Alone we can do so little, together we can do so much. Helen Keller

 Regulations – Chapter 16Chapter 16  Enrichment/AccelerationAcceleration  Jack Kent Cooke Foundation Research Jack Kent Cooke Foundation Research  Cluster Grouping Cluster Grouping  Other Resources  GiftedinPA GiftedinPA  PDE Website PDE Website  2015 PAGE Conference Resources – Be sure to check out my page on Enrichment PAGE Conference Resources

 Multiple Criteria: ◦ IQ ◦ Year or More Above grade achievement level ◦ Observed or measured rate of acquisition and retention of new academic content or skills ◦ Demonstrated achievement, performance or expertise in one or more academic area ◦ Early and measured use of high level thinking skills, academic creativity, leadership skills, intense academic interest areas, communications skills, foreign language aptitude or technology expertise. ◦ Documented, observed, validated or assessed evidence that intervening factors such as English as a second language, disabilities defined in 34 CFR (relating to child with a disability), gender or race bias, or socio/cultural deprivation are masking gifted abilities.

 Specially designed instruction to meet the needs of a gifted student that is: ◦ Conducted in an instructional setting. ◦ Provided in an instructional or skill area. ◦ Provided at no cost to the parents. ◦ Provided under the authority of a school district, directly, by referral or by contract. ◦ Provided by an agency. ◦ Individualized to meet the educational needs of the student. ◦ Reasonably calculated to yield meaningful educational benefit and student progress. ◦ Provided in conformity with a GIEP. Gifted education is a service, not a place….

So what does this mean for the child… Does the child need enrichment? Does the child need acceleration? Does the child need a combination of both?

 Regulations – Chapter 16  Enrichment/Acceleration  Jack Kent Cooke Foundation Research  Cluster Grouping

By any other name…

Early Admission to Kindergarten Early Admission to First Grade Grade Skipping Combined /Multi-grade Classroom Self-Contained Classroom Telescoping the Curriculum/Continuous Progress Curriculum Compacting Distance Learning Credit by Examination Advanced Placement Correspondence Courses Concurrent/Dual Enrollment Mentoring Early Graduation Acceleration can be……

§ 4.2. Purpose. The purpose of this chapter is to establish rigorous academic standards and assessments to facilitate the improvement of student achievement and to provide parents and communities a measure by which school performance can be determined. § 4.1 Purpose Link to Chapter 4

Essential Questions It is the policy of the Board that local school entities have the greatest possible flexibility in curriculum planning consistent with providing quality education and in compliance with the School Code, including requirements for courses to be taught (24 P. S. § § and ); subjects to be taught in the English language (24 P. S. § ); courses adapted to the age, development and needs of the pupils (24 P. S. § ); § 4.4. General Policies.

§ Purpose of public education. (b) Public education prepares students for adult life by attending to their intellectual and developmental needs and challenging them to achieve at their highest level possible. In conjunction with families and other community institutions, public education prepares students to become self-directed, life-long learners and responsible, involved citizens.

 Regulations – Chapter 16  Acceleration Research (Nation Empowered)  Jack Kent Cooke Foundation Research  Cluster Grouping

 Make high performing students highly visible.  Remove barriers that prevent high-ability students from moving through coursework at a pace that matches their achievement level.  Ensure that all high-ability students have access to advanced educational services.  Hold LEAs accountable for the performance of high ability students from all economic backgrounds.

 Regulations – Chapter 16  Acceleration Research (Nation Empowered)  Jack Kent Cooke Foundation Research  Cluster Grouping

 Strategic and purposeful placement of students based on their abilities  Method for providing services efficiently

Regardless of how they are structured, all services for gifted learners should provide:  Flexible Grouping  Curriculum Differentiation  Continuous Progress  Interaction with Intellectual Peers  Continuity  Teachers with Specialized training

 Supports the needs of all (not just gifted) students  Allows for efficient scheduling of resources  Narrows the range of the abilities in the classroom, to allow for larger groups when differentiating

Based on Class size of 30 Group 1 Gifted Group 2 High Achieving Group 3 Average Group 4 Below Average Group 15 Far below Average Classroom A Classroom A Classroom A066126

 In the SCGM, all classes have a balanced mix of abilities and achievement levels  Group 1: Gifted Identified  Group 2: High achieving  Group 3: Average  Group 4: Below Average  Group 5: Far Below Average

 Determine placement for the upcoming year after spring data has been collected  Used to determine class placement but then “cluster number” disappears  All students have the potential of changing numbers  Somewhere in middle school process starts to break down as transition to secondary coursework occurs.  Not part of a high school

 Procedures need to be created and followed when determining placement for:  New Students  Twice-Exceptional  English Language Learners

 Tracked students are grouped into classrooms with like ability and remain together throughout multiple years  Curriculum is delivered to the middle  Clustering offers a (narrowed) range  Makes investment of Differentiation worthwhile

 High-Achieving students have new opportunities to become academic leaders  Gifted learners aren’t always good leaders (make intuitive leaps)

 20% or 3-7 rule  New academic leaders emerge in all classes  Learning extensions offered to all students, expectations and levels rise for all

 Grouping provides social, emotional, and academic advantages to students  Teachers can focus instruction to better meet academic needs  Achievement rises for most students  Fewer individualized services because more needs being met in the context of the specific academic area

All students are put into the assessment system Students who are meeting the grade level expectations fall through the screening Students with less significant needs stop here Students with “bigger” needs get stuck here