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Transcript of Presented by Susan Winebrenner, MS Co-author of The Cluster Grouping Handbook with Dina Brulles Ph.D...
Presented by Susan Winebrenner, MSCo-author of The Cluster Grouping Handbook
with Dina Brulles Ph.DNorthern CAG Symposium 2015
The SCGM FOR
Administrators, Coordinators,
and
Directors of Programs
For Advanced/Gifted Students
http://gifted.pvschools.netwww.giftededucationconsultants.comdbrulles@pvschools.ne 602.449.2114
Dr Dina Brulles
Susan Winebrenner, MSwww.susanwinebrenner.com 760.510.0066
Free Spirit Publishing www.freespirit.com 1.800.735.7323
The SCGM: Everyone Benefits!
Implementing and SupportingThe Schoolwide Cluster Grouping
Model
Susan Winebrenner, M.S. susanwinebrenner.com Dina Brulles, Ph.D. [email protected]@gmail.com
Pace
Method/Learning Style
Amount
Peer Interaction
Teacher Interaction
Content
Product Type
Choice/Menus
Project Work
Creativity
Link to interests
Movement
ONES TWOS THREES
The SCGM is a method for providing full-time gifted education 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 SCGM allows schools to apply all the critical elements of effective gifted programs:
Curriculum compacting and differentiation
Flexible grouping
Continuous academic progress
Intellectual and academic peer interaction
Continuity of learning growth, and
Teachers with special training who understand gifted learners
Program elements identified by Barbara Clark
Suggested 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
Placing students in the classrooms:
• Determine placement for upcoming year every spring
• 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.
Schools often cluster special education students for ease of
scheduling with specialists, and to ensure that students are grouped with some of their learning peers
The SCGM replicates this model for gifted students.
Including CLD gifted students
Begins with identification…
• Use “non-verbal” tests of general ability
• Use multiple measures that examine cognitive abilities, achievement, classroom performance, and teacher observations
• Include observations of advanced learning behaviors, motivation, social interactions, leadership within their own CLD group, 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 learning modality strengths • teach appropriate compensation strategies when needed• allow for student-directed learning
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
What are some advantages of cluster grouping?
Grouping all gifted children into cluster groups in heterogeneous classes
provides social, emotional, and academic advantages to them.
Teachers have a smaller range of achievement levels and can focus
instruction to better meet all their students’ academic needs
• Schools provide full-time gifted services with few additional costs
Achievement levels increase for all students at the grade levels that use
the SCGM with fidelity.
Families keep their children AND their state allotment in their home school.
Collegial Peer Coaching
Informal ongoing PD in the context of a book study, a PLC group study, or structured ongoing meetings throughout the school year.
Teachers with experience with teaching gifted students share their successes and challenges.
Each meeting focuses on one already learned strategy and introduces another new strategy.
Investigate the Multimedia Kit available at freespirit.com with 2 hour video of classroom clips and Discussion Leader’s Guide.
What are possible challenges when cluster grouping?
• 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
Convincing parents of gifted students that their children will be
appropriately challenged in their classes.
Other issues you can think of????
The SCGM: Achievement Implications • Narrowed range of abilities allows for
more focused instruction
• Teachers learn strategies for advanced ability learners
they can use for more than just identified gifted students
• On-going assessment of students’ strengths
and needs ensures continual progress
• Gifted ELL 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!
Gifted Cluster Teacher responsibilities
• Have taken courses or workshops in gifted education issues and strategies
• Differentiate curriculum and record student progress
1. Participate in gifted cluster teacher meetings and other professional development
Assist grade level teachers when nominating students for gifted testing
Offer coaching to other staff members who want to use some strategies in their classrooms.
CONSIDER THE
RESEARCH
DATA
Low SES high Hispanic district in Phoenix AZ
SCGM Match Scores Low SES High Hispanic District in Phoenix
Student Type
Number Pre-test Post-test % of Change
African American
32 64.06 86.06 34.34
Hispanic 300 61.98 84.02 35.56
Caucasian
173 63.94 85.15 33.17
Asian 40 69.30 87.48 26.23
Native American
9 56,78 86.56 52.45
ELL 250 63.02 84.38 33.89
Non-ELL 304 63.26 85.12 34.56
Female 270 63.79 84.99 33.23
Male 284 62.55 84.59 35.24
CONSIDER THE
RESEARCH
DATA
1. Low SES high Hispanic district in Phoenix AZ
SCGM Research Results Low SES/High CLD PhoenixStudent Type
Number (n)
Pre-Test Scores
Post-Test Scores
% of Change
Gifted Cluster 554 63 85 34.9%NG in Gifted Cluster
535 56 76 35.7%
NG in NC 2627 40 57 42.5%
ELL Gifted Cluster
250 63 84 33.3%
ELL NG in GC 249 55 73 32.7%ELL NG in NC
1504 39 57 46.2%
Non Ell in GC
304 63 85 34.9%
Non ELL in NG Cluster
286 57 78 36.8%
Non ELL Non Gifted in Non Cluster
1123 40 57 42.5%
NonELL in NG Cluster
286 57 78
SCGM Research Results Phoenix- Low SES Hi Hispanic)
Student Type
Number (n)
Pre-test Post-test % of Change
White Gft Cluster
173 64 85 32.8
White NG Cluster
144 61 81 32.8
White NG NC
357 42 60 42.9
Hispanic Gft. Cluster
300 62 84 35.5
Hispanic NG Cluster
328 54 72 33.3
Hispanic NG NC
1969 54 72 33.3
Afr. Am Gftd Clstr
32 64 86 34.4
Afr. Am NG Clstr
31 55 74 34.5
SCGM Research Results
Grade Level
Number(n)
Pretest Scores
Posttest Scores
% Of Change
Grade 2 72 70.15 92.29 31.56
Grade 3 143 64.04 87.76 37.04
Grade 4 102 59.48 83.63 40.60
Grade 5 75 65.52 84.03 28.25
Grade 6 60 63.50 83.07 30.82
Grade 7 35 61.46 79.34 29.09
Grade 8 67 57.25 77.33 35.07
Test Scores Elementary Schools
Tulpehocken PA
All students who were below proficiency levels at the beginning of the year moved to proficient or even above proficient during the same time
gifted students were having their learning needsmet every day.
This demonstrates an end to forcing schools to choose between meeting the needs of gifted students OR
low-scoring students.
Examine results by grade level in terms of yearly growth
Blue (Blue) is advancedGreen (Green) is above proficiency
Yellow (Yellow) is at proficiencyBrick (Brick) is below proficiency
GRADE 4 MATH Student First Student Last
4Sight Grade 4 - Math No.1 (Third Edition) v2010-11-Total Score
9/11/2010 PL
4Sight Grade 4 - Math No.2 (Third Edition) v2010-11-Total Score
11/4/2010 PL
4Sight Grade 4 - Math No.3 (Third Edition) v2010-11-Total Score
1/26/2011 PL
4Sight Grade 4 - Math No.4 (Third Edition) v2010-11-Total Score
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
29 Pro 33 Adv 35 Adv 34 Adv
17 Bel 23 Bas 28 Pro 31 Pro
23 Bas 32 Pro 26 Pro 32 Pro
21 Bas 26 Pro 30 Pro 34 Adv
13 Bel 14 Bel
18 Bel 21 Bas 26 Pro 30 Pro
20 Bel 25 Pro 28 Pro 28 Pro
27 Pro 28 Pro 30 Pro 31 Pro
21 Bas 17 Bel 31 Pro 28 Pro
GRADE 6 MATH Student First Student Last
4Sight Grade 6 - Math No.1 (Third Edition) v2010-11-Total Score
9/11/2010 PL
4Sight Grade 6 - Math No.2 (Third Edition) v2010-11-Total Score
11/5/2010 PL
4Sight Grade 6 - Math No.3 (Third Edition) v2010-11-Total Score
1/26/2011 PL
4Sight Grade 6 - Math No.4 (Third Edition) v2010-11-Total Score
3/30/2011 PL
14 Bel 23 Pro 25 Pro 28 Pro
24 Pro 28 Pro 31 Adv 27 Pro
22 Bas 24 Pro 19 Bas 22 Bas
19 Bas 23 Pro 23 Pro 25 Pro
21 Bas 29 Pro 29 Pro 33 Adv
20 Bas 25 Pro 25 Pro 25 Pro
23 Pro 29 Pro 23 Pro 34 Adv
29 Pro 31 Adv
13 Bel 24 Pro 26 Pro 29 Pro
20 Bas 26 Pro 28 Pro 29 Pro
28 Pro 30 Pro 32 Adv 32 Adv
30 Pro 31 Adv 34 Adv 32 Adv
31 Adv 30 Pro 34 Adv 32 Adv
26 Pro 33 Adv 33 Adv 35 Adv
26 Pro 26 Pro 27 Pro 32 Adv
28 Pro 32 Adv 32 Adv 34 Adv
28 Pro 24 Pro 28 Pro 31 Adv
ADMINISTRATOR OBSERVATION FORM
Differentiated Education Plans
Cluster Grouping Articles & Resources
Maximizing Gifted Students’ Potential in the 21st Century, AASA
The Schoolwide Cluster Grouping Model: Restructuring Gifted Education in the Twenty-First Century, Gifted Child Today – use PowerPoint program on CD in book.
Improving performance for gifted students in a cluster groping model, Educating the Gifted
The Cluster-grouping Handbook, Interview with Winebrenner & Brulles
The Cluster Grouping Handbook: How to Challenge Gifted Students and Improve Achievement for All, Free Spirit Publishing
The Schoolwide Cluster Grouping Model (SCGM), Gifted Education Press Quarterly
Sound Off: What can schools do to keep gifted students enrolled and productive?, Free Spirit
Knowledge Delivery Systems, Online course: Cluster Grouping
An Inclusive Approach for Servicing Twice-exceptional Students: The SCGM, 2e Newsletter
The Multimedia Package for Teaching Gifted Kids in Today’s Classroom. A 2 hour video of in class demonstrations of differentiation strategies .www.freespririt.com