““When you have When you have confidence, you can confidence, you can have a lot of fun. And have a lot of fun. And when you have fun, you when you have fun, you can do amazing things.can do amazing things.””

--Unknown AuthorUnknown Author

Enrichment Cluster Group Enrichment Cluster Group

Presented by:Presented by:

Kathleen MillerKathleen Miller

NAGC Gifted Program NAGC Gifted Program StandardsStandardsProgram DesignProgram Design• Guiding PrincipleGuiding Principle

– A continuum of programming services A continuum of programming services must exist for gifted learnersmust exist for gifted learners

• Guiding PrincipleGuiding Principle– Gifted education programming must Gifted education programming must

evolve from a comprehensive and sound evolve from a comprehensive and sound basebase

– Committee processCommittee process

NAGC Gifted Program NAGC Gifted Program StandardsStandardsProgram DesignProgram Design• Guiding PrincipleGuiding Principle

– Gifted learners are not just gifted for a Gifted learners are not just gifted for a specific time each day or weekspecific time each day or week

– Services are a required part of their total Services are a required part of their total educational environment in order for educational environment in order for maximum learning to take placemaximum learning to take place

• Guiding PrincipleGuiding Principle– Differentiated curriculum for the gifted Differentiated curriculum for the gifted

learner must span across the grade levelslearner must span across the grade levels

NAGC Gifted Program NAGC Gifted Program StandardsStandardsCurriculum and InstructionCurriculum and Instruction• Guiding PrincipleGuiding Principle

– Instructional pace must be flexible to allow for Instructional pace must be flexible to allow for the accelerated learning of gifted learners as the accelerated learning of gifted learners as appropriateappropriate

• Guiding PrincipleGuiding Principle– Learning opportunities for gifted learners must Learning opportunities for gifted learners must

consist of a continuum of differentiated consist of a continuum of differentiated curricular options, instructional approaches, curricular options, instructional approaches, and resource materialsand resource materials

Not Just Gifted WednesdaysNot Just Gifted Wednesdays

• The skills, abilities, strengths and interests The skills, abilities, strengths and interests of gifted and talented students, just like of gifted and talented students, just like those of all individuals, are present 24 hours those of all individuals, are present 24 hours a day, 7 days a week. a day, 7 days a week.

• Exploring ideas in a resource room, working Exploring ideas in a resource room, working alongside a mentor, preparing for a alongside a mentor, preparing for a competition, or being accelerated for one competition, or being accelerated for one subject for subject for part part of oneof one’’s education does not s education does not address these address these ever-presentever-present special special abilities. (Riley, 2009)abilities. (Riley, 2009)

Enrichment Cluster GroupsEnrichment Cluster Groups

• A method for providing full-time gifted A method for providing full-time gifted education services without major budget education services without major budget implications, and with potential to raise implications, and with potential to raise achievement for all studentsachievement for all students

• A group of gifted identified students is A group of gifted identified students is clustered into a mixed ability classroom clustered into a mixed ability classroom with a teacher who is trained to with a teacher who is trained to differentiate instruction for gifted differentiate instruction for gifted studentsstudents

Why should gifted students be Why should gifted students be placed in a cluster group instead of placed in a cluster group instead of being assigned to all classes?being assigned to all classes?Gifted students:Gifted students:• need to spend time learning with need to spend time learning with

others of like ability to experience others of like ability to experience challenge and make academic challenge and make academic progress.progress.

• better understand their learning better understand their learning differences when they are with differences when they are with learning peers.learning peers.– Teachers are more likely to differentiate Teachers are more likely to differentiate

curriculum when there is a group of curriculum when there is a group of gifted studentsgifted students

Advantages of Cluster Advantages of Cluster GroupingGrouping• Grouping all gifted children in a regular Grouping all gifted children in a regular

classroom provides social, emotional, classroom provides social, emotional, and academic advantages to studentsand academic advantages to students

• Teachers can focus instruction to better Teachers can focus instruction to better meet all studentsmeet all students’’ academic needs academic needs

• Schools provide full-time gifted services Schools provide full-time gifted services with few additional costswith few additional costs

• Achievement levels increaseAchievement levels increase

Benefits of the Cluster Benefits of the Cluster Grouping ModelGrouping Model

• Challenging gifted students, all day, every Challenging gifted students, all day, every dayday

• Creating learning and leadership Creating learning and leadership opportunity for all studentsopportunity for all students

• Empowering teachers by expanding Empowering teachers by expanding awareness and providing preparationawareness and providing preparation

• Encourages ongoing assessment of Encourages ongoing assessment of studentsstudents’’ strengths and needs strengths and needs

• All students having opportunities for All students having opportunities for extended learningextended learning

Achievement ImplicationsAchievement Implications• Narrowed range of abilities allows for Narrowed range of abilities allows for

more focused instructionmore focused instruction• Teachers learn strategies for Teachers learn strategies for

advanced ability learners they can advanced ability learners they can use for all students, not just the use for all students, not just the gifted studentsgifted students

• Ongoing assessment of studentsOngoing assessment of students’’ strengths and needs ensures strengths and needs ensures continual progresscontinual progress

• Higher expectations for all studentsHigher expectations for all students

Research Shows…Research Shows…

Acceleration versus enrichment" is a Acceleration versus enrichment" is a false dichotomy. false dichotomy. Good acceleration contains some Good acceleration contains some enrichment, while good enrichment is enrichment, while good enrichment is accelerative. Proper pacing and the accelerative. Proper pacing and the opportunity to study the subject in depth opportunity to study the subject in depth are both needed for the curriculum to be are both needed for the curriculum to be matched to studentsmatched to students’’ abilities. abilities.

Entrance Criteria - Entrance Criteria - IntelligenceIntelligence• CogATS (Cognitive Abilities Test)CogATS (Cognitive Abilities Test)

– The CogAT measures studentsThe CogAT measures students’’ learned learned reasoning abilities in the three areas most linked reasoning abilities in the three areas most linked to academic success in school: Verbal, to academic success in school: Verbal, Quantitative and Nonverbal. Although its primary Quantitative and Nonverbal. Although its primary goal is to assess studentsgoal is to assess students’’ reasoning abilities reasoning abilities

– While CogAT is well-suited to help educators While CogAT is well-suited to help educators make important student placement decisions, make important student placement decisions, such as selecting students for Gifted and such as selecting students for Gifted and Talented programs, exclusive features such as Talented programs, exclusive features such as the Ability Profile Score can be used to expand the Ability Profile Score can be used to expand the educational opportunities of all students.the educational opportunities of all students.

Cognitive Abilities Test Cognitive Abilities Test (CogAT)(CogAT)

Composite Score

VerbalOral Vocabulary and

Verbal Reasoning

QuantitativeRelational Concepts andQuantitative Concepts

NonverbalPictures and Figures that do not rely on

unique oral-language development

Entrance Criteria - Entrance Criteria - AchievementAchievement• NJPASS (New Jersey Proficiency NJPASS (New Jersey Proficiency

Assessment of State Standards)Assessment of State Standards)– Developed specifically for New Jersey Developed specifically for New Jersey – Designed to measure the Designed to measure the New Jersey Core New Jersey Core

Curriculum Content StandardsCurriculum Content Standards – Based on the state-released test Based on the state-released test

specifications for the specifications for the NJ ASKNJ ASK– Provides detailed score reports to help Provides detailed score reports to help

target students strengths and weaknesses target students strengths and weaknesses

Entrance Criteria - SurveysEntrance Criteria - Surveys

• SIGS (Scales for Identifying Gifted Students)SIGS (Scales for Identifying Gifted Students)– SIGSSIGS offers the most comprehensive observational offers the most comprehensive observational

instrument available for identifying gifted students instrument available for identifying gifted students ages 5–18. Used as part of a comprehensive ages 5–18. Used as part of a comprehensive process for identifying gifted children, process for identifying gifted children, SIGSSIGS offers offers schools an instrument with extensive statistical schools an instrument with extensive statistical and research support. This standardized, norm-and research support. This standardized, norm-referenced instrument is completed by teachers referenced instrument is completed by teachers and parents and provides an effective method for and parents and provides an effective method for identifying gifted children. identifying gifted children.

Differentiated Differentiated InstructionInstruction

Differentiated InstructionDifferentiated Instruction

• Differentiation is the Differentiation is the ““the process of assessing the process of assessing individual needs and responding with individual needs and responding with appropriate learning experiences.appropriate learning experiences.”” (George, 1997)(George, 1997)

• When differentiating instruction, When differentiating instruction, ““teachers teachers begin where students arebegin where students are”” (Tomlinson, 1999),(Tomlinson, 1999), meaning that educators must recognize the meaning that educators must recognize the many variances in students: learning styles, many variances in students: learning styles, rates of learning, activities, interests, rates of learning, activities, interests, expectations, motivation, outcomes, abilities, expectations, motivation, outcomes, abilities, resources, skills, tasks and parental or family resources, skills, tasks and parental or family support. support. (George, 1997)(George, 1997)

Pre-AssessmentsPre-Assessments

• Assessment is the key to knowing for whom and Assessment is the key to knowing for whom and when differentiating learning experiences are when differentiating learning experiences are appropriate and necessary.appropriate and necessary.

• Prior to teaching a unit, teachers must assess the Prior to teaching a unit, teachers must assess the children to find out who has already mastered children to find out who has already mastered objectives or is close to doing so.objectives or is close to doing so.

• Preassessment provides necessary information Preassessment provides necessary information for teachers to plan challenging learning for teachers to plan challenging learning opportunities for all children who can opportunities for all children who can demonstrate that they already know the core demonstrate that they already know the core content and are ready to move on to more content and are ready to move on to more challenging learning experiences.challenging learning experiences.

Methods and Materials for Teaching the GiftedMethods and Materials for Teaching the Gifted

How will the students be How will the students be assessed for Literacyassessed for Literacy

• Fountas and Pinnell /SRI Fountas and Pinnell /SRI Online Assessments for Online Assessments for readingreading

• When students have When students have reached a proficiency level reached a proficiency level in a reading strategy/skill in a reading strategy/skill in a grade level text, prior in a grade level text, prior to moving on, be sure that to moving on, be sure that the student can apply the the student can apply the same strategy/skill in a same strategy/skill in a higher level texthigher level text

• Utilize rubrics for Reader Utilize rubrics for Reader Response Journals and Re-Response Journals and Re-tellingstellings

• Utilizing the genre specific Utilizing the genre specific rubrics for Writing rubrics for Writing WorkshopWorkshop

• Utilize continuum of skills Utilize continuum of skills checklist that are included checklist that are included in the Lucy Calkins writing in the Lucy Calkins writing unitsunits

How will the students be assessed How will the students be assessed for math, social studies and for math, social studies and

science?science?• Utilize pre-assessmentsUtilize pre-assessments

• Interest InventoriesInterest Inventories

• Formative assessmentsFormative assessments

Flexible GroupingFlexible Grouping

•In classrooms, grouping is flexible and changes regularly.

•The groups change as learning tasks change.

•Teachers may form groups for direct instruction or reteaching based on the results of ongoing assessments.

Flexible Grouping Using Flexible Grouping Using Formative AssessmentsFormative Assessments

• In gifted-cluster classes, the grouping In gifted-cluster classes, the grouping is flexible and may change daily, is flexible and may change daily, weekly, or monthly. weekly, or monthly.

• Students are placed in learning Students are placed in learning groups according to common groups according to common interests, achievement levels, need interests, achievement levels, need for differentiation, or even for differentiation, or even personality characteristics.personality characteristics.

• Students often move between groupsStudents often move between groups

Flexible Grouping Using Flexible Grouping Using Formative AssessmentsFormative Assessments

• During the time students are working toward During the time students are working toward mastery of new standards, formative mastery of new standards, formative assessments are used along the way to guide assessments are used along the way to guide and direct instruction.and direct instruction.

• With gifted students, as with all students, With gifted students, as with all students, teachers are expected to provide ongoing teachers are expected to provide ongoing assessments to justify that students are learning assessments to justify that students are learning

• To ensure consistent forward progress in To ensure consistent forward progress in learning, teachers pre-assess, teach, assess, learning, teachers pre-assess, teach, assess, reteach, provided summative assessments-and reteach, provided summative assessments-and then repeat the entire processthen repeat the entire process

Flexible GroupingFlexible Grouping

• Flexible group based on strategy/assessmentFlexible group based on strategy/assessment

• Allows the implementation of Freehold Allows the implementation of Freehold Township CurriculumTownship Curriculum

• Allows the teacher to differentiate direct Allows the teacher to differentiate direct instruction according to ability level and instruction according to ability level and student needsstudent needs

• Spirals the curriculumSpirals the curriculum

• Consistent and constant authentic practiceConsistent and constant authentic practice

• All students are actively engagedAll students are actively engaged

Tic Tac ToeTic Tac ToeMrs. FlintstoneMrs. Flintstone

Fred LarryFred Larry

Nick PamNick Pam

Sue CaseySue Casey

Addition and Addition and Subtraction dice Subtraction dice

gamegame

Lisa JohnLisa John

Kelly JackKelly Jack

Nicole Nicole ChristopherChristopher

TechnologyTechnology

Andrew EliAndrew Eli

Sally KaiSally Kai

Julie McKaylaJulie McKayla

TechnologyTechnology

Matty BellaMatty Bella

Corey HollyCorey Holly

Max JennaMax Jenna

Follow up workFollow up work Investigation Investigation

Matty BellaMatty Bella

Corey HollyCorey Holly

Max JennaMax Jenna

Forehead Forehead FlashcardsFlashcards

Andrew EliAndrew Eli

Sally KaiSally Kai

Julie McKaylaJulie McKayla

InvestigationInvestigation

Lisa JohnLisa John

Kelly JackKelly Jack

Nicole Nicole ChristopherChristopher

Mrs. FlintstoneMrs. Flintstone

Fred LarryFred Larry

Nick PamNick Pam

Sue CaseySue Casey

Flexible GroupingFlexible Grouping

• Flexible group based on Flexible group based on assessment/interest/ topicassessment/interest/ topic

• Allows the teacher to differentiate direct Allows the teacher to differentiate direct instruction according to ability level and instruction according to ability level and student needsstudent needs

• Allows for integration across curriculum Allows for integration across curriculum areasareas

• Consistent and constant authentic practiceConsistent and constant authentic practice• All students are actively engagedAll students are actively engaged

What is Tiered Instruction?What is Tiered Instruction?•Tiered instruction allows the teacher to differentiate by creating several alternative learning tasks at varying degrees of difficulty; so although all students area learning the same standard, they are learning it at a level that is personally challenging.

•Tiered lessons can be developed for specific skills as well as for standards from content areas or entire units.

Tiered InstructionTiered Instruction

The Less Complex EnergizerThe Less Complex Energizer

1 2 3 4 5 6

L R B R B L

7 8 9 10 11 12

B L R L B R

The Just Right EnergizerThe Just Right Energizer

1 2 3 4 5 6

L r B r l R

7 8 9 10 11 12

B l R b r l

The More Complex EnergizerThe More Complex Energizer

1 2 3 4 5 6

L r B, R l, R

7 8 9 10 11 12

B l, R b r, l

What is Tiered Instruction?What is Tiered Instruction?•Tiered instruction allows the teacher to differentiate by creating several alternative learning tasks at varying degrees of difficulty; so although all students area learning the same standard, they are learning it at a level that is personally challenging.

•Tiered lessons can be developed for specific skills as well as for standards from content areas or entire units.

Extension MenusExtension Menus

Extension MenusExtension Menus((Choice Menus)Choice Menus)

• Extension menus provide suggested Extension menus provide suggested activities from which students can choose to activities from which students can choose to do an in-depth study.do an in-depth study.

• The goal is to learn about one topic in great The goal is to learn about one topic in great detail-NOT to work on several topics.detail-NOT to work on several topics.

• If a student wants to choose his/her own If a student wants to choose his/her own idea, he/she can do that with the approval idea, he/she can do that with the approval of a teacher.of a teacher.

• Students may work on one extension Students may work on one extension activity over time, keeping track of the their activity over time, keeping track of the their work using a Daily Log or Choice Activities work using a Daily Log or Choice Activities Log. (Log. (pg. 113 in Cluster Handbook)pg. 113 in Cluster Handbook)

Why is choice important?Why is choice important?

• Ask adults whether they would prefer to Ask adults whether they would prefer to choose what to do or be told what to do, choose what to do or be told what to do, and of course, they are going to say and of course, they are going to say they would prefer to have choice.they would prefer to have choice.

• Students have the same feelings. Students have the same feelings. Although they may not stand up and Although they may not stand up and demand choice if none is present, they demand choice if none is present, they benefit in many ways from having them.benefit in many ways from having them.

How can teachers provide How can teachers provide choices?choices?•When people go to a restaurant, the common goal is to find something on the menu to satisfy their hunger.

•Students come to into our classrooms having hunger, as well-a hunger for learning.

•Choice menus are a way of allowing our students to choose how they would like to satisfy that hunger.

• Placing high achievers together in one classroom challenges those students, Placing high achievers together in one classroom challenges those students, enabling other students to become academic leaders and allowing new talent enabling other students to become academic leaders and allowing new talent to emerge. to emerge.

• Cluster grouping makes it easier for teachers to meet the needs of students in Cluster grouping makes it easier for teachers to meet the needs of students in their classrooms by reducing the achievement range of students within a their classrooms by reducing the achievement range of students within a classroom. classroom.

• Cluster grouping used in conjunction with challenging instruction and high Cluster grouping used in conjunction with challenging instruction and high teacher expectations may improve how teachers view their students with teacher expectations may improve how teachers view their students with respect to ability and achievement. respect to ability and achievement.

• Achievement scores improved over a three-year period for students in a Achievement scores improved over a three-year period for students in a cluster group environment and the number of students identified as high cluster group environment and the number of students identified as high achievers increased. achievers increased.

• Flexible grouping within and between classes that reduces the achievement Flexible grouping within and between classes that reduces the achievement range of each class can provide many benefits to all students and teachers. range of each class can provide many benefits to all students and teachers.

• The positive effects of cluster grouping result from many changes in the The positive effects of cluster grouping result from many changes in the school climate such as: school climate such as:

• creating opportunities for staff development, emphasizing a variety of creating opportunities for staff development, emphasizing a variety of instructional strategies; instructional strategies;

• raising teacher expectations; raising teacher expectations; • creating a sense of ownership; creating a sense of ownership; • reducing the range of achievement levels in classrooms; reducing the range of achievement levels in classrooms; • creating opportunities for collaboration with colleagues and administration. creating opportunities for collaboration with colleagues and administration.

Gentry, M. L. (1999). Gentry, M. L. (1999). Promoting Student Achievement and Exemplary Classroom Practices Through Cluster Grouping: A Promoting Student Achievement and Exemplary Classroom Practices Through Cluster Grouping: A Research-Based Alternative to Heterogeneous Elementary ClassroomsResearch-Based Alternative to Heterogeneous Elementary Classrooms (RM99138). Storrs, CT: The National Research (RM99138). Storrs, CT: The National Research Center on the Gifted and Talented, University of Connecticut.Center on the Gifted and Talented, University of Connecticut.

ReferencesReferencesBean, S & Karnes, F (2009). Bean, S & Karnes, F (2009). Methods and materials for teaching the Methods and materials for teaching the

giftedgifted. Waco, TX: Prufrock Press Inc.. Waco, TX: Prufrock Press Inc.

Brulles, D (2009). Brulles, D (2009). The Schoolwide Cluster Grouping ModelThe Schoolwide Cluster Grouping Model [PowerPoint slides].[PowerPoint slides].

Brulles, D & Winebrenner, S (2008). Brulles, D & Winebrenner, S (2008). The cluster grouping handbookThe cluster grouping handbook. . Minneapolis, MN: Free Spirit Publishing, Inc. Minneapolis, MN: Free Spirit Publishing, Inc.

Callahan, C, Landrum, Mary & Shaklee, B (2001). Callahan, C, Landrum, Mary & Shaklee, B (2001). Aiming for Aiming for excellence: gifted program standardsexcellence: gifted program standards. Waco, TX: Prufrock Press . Waco, TX: Prufrock Press Inc.Inc.

Gentry, M (1999).Gentry, M (1999). Promoting Student Achievement and Exemplary Promoting Student Achievement and Exemplary Classroom Practices Through Cluster Grouping: A Research-Classroom Practices Through Cluster Grouping: A Research-Based Alternative to Heterogeneous Elementary Classrooms. Based Alternative to Heterogeneous Elementary Classrooms. Storrs, CT: The National Research Center on the Gifted and Storrs, CT: The National Research Center on the Gifted and Talented, University of Connecticut.Talented, University of Connecticut.

Reis, S & Renzulli, J (2005). Reis, S & Renzulli, J (2005). Curriculum CompactingCurriculum Compacting. Waco, TX: . Waco, TX: Prufrock Press Inc.Prufrock Press Inc.

Winebrenner, S (2001). Winebrenner, S (2001). Teaching gifted kids in the regular Teaching gifted kids in the regular classroomclassroom. Minneapolis, MN: Free Spirit Publishing, Inc.. Minneapolis, MN: Free Spirit Publishing, Inc.