Presentation on theme: "The SCGM: Everyone Benefits!"— Presentation transcript:
1 The SCGM: Everyone Benefits! Implementing and SupportingThe Schoolwide Cluster Grouping ModelSusan Winebrenner, M.S. susanwinebrenner.comDina Brulles, Ph.D. dinabrulles.com
2 What is The SCGM and why should we consider it? 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.
3 The SCGM allows schools to employ… The critical elements of effective gifted programs:flexible groupingdifferentiationcontinuous progressintellectual peer interactioncontinuityteachers with specialized educationProgram elements identified by Barbara Clark
4 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 differentiate for gifted students.
5 Suggested classroom composition 30 studentsin 3 classesGiftedHigh AverageAverageLow AverageFar Below AverageA612BCMore cluster groups may be formed as needed. Try to keep gifted cluster to no more than 20% of an individual class.
6 Placing students in the classrooms: Determine placement for upcoming yearfollowing spring testingGifted students make up approximately 20%of the gifted cluster classCreate the number of gifted cluster classrooms necessaryto serve all gifted students in each grade
7 Special considerations when making placements Create procedures for determining placementof the following groups:Kindergarten studentsNew students enrolling during school yearTwice-exceptional gifted studentsELL gifted students
8 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 studentsaccording to the services they require.The SCGM replicates this model for gifted students.
9 Isn’t cluster grouping the same as tracking? 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.
10 Why should gifted students be placed in a cluster 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 progressbetter understand their learning differences when they are with learning peersTeachers are more likely to differentiate curriculum when there is a group of gifted students
11 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.
12 Can I create small groups of gifted students in all classes? The desired outcomes of the SCGM become diminishedwhen doing so because:there is less accountability for teachers to facilitate progress of their gifted learnersteachers feel a decreased need to identify gifted studentsproviding appropriate teacher training becomes difficultAll teachers have the full range of abilities!
13 Why is it so difficult to teach gifted students in Why is it so difficult to teach gifted students in totally heterogeneous classes?Gifted students’ learning needs are less apparentProviding appropriate teacher training becomes difficultand…Teachers have the full range of abilities!
14 Won’t the creation of a cluster group 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 leadersGifted students do not make the best academic leaders because they make intuitive leaps, and thereforedo not always appear to have to work as hard as othersHigh average students have new opportunitiesto become academic leadersDale Shunk’ s research on role modeling. Invite Michael Phelps to a beginning swimmer’s class.
15 Aren’t gifted students needed in all classes Aren’t gifted students needed in all classes so they can help others learn?Helping other students learn is not the responsibility of gifted students, and they are usually not very good at it!They are not good coaches – they are excellent DICTATORS! No patience and may communicate negative messages to the student they are supposed to be helping.
16 Will the presence of gifted students in the 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 or around 20% of the total class enrollmentBy offering learning extension opportunities to all students in the class, expectations rise for all4th grade teacher in San Diego – offered spelling pretest to all volunteers and a boy who had not been a successful speller so far this year took the test and passed it! What better way to communicate high expectations for all???
17 Are gifted cluster groups “visible” in the classroom? Gifted cluster groups are rarely distinguishable from other groups of students in the classroomAll students move in and out of groupings according to interest, ability, and pace regarding different topicsThis is the essence of flexible grouping.
18 Understanding the needs of our students ~Who are these children we call gifted?~How do we know they have different and differing learning needs?~How do we help others understand this?Ask if anyone in the audience has never attended a gifted education training before today. If no-one or a few – skip
19 Gifted children typically… Are intensely curious and have many interestsProcess information with great speed and deep understandingRemember forever what they learnReadily grasp underlying principles and make generalizationsAre highly sensitivePrefer to work aloneRelate well with older students and adultsDemonstrate advanced sense of humorRequire little directionSustain long periods of attention and concentration*These behaviors apply to all content areas, all day long.19
20 Creatively gifted people… Have original ideas and challenge existing ideasEnjoy complexityTolerate ambiguity and delay of closureAre intensely aware of beautyTake risks and lack inhibitionDelight in non-conforming behaviorIgnore disorderAppreciate time alone*Allowing for student-directed learning draws on students’ creativity.OMIT THIS SLIDE
21 The Gifted Perfectionist may… show reluctance beginning a taskstart work over often and work slowly to avoid mistakesbe needy of teacher attention and cry easily when frustratedargue in response to teacher commentsGifted Cluster Teachers can:model acceptance of mistakesteach realistic goal settingshow appreciation of the learning processemphasize “personal best” not “being the best”avoid win/lose situationsOMIT THIS SLIDE
22 Culturally and linguistically diverse gifted students commonly… acquire language with ease and rapidityset high standards for themselvesuse creative ability in problem solvingdemonstrate strong leadership skills in own cultureshow abilities in fine or practical artshave a richness in imagination and informal languagemay easily adapt to new situations
23 Including CLD gifted students Begins with identification…Use “non-verbal” tests of general abilitythat do not rely on languageUse multiple measures that examine cognitive abilities, achievement, classroom performance, and teacher observationsEvaluate learning behaviors, motivation, social abilities, leadership, creativity, and problem- solving abilities
24 Including twice-exceptional gifted students have a learning disability or attention deficit disorderand are gifted!deserve similar gifted services as other gifted identified studentsGifted Cluster Teachers should:teach to the areas of strengthteach appropriate compensation strategies when neededallow for student-directed learning
25 Including non-productive gifted students Non-productive students may:not see the need to complete assignmentsfeel unmotivated by required workthat does not hold their interest or challenge thembe afraid to fail, so they never beginGifted Cluster Teachers can:give credit for previously mastered contentallow students to do more challenging workteach students to set their own goalsacknowledge and show appreciation for effortallow student-directed learning based on interests and strengths
26 What are some advantages of cluster grouping? Grouping all gifted children in a regular classroom provides social, emotional, and academic advantages to studentsTeachers can focus instruction to better meetall students academic needsSchools provide full-time gifted services with few additional costsAchievement levels increase
27 What are possible challenges when cluster grouping? Parental pressure to place children who have not been identified as gifted into the gifted cluster classroomPlacing students when enrolling during the school yearMaking sure that compacting and differentiation are consistently occurring in the gifted cluster classes
28 Benefits of The SCGM include: Challenging gifted students every day, all dayCreating learning and leadership opportunity forall studentsEmpowering all teachers by expanding awarenessand providing preparationOn-going assessment of students’ strengths and needsAll students have opportunities for extended learning
29 The SCGM: Achievement Implications Narrowed range of abilities allows formore focused instructionTeachers learn strategies for advanced ability learnersthey can use for all students, not just the gifted studentsOn-going assessment of students’ strengthsand needs ensures continual progressGifted ELL students are more likely to receive advanced instruction and extended learning opportunitiesNot all student are working on the same material at the same timeHigher expectations for all students!SCGM may actually facilitate higher achievement for low performing students because when teachers know how to engage gifted students in long term projects they have more time to spend with other students. Of course, time must be spent with the gifted students to facilitate their work as well.
30 Staffing The SCGM Gifted Cluster Teachers, at every grade Gifted Specialist, at every schoolGifted Coordinator, district level
31 Gifted Cluster Teachers… Understand, respect, and enjoy teaching gifted studentsStrongly support inclusionDecrease use of whole group instructionEncourage student-centered approach to learningParticipate in professional development
32 Gifted Cluster Teacher responsibilities Hold or are working toward obtaininga gifted endorsementDifferentiate curriculum and record student progressParticipate in gifted cluster teacher meetings and other professional developmentAssist grade level teachers when nominating studentsfor gifted testing
33 Gifted Mentor responsibilities Hold or are working toward obtaining a gifted endorsementPreside over gifted cluster teacher meetingsAttend district Gifted Mentor meetings and professional developmentProvide staff development at the schoolsOversee nominations, administration, and reportingof gifted testing at school
34 Gifted Coordinator responsibilities Hold a gifted endorsement / certificationPreside over Gifted Specialist / Mentor meetingsMonitor progress of the modelOrganize and provide staff developmentCoordinate testing schedule, administration, and reporting of testing resultsCommunicate with school communityAnalyze student achievement
35 For a supportive school culture… carefully balance the classrooms according tostudents’ abilitiesprovide information to teachers and parentsbuild a cooperative partnership between school and homeinvite all teachers to participate inprofessional development opportunities
36 Parent information Provide office staff with information they can use to answer parents questionsDevelop a Gifted Education Services linkto your classroom, school, or district websitePrepare a brochure with FAQ’s about cluster groupingHold informational evenings for parents of gifted students
37 More parent information Gifted Coordinator sends out letters with test results describing the gifted service modelGifted cluster teachers send out letters describing differentiated learning opportunities in the classroomOffer school-based or districtwide workshops, book studies, or guest speaker presentationsOMIT
38 Planning with principals and staffs Meet with principals to develop plans according to the schools’ needsPresent plans to staff and seek inputIdentify gifted cluster teachersIdentify students to be placed into gifted cluster groupsProvide training for gifted cluster teachers
39 Effective cluster teachers know how to: Understand and implement the SCGMRecognize gifted potential in all populationsPay attention to students’ social/emotional needsIdentify students who needs learning accommodationsCompact and differentiateForm flexible learning groupsIntegrate basic skills and higher order thinking skillsCreate and use learning extensions and tired lessonsUse appropriate assessments and grading practicesDevelop student’s abilities to self-directBuild effective parent/teacher partnerships
40 Peer coaching in The SCGM Ensures long-term implication of content learned instaff developmentAllows gifted cluster teachers to learn togetherCan prepare teachers for becoming gifted cluster teachersand Gifted MentorsSupports what occurs in Professional Learning CommunitiesShowers and Joyce’s research confirms that collegial peer coaching leads to significantly higher long term application of strategies learned in professional development meetings. Professional Development for Student Achievement, ASCD.
41 Professional development with the SCGM Gifted Mentor meetingsGifted Cluster Teacher meetings at sitesDistrictwide Gifted Cluster Teacher meetingsAfter-school teacher workshopsTeacher InservicesBook studies: face-to-face & onlineWeb-based learningJust a quick summary = no details.
42 Gifted Mentor meetings The Gifted Coordinator and Gifted Mentors / Specialistsmeet monthly to:schedule and prepare for testingaddress student placementsprepare and use DEP’sanalyze student achievementplan professional developmentdiscuss parental support
43 Gifted cluster teacher meetings Each school’s Gifted Mentor leads monthly meetings.Suggested meeting components:Discussion of specific strategiesSharing resources: lessons, materials, etc.Nomination and testing issuesProblem solving regarding classroom or site concernsPlanning for growth- scheduling students and incominggifted cluster teachers
44 District gifted cluster teacher inservices Inservices are led by the Gifted Coordinator ora Gifted Mentor/Specialist during the school year.Inservice topics can include:a training componenttime to plan lessons with others teaching the same gradeshare of resources and ideas
45 Showing growth in the SCGM Schools can track ongoing growth by measuring:Academic achievementGifted population identified and served by yearEthnic representation of gifted studentsTeachers participating in gifted education training*This requires first creating a gifted student data base.
46 The SCGM in times of lean budgets Full-time gifted services are provided with:No initial outlay of funds neededNo additional staffingNo extra materials requiredDesirable staff development that benefits all studentsRetaining students that remains steady keeping tax dollars in the district46
47 In Summary… SCGM GoalsTo benefit all students in the grade level by increasing the opportunity for planned differentiation due to the reduction in the range of ability 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.
48 REFERENCES AND RESOURCES The Cluster Grouping Handbook: How to Challenge Gifted Students and Improve Achievement for All, Free Spirit Publishing,Teaching Gifted Kids in the Regular ClassroomFree Spirit Publishing,Helping All Gifted Children LearnPearson Assessment, Nagieri NonVerbal Ability Test (NNAT)A Web Course for distance learning from for The Cluster Grouping HandbookKnowledge Delivery Systems, NYC,Susan Winebrenner, M.S. susanwinebrenner.comDina Brulles, Ph.D. dinabrulles.com48