Presented by Susan Winebrenner, MS Co-author of The Cluster Grouping Handbook with Dina Brulles Ph.D Northern CAG Symposium 2015 The SCGM FOR Administrators,

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