monitoring progress in the gifted cluster grouping model: how to tell if it’s working
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Monitoring Progress in the Gifted Cluster Grouping Model: How to tell if it’s working. 2012 Dina Brulles, Ph.D. Program Evaluation. Provides information needed to structure gifted services that meet the needs of your school population. In Preparation. - PowerPoint PPT PresentationTRANSCRIPT
2012Dina Brulles, Ph.D.
Program Evaluation
Provides information needed to structure gifted services that meet the needs of your school population
In Preparation
Create a database of your gifted students Include:
Students’ names, grade, DOB Gifted test scores Dates tested, names of tests, previous scores Dual exceptionalities
Showing Growth in a cluster grouping model
Measuring:Ethnic representation of gifted students
Academic achievement of gifted and all other students
Gifted population identified and served by year
Teachers participating in gifted education training
Is your school serving all your gifted students?
Monitor:
• % of students identified AND served by year
• Ethnic breakdown of gifted to school pop.
Case Study
Glendale, AZ
2000 - 2006
Gifted Identification
Glendale, AZ
Gifted Population ~ Growth by Year Using the SCGM & NNAT, 2000-06
Glendale, AZ
0
100
200
300
400
500
600
1 2 3 4 5 6
White
Hispanic
Numbers of gifted population depicted by ethnic representation of White and Hispanic gifted student populations between 2000-2006
Cluster Grouping: Achievement Implications
Narrowed range of abilities allows for more focused instruction
Teachers learn strategies for advanced ability learners they can use for all students, not just the gifted students
On-going assessment of students’ strengths and needs ensures continual progress
Gifted 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!
*This requires first creating a gifted student data base.
Journal for Educating the GiftedWinter 2010
June 22, 2008
Number of Participants in StudyTotal Number of Students: 3,162Students in Cluster Classroom: 535Non-Cluster Classroom: 2,627
All students that participated in this study were not identified as gifted.
Percentage of Participants in StudyStudents in Cluster Classroom: 17%Non-Cluster Classroom: 83%
Results of Pre to Post Assessment Scores in Mathematics
For each school, make a chart showing yearly achievement of gifted students in each content area tested by the state. Example of gifted students in one school:
2010 2009
4th Grade
Gifted vs OthersREADING
MATHComparing schools within a feeder system
Gifted Resource Site (Intranet-based)
Gifted Resource Site houses curriculum, differentiated lesson plans, classroom video clips, cluster teacher meeting agendas, etc.
Essential maps are created for gifted, at each grade level for each quarter. Skills & standards are aligned with district adopted curriculum.
Teachers pre-assess standards, ‘at’ and ‘above’ gr. Level for each quarter, and record results documentation checklists to determine instructional level for each student.
Extension menus and other DI lesson plans posted by grade level and content area,
Tools to guide & gauge progress in the school and the classroom
Gauging parents’ perceptions
Do parents feel their teacher…
allows for extended learning opportunities?
grades fairly? understands how gifted students think, learn, feel?
Using Parent Surveys
Identifying training needs: Using Surveys
An Administrator’s Perspective
Is there evidence of: Yearly academic growth? Pre-testing?Flexible grouping?Compacting curriculum?Differentiated learning?Student directed learning?Small & large group instruction?
Using Data and the Administrator Observation Form
ADMINISTRATOR OBSERVATION FORM
Student considerations
Do students feel their schoolwork is interesting and challenging?
How can you tell?
Using Student Surveys
Reflecting on teaching practices
Does your teacher training address your students’ learning needs?
Are you providing a variety of differentiated learning opportunities for your gifted students?
Is it working?
Using the Teacher Self-Assessment Checklist
Differentiated Education Plans
Differentiated Education Plans
Staff Development TopicsCharacteristics of gifted learnersNomination & ID proceduresParent communicationDI strategies for all teachersHow to pre-asses for student entry pointsTeaching holistic thinkersForming flexible groupsCreating tiered assignmentsCurriculum compacting
Cluster Grouping Articles & Resourceswww.pvschools.net/gifted
Maximizing Gifted Students’ Potential in the 21st Century, AASA The Schoolwide Cluster Grouping Model: Restructuring Gifted Education in the Twenty-First Century, Gifted Child Today
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 fore Servicing Twice-exceptional Students: The SCGM, 2e Newsletter
Contact & Resources
http://gifted.pvschools.netwww.giftededucationconsultants.com
Dina BrullesSusan Winebrnner
www.susanwinebrenner.com