Optimal Grouping of All Ability Levels for Optimum Achievement For All ITAG Conference...

Optimal Grouping of All Ability Levels for Optimum Achievement For All

ITAG Conference DeMoines,October 2013 Susan Winebrenner, presenter

MS and co-author of The Cluster Grouping Handbook with Dina Brulles, Phd.

www.susanwinebrenner.com [email protected] 760 510 0066 (Pacific time)

Historic Resistance to Gifted Education

Elitism, Elitism, Elitism!The politics of education do not favor gifted students because of its perceived inequity of services for underserved groups and because of general beliefs that gifted students: Will “make it on their own”Don’t need anything “extra”Who are getting high grades, must be learningShould not get services that are “not fair” to other students

How has gifted education been delivered in the past?

Full time self contained classes

Pro – Full time learning experiences with other gifted students

Con - Open to only a small percentange of gifted students

Pull-Out

Pro- Some time with like minded peers: Extended learning options

Cons: For short time(s) only

Content Replacement

Pros Cons

“In the regular classroom”

Pros Cons

Weekend/After School Classes

Pros Cons

Content ReplacementPros - Curriculum can be easily differentiated

Learning with like-minded peers

Cons – Is curriculum truly differentiated rather than student getting simply ”more work”?

Organization problems for 2e students “In the regular classroom” Pro – Part of the regular school program- does not interfere with continuity with other classroom experiencesCon- Only as effective as the teacher’s ability to differentiate Weekend/After School ClassesPro – At least it’s something!Con Would it be enough for other kids with special needs?

The Schoolwide Cluster Grouping Model:

(SCGM)

How to Challenge Gifted Students and Improve Achievement for All

www.freespirit.com

What is the solution? A Paradigm Shift!!

The SCGM: Everyone Benefits!

Implementing and SupportingThe Schoolwide Cluster Grouping Model

\Susan Winebrenner, M.S. susanwinebrenner.com Dina Brulles, Ph.D. dinabrulles.com

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, potential, or achievement.

What is The SCGM and why should we consider it?

The Schoolwide Cluster Grouping Model (SCGM) Recommended classroom composition

30 students

in 3 classes

Gifted High Average

Average Low Average

Far Below

Average

A 6 0 12 12 0

B 0 6 12 6 6

C 0 6 12 6 6

The SCGM allows schools to employ…

The critical elements of effective gifted programs:

flexible grouping differentiation continuous progress intellectual peer interaction continuity teachers with specialized education

Program elements identified by Barbara Clark

What does it mean to place students into cluster groups?

A group of gifted identified students is clustered into a mixed ability classroom with a teacher who is trained to appropriately differentiate for the curriculum for them .

Placing students in the classrooms:

• Determine placement for upcoming year following spring testing

• Gifted students make up approximately 20% of the gifted cluster class

• Create the number of gifted cluster classrooms necessary to serve all gifted students in each grade.

Special considerations when making placements

Create procedures for determining placement

of the following groups:

• Kindergarten students• New students enrolling during school year• Twice-exceptional gifted students• ELL gifted students

How does the SCGM fit with other inclusion models?

The two models are totally compatible.

For ease of scheduling and to ensure that students receiveappropriate instruction by properly trained teachers, schools commonly cluster special education students according to the services they require. The same arrangement should be available for gifted students.

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 levels of the students in each track.

When clustered, all classes have a range of abilities. Teachers modify or extend grade level standards according to the students’ needs and abilities. The classroom composition changes each year.

Isn’t cluster grouping the same as tracking?

Gifted children typically…

• Are intensely curious and have many interests• Process information with great speed and deep

understanding• Remember forever what they learn • Readily grasp underlying principles and make

generalizations• Are highly sensitive

•Prefer to work alone•Relate well with older students and adults•Demonstrate advanced sense of humor•Require little direction•Sustain long periods of attention and concentration These behaviors apply to all content areas, all day long.

Gifted students also:

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

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.

Can I create clusters of gifted students in all classes?

The desired outcomes of the SCGM become diminished when doing so because:

• there is less accountability for teachers to facilitate progress of their gifted learners

• teachers feel a decreased need to identify gifted students

• providing appropriate teacher training becomes difficult

• Teachers have the full range of abilities!

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

• 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

• High average students have new opportunities to become academic leaders

Aren’t gifted students needed in all classes so they can help others learn?

This consideration should not impact programming…

helping other students learn is not the responsibility of gifted students, and they are usually not very good at it!

Will the presence of gifted students in the classroom inhibit learning for others?

• 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 rise for all.

Including CLD gifted students

Begins with identification… • Use “non-verbal” tests of general ability

that do not rely on language which measure general intelligence – not just intelligence in non-verbal area• Use multiple measures that examine cognitive abilities,

• achievement, classroom performance, and • teacher observations• Evaluate learning behaviors, motivation, social • abilities, leadership, creativity, and problem-

solving abilities

Including twice-exceptional gifted students

Twice-exceptional gifted students:

have a learning disability or attention deficit disorder and are gifted!

deserve similar gifted services as other gifted identified students

Gifted Cluster Teachers should:• teach to the areas of strength • teach appropriate compensation strategies when

needed• embed standards through student interest

Including non-productive gifted students

Non-productive students may:• not see the need to complete assignments• feel unmotivated by required work

that does not hold their interest or challenge them• be afraid to fail, so they never begin

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 student-directed learning based on interests and strengths

Gifted Cluster Teachers…

• Understand, respect, and enjoy teaching gifted students

• Strongly support in-class provisions for gifted kids• Decrease use of whole group instruction• Encourage student-centered approach to learning• Participate in ongoing professional development

Effective cluster teachers know how to:

• 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

•Integrate basic skills with higher order thinking skills

•Create and use learning extensions

•Use appropriate assessments and grading practices

•Develop student’s abilities to self-direct

•Build effective parent/teacher partnerships

Benefits of The SCGM include:

• Challenging gifted students on a full-time basis• Creating learning and leadership opportunity for all students• Increasing the abilities of all teachers by expanding

awareness and providing preparation• Improving student achievement and raising expectations for

for all students• Providing full time gifted services• On-going assessment of students’ strengths and needs

The SCGM: Achievement Implications

• Narrowed range of abilities allows for more focused instruction

• On-going assessment of students’ strengthsand needs ensures continual progress

• Teachers learn strategies for advanced ability learners they can use for all students, not just the gifted

students• Gifted ELL students are more likely to receive advanced

instruction and extended learning opportunities

Higher expectations for all students!

What are possible challenges with the SCGM?

Parental pressure to place children who have not been identified as gifted into the gifted cluster classroom

Placing students who enroll during the school year

Making sure that compacting and differentiation are consistently occurring in the gifted cluster classes.

Suggestions for handling these situations are included in The Cluster Grouping Handbook.

The SCGM staffing goals

• Gifted Cluster Teachers, at every grade

• Gifted Specialist, at every school – can be

one of the cluster teachers

• Gifted Coordinator, district level

Gifted Coordinator responsibilities

• Hold a gifted endorsement / certification• Preside over Gifted Cluster/Gifted Specialist meetings• Organize and provide staff development • Coordinate testing schedule, administration, and reporting

of testing results• Communicate with school community• Analyze student achievement

Peer coaching in The SCGM

• Ensures long-term implication of content learned in staff development

• Allows gifted cluster teachers to learn together

• Can prepare teachers for becoming gifted cluster teachers and Gifted Mentors

• Supports what occurs in Professional Learning Communities

Effects TYPE OFPROF DVPT

ONE WEEK LATER

ONE MONTH LATER

3 MONTHS LATER

Lecture Only 30% 20% 10%

Lecture with demonstrations

30%

20%

15%

Lecture with audience participation and practice

35%

30%

18%

Lecture with audience practice and on-site peer coaching

85%

81%

85%

Showers And Joyce ascd.org Student Achievement

t

Achievement Data from Tulpehocken Schools, Bethel PA

Lisa Kiss, Director of Special Education, strongly supports the SCGM because of the gains experienced by SPED students at the grade levels being clustered.

Grade Four Math – 2 classes

Red = below proficient, Yellow=basic Green = proficient, Blue=advanced.

Teacher Student First Student LastGrade 4 - Math No.1

(9/11/2010 PL

4Sight Grade 4 - Math No.2 (Third Edition) v2010-11-Total Score

11/4/2010 PL


1/26/2011 PL


3/30/2011 PL

12 Bel 26 Pro 29 Pro 29 Pro

26 Pro 30 Pro

23 Bas 20 Bel 28 Pro 33 Adv

34 Adv 34 Adv 34 Adv 36 Adv

28 Pro 28 Pro 24 Bas 30 Pro

16 Bel 21 Bas 22 Bas

18 Bel 24 Bas 32 Pro 31 Pro

28 Pro 29 Pro 30 Pro 31 Pro

23 Bas 34 Adv 34 Adv 33 Adv

30 Pro 35 Adv 35 Adv 34 Adv

16 Bel 16 Bel 18 Bel 26 Pro

34 Adv 31 Pro 36 Adv 34 Adv



23 Bas 32 Pro 26 Pro 32 Pro

21 Bas 26 Pro 30 Pro 34 Adv

13 Bel 14 Bel



27 Pro 28 Pro 30 Pro 31 Pro

21 Bas 17 Bel 31 Pro 28 Pro

Teacher Student First Student Last


9/11/2010 PL


11/5/2010 PL


1/26/2011 PL


3/30/2011 PL


24 Pro 28 Pro 31 Adv 27 Pro

22 Bas 24 Pro 19 Bas 22 Bas


21 Bas 29 Pro 29 Pro 33 Adv


23 Pro 29 Pro 23 Pro 34 Adv

29 Pro 31 Adv



28 Pro 30 Pro 32 Adv 32 Adv


31 Adv 30 Pro 34 Adv 32 Adv





Gifted cluster teacher meetings

Each school’s Gifted Mentor leads monthly meetings.

Suggested meeting components:

• Discussion of specific strategies • Sharing resources: lessons, materials, etc.• Nomination and testing issues• Problem solving regarding classroom or site concerns• Participating in book study groups on challenging all students• Planning for growth- scheduling students and incoming

gifted cluster teachers

Showing growth in the SCGM

Schools can track ongoing growth by measuring:

• Academic achievement• Gifted population identified and served by year• Ethnic representation of gifted students• Teachers participating in gifted education training

This requires first creating a gifted student data base at the beginning of the school year

The SCGM in times of lean budgets

Full-time gifted services are provided with:

• No initial outlay of funds needed• No additional staffing• No extra materials required• Desirable staff development that benefits all students• Retaining students that remains steady keeping tax dollars

in the district

In Summary…SCGM Goals

• To benefit all students in the grade level by increasing the opportunity for planned differentiation due to the reduction in the range of

• achievement 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.

Free Spirit Publishing

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