1. 1 Gifted Cluster Model Update October 14, 2014 Mrs. Linda Palles-Thompson, K12 Administrator

2. Restructure of Gifted Services March 28, 2013 Governing Board Meeting Initially precipitated by budget constraints All programs and services were reviewed Opportunities to design a new more cost effective model Recommendation To restructure gifted services for K-8 th grade from a pull-out program (Project IDEAL) to a school wide cluster group model (SCGM) 2

3. Challenges & Considerations of Restructure Longevity and reputation of Project IDEAL Expertise and passion of Gifted teachers Opportunities for affective activities, reflections and academic risk taking A specific program of extra-curricular projects and field experiences Change is not easy. If nothing ever changed there would be no butterflies. 3

4. Provide high level thinking, differentiated instruction and high student engagement everyday, rather than 4 hours per every six days Enrich and accelerate student learning opportunities aligned to career & college readiness standards Expand professional development opportunity strategies to regular classroom teachers Expand gifted strategies & experiences to additional students Opportunities 4

5. The School-wide Cluster Grouping Model (SCGM) A method for providing full-time gifted education services with the potential to raise achievement for all students. Students are purposely placed into classrooms based on their abilities, potential, or achievement. Training by Dr. Dina Brulles who authored The Cluster Grouping - How to Challenge Gifted Students and Improve Achievement for All and Teaching Gifted Kids in Today’s Classroom 5

6. Staffing Model Gifted Coordinator Cluster Coaches Testers Cluster Teachers 6

7. Gifted Coordinator – Meets weekly with Cluster Coaches – Coordinates professional development – Interfaces with Curriculum and Instruction – Provides resources/maintains portal – Hosts parent meetings Staffing Model 7

8. Cluster Coaches (6) – Meet with and support SCGM teachers – Model over 700 lessons/per year – Provide workshops/trainings/professional development throughout the school year – Conduct summer classes and trainings – Provide resources/maintains portal – Create and update handbook – Present at state gifted conference – Present at PUSD gifted meetings 8

9. Staffing Model Testers 2 Part-time The Governing Board of each school district shall develop a scope and sequence for the identification process of and curriculum modifications for gifted pupils to ensure that gifted pupils receive special education commensurate with their academic abilities and potentials. (ARS 15-770) Tested 1,256 K-8 students (288 Qualified) 9

10. Staffing Model Cluster Teacher (205) – Compact and differentiate as necessary – Attend workshops – Interact and communicate with parents – Work with gifted coaches 10

11. What we are hearing from teachers… “I learned so many new strategies that I was able to embed into my teaching. The strategies will be forever used.” “We worked together to enhance the learning process of every student in the classroom.” “She was great at offering help/suggestions and coming in to teach lessons. Our 6 th grade team was able to take her lessons and use them with other classes as well.” “My coach was indispensable. She taught me so many strategies. She also helped me by offering support and guidance on everything from the classroom to testing to life. I have grown so much professionally and personally.” 11

12. IMPACT Positive alignment with curriculum and standards Consistency with respect to the number of identified gifted students tested and attending district schools Increased capacity of teachers throughout the district with respect to gifted education Parent concerns have decreased 12

13. Proficiency 13 MathematicsMeets & Exceeds Fiscal Year 201298% 201398% 201499% ReadingMeets & Exceeds Fiscal Year 201299% 201399% 201499%

14. Growth 14 MathematicsMedian SGP* Fiscal Year 201258 201357 201462 ReadingMedian SGP* Fiscal Year 201254 201355 201458 *SGP=Student Growth Percentile

15. Increase nomination and identification of underserved gifted populations Continue professional development Increase opportunities for further enrichment outside of classroom Survey students Implement E=MC 2 15 Next Steps

16. 16 Questions