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, Coordinators, and Directors of Programs For Advanced/Gifted Students

Dr Dina Brulles Susan Winebrenner, MS Free Spirit Publishing www.freespirit.com

The SCGM: Everyone Benefits! Implementing and Supporting The Schoolwide Cluster Grouping Model Susan Winebrenner, M.S. susanwinebrenner.com Dina Brulles, Ph.D.

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 GiftedHigh Average AverageLow Average Far Below Average A B06 66 C06 66

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 f or 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 NumberPre-testPost-test% of Change African American Hispanic Caucasian Asian Native American 9 56, ELL Non-ELL Female Male

CONSIDER THE RESEARCH DATA 1. Low SES high Hispanic district in Phoenix AZ

SCGM Research Results Low SES/High CLD Phoenix Student Type Number (n) Pre-Test Scores Post-Test Scores % of Change Gifted Cluster % NG in Gifted Cluster % NG in NC % ELL Gifted Clust er % ELL NG in GC % ELL NG in NC % Non Ell in GC % Non ELL in N G Cluster % Non ELL Non Gifted in Non Cluster % NonELL in NG Cluster

SCGM Research Results Phoenix- Low SES Hi Hispanic) Student Type Number (n) Pre-testPost-test% of Change White Gft Cluster White NG Cluster White NG NC Hispanic Gft. Cluster Hispanic NG Cluster Hispanic NG NC Afr. Am Gftd Clstr Afr. Am NG Clstr

SCGM Research Results Grade Level Number (n) Pretest Scores Posttest Scores % Of Change Grade Grade Grade Grade Grade Grade Grade

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 needs met 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 advanced Green (Green) is above proficiency Yellow (Yellow) is at proficiency Brick (Brick) is below proficiency

GRADE 4 MATH Student FirstStudent Last 4Sight Grade 4 - Math No.1 (Third Edition) v Total Score 9/11/2010PL 4Sight Grade 4 - Math No.2 (Third Edition) v Total Score 11/4/2010PL 4Sight Grade 4 - Math No.3 (Third Edition) v Total Score 1/26/2011PL 4Sight Grade 4 - Math No.4 (Third Edition) v Total Score 3/30/2011PL 12Bel26Pro29Pro29Pro 26Pro30Pro 23Bas20Bel28Pro33Adv 34Adv34Adv34Adv36Adv 28Pro28Pro24Bas30Pro 16Bel21Bas22Bas 18Bel24Bas32Pro31Pro 28Pro29Pro30Pro31Pro 23Bas34Adv34Adv33Adv 30Pro35Adv35Adv34Adv 16Bel16Bel18Bel26Pro 34Adv31Pro36Adv34Adv 29Pro33Adv35Adv34Adv 17Bel23Bas28Pro31Pro 23Bas32Pro26Pro32Pro 21Bas26Pro30Pro34Adv 13Bel14Bel 18Bel21Bas26Pro30Pro 20Bel25Pro28Pro28Pro 27Pro28Pro30Pro31Pro 21Bas17Bel31Pro28Pro

GRADE 6 MATH Student FirstStudent Last 4Sight Grade 6 - Math No.1 (Third Edition) v Total Score 9/11/2010PL 4Sight Grade 6 - Math No.2 (Third Edition) v Total Score 11/5/2010PL 4Sight Grade 6 - Math No.3 (Third Edition) v Total Score 1/26/2011PL 4Sight Grade 6 - Math No.4 (Third Edition) v Total Score 3/30/2011PL 14Bel23Pro25Pro28Pro 24Pro28Pro31Adv27Pro 22Bas24Pro19Bas22Bas 19Bas23Pro23Pro25Pro 21Bas29Pro29Pro33Adv 20Bas25Pro25Pro25Pro 23Pro29Pro23Pro34Adv 29Pro31Adv 13Bel24Pro26Pro29Pro 20Bas26Pro28Pro29Pro 28Pro30Pro32Adv32Adv 30Pro31Adv34Adv32Adv 31Adv30Pro34Adv32Adv 26Pro33Adv33Adv35Adv 26Pro26Pro27Pro32Adv 28Pro32Adv32Adv34Adv 28Pro24Pro28Pro31Adv

ADMINISTRATOR OBSERVATION FORM

Differentiated Education Plans

Cluster Grouping Articles & Resources Maximizing Gifted Students’ Potential in the 21 st 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.