in Mathematics June 22, 2008

19. Number of Participants in Study Total Number of Students: 3,162 Students in Cluster Classroom: 535 Non-Cluster Classroom: 2,627 All students that participated in this study were not identified as gifted.

20. Percentage of Participants in Study Students in Cluster Classroom: 17% Non-Cluster Classroom: 83%

21. Results of Pre to Post Assessment Scores in Mathematics

28. Academic AchievementCharted Within a School or School District

31. For each school, make a chart showing yearly achievement of gifted students in each content area tested by the state. Example of gifted students in one school: 2010 2009

32. 4th Grade

33. Gifted vs OthersREADING

34. Comparing schools within a feeder system MATH

35. Gifted Resource Site (Intranet-based)

37. Gifted Resource Site houses curriculum, differentiated lesson plans, classroom video clips, cluster teacher meeting agendas, etc.

38. Using Formative and Summative Assessments to Guide Instruction and Document Growth

40. Essential maps are created for gifted, at each grade level for each quarter. Skills & standards are aligned with district adopted curriculum.

41. Teachers pre-assess standards, ‘at’ and ‘above’ gr. Level for each quarter, and record results documentation checklists to determine instructional level for each student.

44. Extension menus and other DI lesson plans posted by grade level and content area,