Total School Cluster Grouping Developed by Dr. Marcia Gentry and Rebecca L. Mann, Purdue University Model/framework for student placement into classrooms each spring Used in every elementary building in the Osseo district

Total School Cluster Grouping (TSCG) “Total School Cluster Grouping is a specific form of cluster grouping that has a research base, theoretical rationale, and model for successful implementation in schools.” From Total School Cluster Grouping & Differentiation, by Marcia Gentry and Rebecca L. Mann, page 1

TSCG definition “Cluster grouping model that takes into account the achievement levels of all students and places students in classrooms yearly in order to reduce the number of achievement levels in each classroom and facilitate teachers’ differentiation of curriculum and instruction for all students and thus increase student achievement.” Page 9

TSCG Benefits Some of “the benefits of a thoughtfully implemented cluster grouping program include:  Challenging high achievers by placing them together in one classroom, thus enabling new talents to emerge among students in other classrooms and allowing them opportunities to become academic leaders;  Increasing the ability of all teachers to meet the individual academic needs of their students by reducing the range of student achievement levels in all classrooms;  Improving how teachers view their students with respect to ability and achievement;  Improving student achievement among students from all achievement levels;  Increasing the number of students identified as high achieving and decreasing the number of students identified as low achieving;” page 2

Creates a school where every classroom is a cluster classroom and each student is thoughtfully and deliberately placed in a setting that best fits his/her needs. Reduces the range and number of instructional levels in each classroom allowing for more differentiated instruction. Provides opportunities for all students to learn something new each day and work at their challenge level, with peers who are academically similar. Recognizes that all teachers need training in differentiation strategies in order to meet the diverse needs in each classroom and encourages all teachers to further develop proven, effective teaching techniques. TSCG Model – Total School Cluster Grouping

Criteria for placement TSCG – Gentry Consider the total student and use specific criteria to place individuals in an appropriate classroom. Students should be placed based on their strengths and may well belong in the HA cluster classroom even if there are other concerns, such as behavior.

TSCG Levels of Placement – Gentry High Achieving (HA) students - HA cluster room May need 1–3 experiences to master a new skill; great at reading & math Above Average (AA) students - rooms that do not have HA students Achieving above grade level or above average at site; great at reading or math; learns with 5-8 experiences Average (A) students - all classrooms At grade level or average at site Low Average (LA) students - all classrooms Struggles in reading or math but makes gains with support Low (L) students - rooms that do not have HA students History of consistent and significant struggle with grade level academics

Criteria for Placement TSCG – Gentry Criteria for Placement TSCG – Gentry Special Services  FSSE  EL Teacher observations Staff fit Peer relationships/separations Classroom performance Grades Professional Judgment Testing Data including:  DIBELS  MAP/NWEA RIT scores  MCA scores 3-5  Cognitive Abilities Test (CogAT) results  Standardized tests (IQ, CTBS, Stanford, etc.)  Grade level assessments based on site needs Criteria for Placement (based on site needs) may include:

Marcia Gentry’s book: Total School Cluster Grouping & Differentiation

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