1. Cluster Grouping Presentation to Rockingham County School Board September 9, 2008

2. What is cluster grouping? Cluster grouping is defined as the intentional placement of a particular group of students in an otherwise heterogeneous classroom. Three to six identified students are placed together in the same mixed-ability classroom. Cluster groups can be made up of gifted students, special education students, English Language Learners, etc.

3. How does cluster grouping work? Cluster groups are assigned in grade levels. One teacher may have the gifted cluster, an average group, and a below-average group. Another teacher may have a high achieving group, an average group, and a far-below average group. There is a smaller range of abilities in each cluster-grouped class. No one teacher would have a gifted group and a far-below grade level group. Cluster grouping can work in all grade levels and in all subject areas.

4. Why use cluster grouping? Proponents of cluster grouping believe that the teacher is more likely to address learning needs of different groups of students. Cluster grouping used in conjunction with challenging instruction and high teacher expectations may improve how teachers view their students with regard to ability and achievement. (Marcia Lynne Gentry)

5. Clustering and Gifted Education There is a concern that NCLB emphasis on underachieving students provides schools with no incentives to meet the needs of gifted learners. Many ask, “Are the students left behind really the at-risk students – or are they the gifted ones?” Often, less attention is paid to gifted students because they can already “pass the test” and need less guidance. Special education students who have similar learning needs are often clustered in the same classroom.

6. Cluster Grouping vs. Tracking In tracking, students are placed in classrooms with other students of similar ability and remain in the same track through many of their school years. The curriculum is based on the ability of the average students in the group. In clustering, all classes have a range of abilities. Teachers modify or extend grade- level standards according to the students needs and abilities.

7. Advantages of Cluster Grouping There is a smaller range of abilities in each class. Teachers can focus instruction to better meet the academic needs of all of their students. Students are clustered with their intellectual peers. Other students become emerging leaders in other classrooms. There are measurable gains for all students.

8. More efficient use of resource services are achieved by creating clusters of students in one or two classes as opposed to being spread across several rooms. Parents are satisfied that the needs of their children are being met.

9. Disadvantages of Cluster Grouping In some communities, there may be pressure from parents to have their children placed in a cluster classroom, even if they are not in an actual cluster. The cluster grouping concept is most effective when teachers have received special training on differentiation of instruction and when the supervisor expects them to use those strategies consistently. There needs to be a procedure in place regarding placement of new students enrolled during the school year.

10. Clustering and the Challenge Program in RCPS In restructuring the Challenge program in RCPS middle schools, clustering will be implemented so that the Challenge teacher can work collaboratively in classrooms with groups of Challenge students. This will allow the differentiation of reading expectations and assignments.

11. Clustering will be monitored so that instruction is differentiated for these students. Clustering as a strategy does not require additional funding. Gifted education remains a priority, and for a considerable span of years, the gifted budget has not been compromised at all.

12. What does cluster grouping look like in RCPS? 10 of the 14 elementary schools use cluster grouping in some form. All four of the middle schools use cluster grouping to some degree. Clustered groups include special education students, gifted students, English Language Learners, Title I students, TLC students, and alternative education students. Cluster group sizes range from 2-14 students. Normal cluster group size is 3-4 students.

13. Why do our schools cluster group students? Better able to meet the instructional needs of students Helps with instructional group size Makes collaboration easier and more effective Better able to service students with available staff Helps with scheduling pull-out/push-in and other instructional time

14. Allows challenge students to challenge each other Teachers and students can have comfortable working groups of similar levels. Easier and more efficient to provide services Numbers SOLs

15. Principal Comments on the Use of Clustering Works very well – have had good feedback from teachers and parents Helps with continuity of instruction Helps with communication between resource teachers and classroom teachers Seems to be beneficial for the students

16. Increases opportunities for collaborative teaching Ability grouping sometimes creates cluster groups as well, especially in reading. This can be very effective if both classroom and resource teachers are trained and have good communication skills. A relationship often takes time to develop. This is necessary in small schools where there is not enough staffing to allow students to be dispersed across classrooms.

17. References The Cluster Grouping Handbook: How to Challenge Gifted Students and Improve Achievement for All – Susan Winebrenner and Dina Brulles “Promoting Student Achievement and Exemplary Classroom Practices Through Cluster Grouping: A Research-Based Alternative to Heterogeneous Elementary Classrooms” – Marcia Lynne Gentry “Saving Gifted Education in Difficult Economic Times through Cluster Grouping” – powerpoint presentation http://www.susanwinebrenner.com http://www.susanwinebrenner.com RCPS Elementary and Middle School Principals