MAKE THE LEAP: The Schoolwide Cluster Grouping Model

1. MAKE THE LEAP:The SchoolwideCluster GroupingModel Avondale Elementary School District Prepared by Cheryl Buchholtz, April 2008 Based on a presentation by Dina Brulles, Ph.D AAGT State Gifted Conference 2008

2. What is the SCGM and why should we consider using it? • The SCGM is a method for providing full-time gifted services without major budget implications, and with potential to raise achievement for all students. With the SCGM, all students are purposely placed into classrooms based on their abilities and potential. • Achievement of both gifted and non-gifted students improves using this model.

3. The purpose of this framework is to narrow the range of abilities in the classroom. Kingore states that gifted and talented students need time with their peers. Many times G/T don’t progress but they will if they are in a group with their peers (no matter what their domain).

4. When considering change… • Regardless of how they are structured, all programs for gifted learners must provide: * flexible grouping * differentiation * continuous progress * intellectual peer interaction * continuity * teachers with specialized education -Barbara Clark

5. Commonly asked questions regarding the Schoolwide Cluster Grouping Model

6. What does it mean to place students in the cluster groups? A group of gifted identified students is clustered into mixed ability classroom with a teach who is trained to differentiate for gifted students.

7. Isn’t cluster grouping the same as tracking? No. In tracking, students are grouped into classrooms with others of comparable ability and remain together throughout their school years. Curriculum is based on the ability of the average students in the class. When clustered, all classes have a range of abilities. Teachers modify or extend grade level standards according to the students’ needs and abilities.

8. Why should gifted students be placed in a cluster group instead of being assigned to all classes? Gifted students: *Need to spend time learning with others of like ability to experience challenge and make academic progress *Better understand their learning differences when they are with peers. Teachers are more likely to differentiate curriculum when there is a group of gifted students.

9. What are the learning needs of gifted students? All students deserve consistent opportunities to learn new material. With gifted students, this means having opportunities to engage in intellectually stimulating endeavors that go beyond grade level curriculum.

10. Can I create small groups of gifted students in all classes? The desired outcomes of the SCGM become greatly diminished when doing so because: *Teachers have a full range of abilities *There are no opportunities for Gifted Education leadership at the grade level *There is less accountability for teachers to facilitate progress of their gifted learners *Teachers feel a decreased need to identify gifted students *Students learning needs are less apparent *Providing appropriate teacher training becomes difficult

11. Why is it so difficult to teach gifted students in totally heterogeneous classes? Same answers are previous question: Full range of abilities Less accountability to facilitate learning for G/T learners Decreased need to identify G/T Gifted learning needs less apparent Providing appropriate teacher training becomes difficult

12. Won’t the creation of a cluster group rob the other classes of academic leadership? With either gifted or high achieving students in every class, all classes have academic leaders High ability students have new opportunities to become academic leaders.

13. Aren’t gifted students needed in all classes so they can help others learn? Gifted students do not make the best academic leaders because they make intuitive leaps, and therefore do not always appear to have to work as hard as others. It is the teacher’s job to help students learn.

14. Will the presence of gifted students in the classroom inhibit learning for other students? • Not when the gifted cluster is kept to a manageable size. Recommended gifted cluster is 4-9 students. • By offering learning extension opportunities to all students in the class, expectations and levels of learning rise for all.

15. Are gifted cluster groups “visible” in the classroom? Gifted cluster students do not always sit or work together. All students move in and out of groupings according to interest, ability, and pace regarding different topics

16. Advantages of SCGM • Grouping all gifted in a regular classroom provides social, emotional and academic advantages to students • Teachers can focus instruction to better meet all their students academic needs • Achievement rises for most students • Schools provide full-time gifted services with little additional costs

17. Challenges of SCGM • Parental pressure to place their children who have not been identified as gifted into the gifted cluster classroom • Serving students who are identified as gifted during the school year • Serving gifted students who enroll during the school year For AESD: • Adequate time for teacher training

18. Including non-productive gifted students in the gifted cluster classroom • May not see the need to complete assignments • May feel unmotivated by required work that does not hold their interest or challenge them • Are sometimes afraid to fail, so they never begin.

19. Gifted Cluster Teachers can: • Give credit for previously mastered • content • Allow students to do more challenging • work • Teach students to set their own goals • Acknowledge and show appreciation for effort • Allow for student-directed learning opportunities based on their • interests and strengths

20. Positive achievement effects of the SCGM Positive achievement effects of the SCGM

21. Narrowed range of abilities allows for more focused instructionOn-going assessment of students’ strengths and need ensures continual progressTeachers learn strategies for advanced ability learners they can use for all students, not just G/TGifted ELL students are more likely to receive advanced instruction and extended learning opportunitiesHigher expectations for all students • Narrowed range of abilities allows for more focused instruction • On-going assessment of students’ strengths and need ensures continual progress • Teachers learn strategies for advanced ability learners they can use for all students, not just G/T • Gifted ELL students are more likely to receive advanced instruction and extended learning opportunities • Higher expectations for all students

22. Assigning all students to • classrooms in The SCGM: • Determine placement for upcoming year following spring testing • Ideally, gifted students make up approximately 20% of the gifted cluster class • Create the number cluster classrooms as required to serve all gifted students in each grade Assigning all students to classrooms in The SCGM:Determine placement for upcoming year following spring testingIdeally, gifted students make up approximately 20% of the gifted cluster classCreate the number cluster classrooms as required to serve all gifted students in each grade

23. Suggested classroom composition:-Research based on work of Marsha Gentry

24. Special considerations when making placements • Procedures need to be created and followed determining placement for the following groups: • Kindergarten students • New students enrolling during school year • Twice-exceptional gifted students • Non-productive gifted students • ELL gifted students

25. Gifted Cluster Teachers… • Understand, respect, and enjoy teaching gifted students • Are willing to consistently challenge gifted students in their classrooms • Decrease the use of whole group instruction • Encourage student-centered • Learning environment • Participate in professional development in gifted education

26. Gifted Cluster Teacher Responsibilities • Hold or are working toward obtaining a gifted endorsement • Differentiate curriculum and record student progress • Participate in cluster teacher meetings • Participate in staff development • Coordinate nominations for grade level gifted testing with site counselors and Gifted CPTs

27. PD topics and training for effective cluster teachers • Understand and implement the SCGM • Recognize gifted potential in all populations • Pay attention to students’ social/emotional needs • Identify students who needs learning accommodations • Compact and differentiate • Form flexible learning groups

28. Integrate basic skills and higher order thinking skills • Consistently make learning extensions available • Use appropriate assessments and grading practices • Develop student’s abilities to self-direct • Build effective parent/teacher partnerships

29. In summary, the SCGM objectives are: To benefit all students in the grade level by increasing the opportunity for planned differentiation due to the reduction in the range of ability levels in the classroom To provide high ability students with a rigorous, faster paced curriculum and instruction in a group of their intellectual peers, delivered by one teacher, to ensure continuous progress in learning.