1. Differentiation Strategy Explained: Compacting
This PowerPoint is a step-by-step outline of how to create and use Compacting. The slides are self-explanatory and will guide participants through the process. You will find links to the handouts on the Javits Teacher Module page. You will want to copy for each participant:
Handout (slides only)
The article Curriculum compacting: A systematic procedure for modifying the curriculum for above average ability students from . Please give full credit to the authors and site.
The Curriculum Compactor. At least one copy for each participant.
The Sample Students for Compacting sheet, if you wish to have participants create a compactor for a “sample student.” You may prefer to have participants work on a Compactor for a student in their classroom instead.
*Notes pages of this presentation can also be printed for facilitators, with the slide and the notes underneath. Click “file” then “print” and in the box that says “print what” click on “notes pages” and click “OK.”

2. Differentiation Strategy: Compacting
Compacting is a method of:
identifying the content or skill for a particular unit
documenting what the gifted/advanced student already knows and how prior knowledge was determined
providing alternative tasks that extend learning and eliminate the repetition of mastered content or skills by students.
What is Curriculum Compacting? At this time copies of the article Curriculum compacting: A systematic procedure for modifying the curriculum for above average ability students from may be distributed to participants to be read as they wish. The authors of this article created Compacting as a strategy for gifted students and have researched its use within the classroom for many years.

3. Differentiation Strategy: Curriculum Compacting
Rationale of Curriculum Compacting:
Current textbooks show signs of being “dumbed down” or of poor quality
Gifted students often experience repetition of content
The needs of most high ability students are not met within the classroom
Pace of instruction and practice time can be modified
Compacting enables differentiated instruction and provides educational accountability for students
The rationale for Curriculum Compacting.

4. Differentiation Strategy: Curriculum Compacting
Goals of Curriculum Compacting:
To create a challenging learning environment in the regular classroom
To identify objectives and guarantee proficiency in basic curriculum
To honor previous learning
To find time for alternative learning activities based on advanced content and individual student interest.
The goals for Curriculum Compacting.

5. Differentiation Strategy: Curriculum Compacting
Two kinds of curriculum compacting:
Basic Skill
Content
Key Concepts:
Modification of regular curriculum through assessment of student strengths
Elimination and acceleration of skills activities in strength areas following assessment
Systematic planning of enrichment or acceleration activities to replace skills students have already mastered or can master at a faster pace
The two kinds of Curriculum Compacting and the Key Concepts behind the strategy.

6. Curriculum Compacting: 8 Steps
Identify learning objectives.
Find or develop pre-test format.
Pre-test students.
Identify students for compacting option based on pre-test results.
Eliminate practice and instructional time.
Streamline instruction or assignments.
Offer enrichment or acceleration options.
Keep records of process and instructional options offered to compacted students.

7. Curriculum Compacting: How-to
Identify Learning Objectives.
To start curriculum compacting the educator must identify the key ideas within a topic or unit of study. These can be identified within your standards - not the actual task but rather what big ideas a student must know, understand and be able to do.
The content or skill for the topic are identified within the first column of the compactor.
Distribute two copies of the Curriculum Compactor and Planning Sheet. One copy can be used by participants during this session to practice using the Compactor, one copy can be kept blank for future use.
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For example, if a student demonstrates through pre-assessment that he/she knows how to identify settings and characters within a story, then it is not necessary for the student to do that task. We cannot simply change the required instruction without substantiating mastery is in place. The compactor is a tool that provides the necessary evidence to support modifying the curriculum to keep students growing and extending their learning to reach their potential. The content or skill for the topic are identified within the first column of the compactor.

8. Curriculum Compacting: How-to
2. Find or develop pre-test format.
3. Pre-test students – either all students or by student choice.
4. Use pre-test results to identify students for compacting as well as for grades for compacted students.
An assessment tool to document student mastery must be selected and used. The next slide lists possible assessment tools. Assessments serve as justification for compacting, when the student works on alternative tasks during traditional instruction and practice.
The assessment tool used and the level of mastery demonstrated by a student is documented in the middle column of the compactor.
Facilitator may wish to elicit discussion about using the pre-test as a grading option. This can be a very touchy point with teachers. If the goal of the lesson or unit is fully realized in the pre-test and a student completes the pre-test with 80-85% mastery or higher, then the pre-test can be considered mastery of the content in the unit. Do your participants agree?

9. Curriculum Compacting: Observable student behaviors that show a need for compacting
Test scores consistently excellent despite average or below-average class work
Asks questions indicating advanced familiarity with material
Is sought after by other students for assistance
Uses vocabulary and verbal expression advanced for grade level
Finishes task quickly
Appears bored during instructional time
Consistently daydreams
Creates own puzzles, games or diversions
Brings outside reading materials to class
Has consistently high performance in one or more academic areas
Expresses interest in pursuing alternate or advanced topics

10. Curriculum Compacting: Quick Check
Are there students in the class who:
are in the top reading group or reading at an advanced level?
finish tasks quickly on a regular basis?
in your opinion, would benefit from more challenging work? .

11. Curriculum Compacting: Pre-Assessment Ideas
KNW (Know, Need to know, Want to know)
Observations
Journal prompt “write all you know about…”
Most difficult first
Ask parents, former teachers about student strengths
Lists, inventories and surveys
Pre-tests from texts, teacher created
Products
What are some other ways to assess?

12. Curriculum Compacting: How-to
5. Eliminate practice and instructional time.
6. Streamline instruction or assignments.
7. Offer enrichment or acceleration options.
8. Keep records of process and instructional options offered to compacted students.
The third column is used to document what a particular student will do instead of revisiting content or skills already mastered. Documentation must be clear and specific about what the student will be doing, researching, and working on during instructional time.
It is imperative that student and teacher agree to what will be done and supports are in place to help student be successful.

13. Curriculum Compacting: How-to
Alternative activities could include:
teacher selected activities
student selected activities from options
a combination of the above
Tic-Tac-Toe Menu of activities
working with the same content or skill at a more complex level (higher grade level indicators on the same skill)
specific independent exploration of an interest area in the library or on the internet

14. Curriculum Compacting: Record Keeping
One compactor is completed for each compacted student and kept in a binder.
These records support and justify the curricular adjustments made and explain why one or two students are doing alternative tasks.
These documents also help parents better understand how their child is doing in the classroom and what accommodations are being made for their abilities.

15. Curriculum Compacting Activity: Try it!
For this activity you will use the curriculum compactor and an assigned student to identify:
Areas of knowledge in your student,
Ways you can document these areas of knowledge,
Learning experiences and explorations this student might have instead of the traditional lesson on material already mastered.

16. Curriculum Compacting Activity: Try it!
1. Select two different students from the handout or two students that you teach and create a compactor for them.
2. Use the student descriptions/what you know about students to identify what might be a mastery area, how you will document this mastery, and what might be alternative learning that could be substituted, based on the child’s interests and strengths.

17. Curriculum Compacting Activity: Try it!
3. Introduce your Compactor to a colleague for feedback.
Does the Compactor have tasks students can do?
Are there enough materials to engage students with the content?
Are the activities appealing to students?

18. Curriculum Compacting Activity: Try it!
4. Reflect on your colleague’s comments and make any adjustments to the compactor.
5. Introduce the compactor to students carefully. Establish ground rules.
6. Observe students and document student behavior, their level of engagement with the activities and any further ideas for improvement. Ask students for feedback.
5. Keep in mind that students will need instruction on:
What to do/who to go to if they are stuck and the teacher is busy.
Materials they might need for Compactor Part 3 activities and where to get them.
Rules for talking, moving around the room, etc.

19. Curriculum Compacting Activity: Try it!
Reflection on how this Compactor worked during the trial period.
What could be improved for the future?
How can you help students gain independence and self-regulation in these activities?

20. Curriculum Compacting Discussion
What areas in your teaching can benefit from the use of compacting?
How can using compacting assist you in reaching the needs of all learners in your classroom?
Discuss how you might use information about student readiness, interests and learning preferences to determine which students need compacting and write the compactor.
Discuss specific ways you might use the compactor in your classroom.
Use these questions to elicit an in-depth discussion about Compacting. The way teachers answer these questions can be pivotal to whether they will actually put this strategy into place in their own situation. The must see *purpose* , *relevance* and *relative simplicity* to using the strategy. As a facilitator be sure to focus on these aspects. Use the Concept Map to bring in other aspects of differentiation that make this strategy a good one for all learners.

21. Curriculum Compacting
Consider inviting your coordinator of gifted services, principal, curriculum coordinator or other administrator to observe your students using Compacting.
Your observer can use the observation form found under Module Specific Planning Documents in the Facilitator Module.
Curriculum Compacting is a difficult strategy to implement well, but extremely structured and well justified. Encourage participants to try compacting the curriculum with one or two highly gifted students on their own and to share their thoughts with at the next workshop, or privately with you or another colleague.

22. Curriculum Compacting Resources
Reis, S, Burns, D. & Renzulli, J. (1992). Curriculum compacting: The complete guide to modifying the regular classroom for high ability students. Creative Learning Press: Mansfield Center: CT.
Renzulli, J. S. & Smith, L. H. (1978). The compactor. Mansfield Center, CT: Creative Learning Press.
Tomlinson, C. (2001). How to differentiate instruction in a mixed-ability classroom. ASCD: Alexandria, VA.
Many excellent books and web-links on Curriculum Compacting are available.

23. More Curriculum Compacting Resources
Winebrenner, S. (2009). Teaching gifted kids in the regular classroom. Free Spirit Publishing: Minneapolis: MN
Many excellent books and web-links on Curriculum Compacting are available.