1. Gifted Programming Building a Dynamic Continuum of Services With Minimal Funding Thurs., Oct. 16, 2014 Dina Brulles, Ph.D. Karen L. Brown, M.S. Paradise Valley Unified School District Arizona State University dbrulles@gmail.com

2. Relevant Disclosures I am coauthor of: - Helping All Gifted Children Learn: A Teacher’s Guide to Using the Results of a nonverbal ability test (Naglieri, Brulles, & Lansdowne) - The Cluster Grouping Handbook: How to challenge gifted students and improve achievement for all (Winebrenner & Brulles) - Teaching Gifted Kids in Today’s Classrooms (Winebrenner & Brulles) Book and Multimedia Training Kit

3. Presentation Outline Building Dynamic Services with Minimal Funds: Data Based Decision Making: Multi-tiered Systems of Support Providing a continuum of services Strategies Scheduling through Cluster Grouping Creating a Virtual Support Framework

4. Why do gifted students need something different?

5. 5 General Ability General ability is what allows people to solve a number of different kinds of problems that may involve words, pictures, or numbers These problems may involve: reasoning, memory, sequencing, verbal and math skills, patterning, connecting ideas across and within content areas, insights, making connections, drawing inferences, analyzing simple and complex ideas…

6. 6 High Ability Relates to… Making relationships between ideas and things Acquiring and retaining information quickly Learning advanced content more quickly than age peers

7. 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.

8. Gifted children learn differently They may not need to go through the same sequential steps that others must follow when learning new content.

9. NAGC Research results on Grouping Students at ALL achievement levels benefited from grouping accompanied by differentiated instruction and content Achievement is increased when Gifted students are grouped for enriched or accelerated learning …when groupings are carefully planned, monitored, and supported.

10. Why Group Students by Ability? To create a structure wherein all students are poised to be challenged and make academic advancement. Effective grouping practices involve three parts: 1.How we form our groups. Using data to determine the groupings. 2.What we do once grouped. Grouping to differentiate the curriculum, instruction, and pace. 3.How we know it’s working. Assessing growth using data to refine the process

11. Ability Grouping Practices Regrouping for specific instruction Within-class grouping Like-ability cooperative grouping

12. In all grouping models… Gifted students need: Appropriately challenging curriculum An environment that encourages divergent learning Learning time with peers

13. Benefits of systemic and methodical grouping models Continual assessment Differentiation within each class Targeted instruction Focus on specific objectives Occurring consistently due to the structure of the classes.

14. RtII/MTSS Diamond & Grouping Implications

15. Things that Influence Tier I Similarity between Common Core curriculum, state content standards, local curriculum and universal screening Ability of general education teachers to differentiate Extent to which district curriculum is responsible to overall student need Remember, +/- 80% in Tier I - If the average 6 th grader is doing algebra, that should / could be Tier I

16. What if only 50% of students learn in Tier I? Heterogeneous grouping- Classrooms academically-diverse, difficult to challenge all. Many students will need Tier II or Tier III interventions. Many will go un-challenged or un-supported.

17. What if teachers could differentiate to reach 99% of students? If a grade level is homogenous enough OR if teachers can effectively different for all, Tiers II and III become very small. Most students have their needs met in the regular classroom.

18. Tier II – Advanced Side of Diamond Pull-Out Programs RtII/MTSS Intervention Periods Subject-specific acceleration Gifted cluster groups Independent work / projects Curriculum compacting These options can work often while students remain in their regular classrooms Tier II interventions can augment Tier I instruction.

19. Tier III – Advanced Side of Diamond Often these are the students who are referred to as highly gifted. Could look very different across schools or districts Self-contained gifted program Acceleration Early entrance to college or kindergarten Replacement / online courses Independent study course / unit replacement Gifted Individualized Education Plan (GIEP) Tier III is when a general education classroom is just not going to meet the child’s needs they are just too advanced for one teacher to effectively teach.

20. Use formative assessments to form learning groups in a systemic grouping model Use formative assessments to form learning groups in a systemic grouping model Suggestions: Provide to all students to build a data base Use aligned assessments Make data accessible – for grouping and planning Include out-of-level testing

21. Effectively serving gifted students involves: Flexible grouping Differentiation Continuous progress Intellectual peer interaction Continuity Teachers with specialized education

22. Program Options

23. GIFTED SERVICES MODELS GIFTED SERVICES MODELS Gifted Preschool ~ four year old students Cluster Grouping ~ K-6 Honors Math and Language Arts ~ Gr. 4 - 6 Enrichment classes ~ K-8 Self-contained Programs for the Highly Gifted~ gr. 1- 8 Twice-exceptional Programs ~ gr. 1- 8 Digital Learning Center ~ MS & HS Honors Academies (Pre-engineering & Foreign Language ~ MS Honors & Advanced Placement Classes ~ MS & HS Online Honors ~ MS & HS (Elementary commencing in 2012) International Baccalaureate ~ K-12 (In PVUSD)

24. Self Contained Program Designed to serve highly and profoundly gifted students whose needs may not be met by other gifted programs. Students in self-contained gifted programs generally work at levels far beyond their chronological age peers.

25. Cluster Grouping Model An inclusion model in which gifted students in each grade are grouped together in classrooms with a narrowed range of ability levels. Gifted cluster teachers should have specialized training in gifted education and in methods of differentiation effective with gifted students.

26. Pull-out Services A model that removes gifted students from the mainstream class for specific instruction. Pull-out gifted programs vary in the amount of time gifted students receive services, and are typically enrichment-based.

27. Content Replacement Services A program model in which gifted students receive advanced curriculum and instruction in the content areas. -Typically in mathematics and/or reading depending upon the students’ area(s) of identification and strength. -Provided by a gifted education teacher outside the regular classroom at the home school.

28. Twice Exceptional Program A program designed for students identified as gifted with another documented diagnosis that indicates a learning challenge. These students may also be referred to as having dual exceptionalities, or as being Gifted/LD.

29. Instructional Provisions All schools can make!

30. Acceleration Faster presentation of content to more closely match the speed at which gifted students learn. This can occur: - within the students' class in one or more subject areas - outside the class in one or more subject areas in a higher grade - when the student requires a full year acceleration in all classes

31. Flexible Grouping Temporary groupings formed according to students’ interests, achievement levels, learning preferences, or content objectives. Flexible Groups are formed: - Within the class - Within the grade level - Beyond the grade level

32. Ability Grouping Placing students of similar ability in the same class or group for purposes of instruction. When students work with like minded peers, and at challenge levels commensurate with ability… -they experience fewer negative social-emotional issues, and -academic achievement increases

33. Compacting Eliminating repetition, Minimizing drill, Accelerating instruction, in basic skills so that gifted students can move to more challenging material.

34. Enrichment Learning activities that emphasize critical and creative thinking. Enrichment activities may--or may not-- be connected to the academic standards.

35. 35 Gifted Program Models [There is] no single best way to develop programs for these students, who are so varied in their interests, talents, abilities, and learning styles. Thus, programs should be flexible and dynamic, multi-leveled, and designed to meet the individual needs of each child who receives services. The goal is to expand students’ abilities, not just to establish a program”. Aiming for Excellence: Gifted Program Standards, Landrum and Shaklee (2001)

36. TSCGM is a method for providing full-time gifted education services without major budget implications, and with potential to raise achievement for all students. All students are purposely placed into classrooms based on their abilities, potential, or achievement. Embraces diversity Increases achievement Expands gifted services Raises expectations for all students Attracts and retains smart students The Schoolwide Cluster Grouping Model

37. In The SCGM A group of gifted identified students is clustered into a mixed ability classroom with a teacher who is trained to differentiate for gifted students.

38. Suggested classroom composition 30 students in 3 classes GiftedHigh Average AverageLow Average Far Below Average A6012 0 B06 66 C06 66 Suggested classroom composition

39. The SCGM enfranchises all gifted students… Creatively gifted people Gifted Perfectionists Culturally and linguistically diverse gifted students Twice-exceptional gifted students Non-productive gifted students

40. How does the SCGM fit with other inclusion models? The two models are totally compatible. For ease of scheduling and to ensure that students receive appropriate instruction by properly trained teachers, schools commonly cluster special education students according to the services they require. The SCGM replicates this model for gifted students.

41. No… When tracking students are grouped into classrooms with others of comparable ability and generally remain together throughout their school years. Curriculum is based on the ability levels of the students in each track. When clustering all classes have a range of abilities. Teachers modify curriculum and extend grade level standards according to the students’ needs and abilities. The classroom composition changes each year. Is Cluster Grouping the same as tracking?

42. W hy should gifted students be placed in cluster groups instead of 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 learning peers Teachers… are more likely to differentiate curriculum when there is a group of gifted students have the full range of abilities

43. Will cluster groups rob the other classes of academic leadership? With 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

44. Effective Gifted Cluster Teachers… Understand, respect, and enjoy teaching gifted students Strongly support inclusion Decrease use of whole group instruction Encourage student-centered approach to learning Participate in professional development

45. What are some advantages of cluster grouping? Grouping all gifted children in a regular classroom provides social, emotional, and academic advantages to students Teachers can focus instruction to better meet all students academic needs Schools provide full-time gifted services with few additional costs Achievement levels increase

46. Cluster Grouping: Achievement Implications 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.

47. Measuring: Ethnic representation of identified gifted students Academic achievement of gifted and all other students Gifted population identified and served by year Professional development for teachers*** Showing growth in a cluster grouping model

48. Academic Effects of Clustering and Non-Clustering Gifted Students in Mathematics

49. Journal for the Education of the Gifted Winter 2010

54. Academic Effects of Cluster Grouping for General Education Students (Non-Gifted Learners) in Mathematics

56. Results of Pre to Post Assessment Scores in Mathematics

63. Academic Achievement Charted Within a School or School District

64. Showing yearly achievement of gifted students in ea. content area tested by the state. Example of gifted students in one school: 20112010

65. 4 th Grade

66. Gifted vs. Others READING

67. Comparing schools within a feeder system

68. Out of level testing and instruction in the cluster classroom Teachers document at and above grade level standards to determine instruction and show growth. Process: Create grade level essential maps with curriculum notations and standards documentation for each quarter. Documents acceleration for parent and teacher Allows instruction based on student need and challenge level Standards-based instruction holds students and teachers accountable Procedure: 1. Pretest on grade level by quarter with SAMS Form A 2. Document standards mastered 3. Pretest above grade level by quarter with SAMS Form A 4. Instruct based on student challenge level 5. Post test with SAMS Form B or alternate assessment

69. Create essential maps each grade level, for each quarter. Skills & standards are aligned with district adopted curriculum.

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

71. Create a bridge for when teaching multiple levels in one class.

72. Gifted Resource Site Paradise Valley Unified School District Recipient of the First Annual NAGC Professional Development Network Award Dr. Dina Brulles dbrulles@pvschools.net Karen L. Brown karbrown@pvschools.net

74. Tabs

75. Groups

76. Dina Brulles, Ph.D. dina@giftededucationconsultants.com www.pvschools.net/gifted