The Cluster Grouping Handbook

How to Challenge Gifted Students and Improve Achievement for All

Dina Brulles, Ph.D, Susan Winebrenner, M.S.

• Publisher: Free Spirit Publishing
• Year: 2020
• eBook ISBN: 9781631983573
• Topic: Education
• Subtopic: Inclusive Education

Definitive resource for implementing, sustaining, and evaluating schoolwide cluster grouping, fully revised and expanded. In today's standards-driven era, how can teachers motivate and challenge gifted students and ensure that all students reach their potential? This book provides a compelling answer: the Schoolwide Cluster Grouping Model. The authors explain how the model differs from grouping practices of the past, and they present a roadmap for implementing, sustaining, and evaluating schoolwide cluster grouping. Readers will find a wealth of teacher-tested classroom strategies along with detailed information on identifying gifted students for clusters, gaining support from parents, and providing ongoing professional development to teachers and other staff. The new edition: offers identification and placement guidance for a wide variety of student ages and populations, directs special attention toward empowering gifted English language learners, shows teachers how to use the Depth of Knowledge framework to differentiate learning tasks, offers new ideas for integrating technology into both professional development and student learning, The Cluster Grouping Handbook offers a guide for schools to create a workable, defensible gifted program; to simplify teachers' jobs; and to maximize learning for all students. Digital content includes customizable forms from the book and a PDF presentation; a free PLC/Book Study Guide is also available.

Table of contents

• A
• Title Page
• Credits Page
• Acknowledgments
• Contents
• Contents Cont.
• Contents Cont.
• Contents Cont.
• Page x List of Figures
• Page xi List of Reproducible Pages
• Page xii Foreword by Scott J. Peters, Ph.D.
• Page 1 Introduction
• Page 2 Why Meet the Learning Needs of High-Ability Students?
• Page 3 Meeting the Needs of All Students: The Schoolwide Cluster Grouping Model (SCGM)
• Page 5 What the Research Says About Cluster Grouping
• Page 5 The SCGM: Who Benefits, and How?
• Page 6 Impact of the SCGM on Gifted Students
• Page 6 Impact of the SCGM on English Language Learners
• Page 7 Impact of the SCGM on All Students
• Page 8 Impact of the SCGM on Teachers
• Page 8 Impact of the SCGM on Administrators
• Page 8 Impact of the SCGM on Parents
• Page 9 About This Book and Digital Content
• Page 13 Part 1 Implementing the Schoolwide Cluster Grouping Model (SCGM)
• Page 14 Chapter 1 What Is the SCGM? How Does It Work?
• Page 14 Overview of the SCGM
• Page 15 Placing Students in Cluster Groups
• Page 16 Purposeful Placement of All Students in All Classes
• Page 17 Grouping Variations in the SCGM
• Page 20 Configuring the Cluster Classrooms
• Page 22 Special Considerations
• Page 23 Considerations for Middle Schools
• Page 24 Other Placement Considerations
• Page 24 Cluster Grouping in Multi-Age Classes
• Page 24 Serving Kindergarten and Primary Gifted Students
• Page 25 Clustering All Special Populations
• Page 25 When New Gifted Students Enroll During the School Year
• Page 26 Placing Students Over Time
• Page 26 What the SCGM Looks Like in the Gifted-Cluster Classroom
• Page 27 Clustering Combined with Other Forms of Grouping or Gifted-Education Services
• Page 27 Cluster Grouping with Pull-Out Services
• Page 28 Cluster Grouping with Regrouping for Content Replacement
• Page 28 Cluster Grouping with Flexible Grouping
• Page 28 Cluster Grouping with Both Content Replacement and Flexible Grouping
• Page 29 Cluster Grouping with an Inclusion Model
• Page 29 Questions Teachers, Parents, or Other School Stakeholders May Ask
• Page 31 Summary
• Page 36 Chapter 2 Planning and Introducing the SCGM
• Page 36 Step-by-Step SCGM Implementation
• Page 37 Developing a Timeline
• Page 39 Sharing Information with Principals, Teaching Staff, and Parents
• Page 41 Developing and Maintaining Support for the SCGM
• Page 41 Garnering Support for the SCGM in the School Community
• Page 42 Compatibility of the SCGM with Essential Gifted-Program Components
• Page 43 Teacher Engagement and Growth: Building a School Culture That Supports the SCGM
• Page 44 Teacher Rotation
• Page 44 Performance Pay and the SCGM
• Page 44 Expectations and Involvement of Parents of Gifted Students
• Page 46 Communication to Parents from School Office Staff
• Page 47 Introduction Letters to Parents from the Gifted-Cluster Teachers
• Page 47 The Critical Role of the Building Principal
• Page 47 Summary
• Page 53 Chapter 3 Identifying Students for Gifted-Cluster Groups
• Page 55 Recognizing the Traits of Giftedness
• Page 55 Gifted Students’ Learning and Behavioral Characteristics
• Page 56 Giftedness in Creative Thinking and Production
• Page 56 Gifted Students in the Primary Grades
• Page 57 Gifted Culturally and Linguistically Diverse (CLD) Students
• Page 57 Traits to Look for in Culturally Diverse Students
• Page 58 Students Who Are Twice-Exceptional
• Page 60 Behaviors That May Indicate Twice-Exceptionality
• Page 61 Understanding the Social and Emotional Aspects of Giftedness
• Page 62 Characteristics That May Create Challenges in the Classroom
• Page 63 The Challenge of Perfectionism
• Page 64 Nonproductive Gifted Students
• Page 64 Gifted Students in Junior High or Middle School
• Page 65 Teacher and Parent Nominations
• Page 65 Recommended Forms to Include in a Teacher Nomination Packet
• Page 65 Recommended Forms to Include in a Parent Nomination Packet
• Page 66 Processing Nomination Information
• Page 66 Standardized Tests
• Page 66 Ability and Achievement Testing
• Page 67 Different Measures of Ability
• Page 68 Administering Ability Tests
• Page 72 Special Considerations When Identifying CLD Gifted Students
• Page 72 Parent Notification
• Page 73 Summary
• Page 90 Chapter 4 Staffing the SCGM
• Page 90 Getting Started: How to Determine Who Should Teach the Gifted-Cluster Classrooms
• Page 92 Roles and Responsibilities of the Gifted-Cluster Teacher
• Page 92 Roles and Responsibilities of Support Specialists
• Page 93 Gifted Specialist or Gifted Mentor
• Page 94 Gifted Coordinator
• Page 95 Budget Concerns
• Page 95 Summary
• Page 92 Part 2 The SCGM in Action: How to Compact and Differentiate Curriculum for Advanced Learner
• Page. 100 Chapter 5 Compacting and Differentiating Curriculum That Students Have Already Mastered
• Page 101 Five Elements of Differentiation
• Page 102 How Compacting Meets the Needs of Gifted Students
• Page 103 A Few Words About Extra Credit, Enrichment, and Extensions
• Page 104 Beyond Learning Extensions: Acceleration in or out of the Classroom
• Page 104 Essential Teaching Skills for Gifted-Cluster Teachers
• Page 104 Curriculum Compacting
• Page 105 Curriculum Differentiation
• Page 105 Flexible Grouping Using Formative Assessments
• Page 105 Making Compacting and Differentiation Work Smoothly
• Page 107 Strategies for Compacting and Differentiating Previously Mastered Skill Work
• Page 107 Most Difficult First: Compacting and Differentiating One Lesson at a Time
• Page 109 Pretests with Extension Activities: Compacting and Differentiating One Week at a Time
• Page 110 Compacting and Differentiating for Students in Grades K–2
• Page 111 Learning Contracts: Compacting and Differentiating One Chapter or Unit at a Time
• Page 115 Using the Learning Contract Day by Day
• Page 116 Communicating with Parents About Learning Contracts and Extension Activities
• Page 116 Keeping Records of Student Work
• Page 116 The Daily Log of Extension Activities
• Page 117 The Compactor Record Sheet
• Page 117 The Extension Activities Feedback Form
• Page 118 Grading Extension Work
• Page 119 What About Homework?
• Page 119 Modifications of Compacting and Differentiation Techniques for the Whole Class
• Page 119 Most Difficult First for the Whole Clas
• Page 120 Pretest for the Whole Class
• Page 120 Learning Contracts for the Whole Class
• Page 120 Building a Unified Learning Community
• Page 120 Designated Partner Talk
• Page 121 Classroom Academic Baseball
• Page 121 Summary
• Page 133 Chapter 6 Compacting and
• Page 134 Preparing to Work with Gifted Students in the Content Areas
• Page 134 Empowering Twice-Exceptional Students to Access Advanced Curriculum
• Page 135 Using Flexible Grouping in SCGM Classrooms
• Page 136 Using Learning Centers or Stations
• Page 136 Using the Curriculum Planning Chart
• Page 138 Planning Tiered Lessons
• Page 138 Using Bloom’s Revised Taxonomy to Create Tiered Lessons
• Page 140 Incorporating Depth, Complexity, and Novelty into Curriculum Differentiation Planning
• Page 140 Developing Depth of Knowledge (DOK)
• Page 140 DOK Levels of Cognitive Rigor
• Page 142 Record Keeping with the Choice Activities Log
• Page 143 Using Study Guides and Extension Menus to Compact and Extend Learning
• Page 146 Two Ways to Use the Study Guide
• Page 147 Using Extension Menus
• Page 148 A Word About Independent Study
• Page 149 Grading Independent Study Projects
• Page 150 Using Primary Sources in Internet Study*
• Page 151 Preparing Your Own Study Guides and Extension Menus
• Page 152 Helpful Information When Using Study Guides and Extension Menus
• Page 152 Project-Based Learning for All Students
• Page 154 Sustaining a Unified Learning Community
• Page 154 Structured Partner Discussion
• Page 154 The Name Card Method (Think-Pair-Share)*
• Page 158 Socratic Seminars
• Page 158 Roundtable Discussions
• Page 158 Walkabout
• Page 159 Expert Jigsaw
• Page 159 Summary
• Page 179 Part 3 Sustaining the SCGM
• Page 180 Chapter 7 Professional Learning Through Collaboration and Communication
• Page 180 Preparing All Teachers for Schoolwide Cluster Grouping
• Page 181 Professional Learning Topics for SCGM Teachers
• Page 181 Topics of Particular Help to Gifted-Cluster Teachers
• Page 182 Topics That Help Teachers Address the Learning Needs of All Students
• Page 182 Finding Connections to the SCGM in All Staff Development Topics
• Page 182 What Are Effective Ways to Provide Ongoing Professional Training?
• Page 183 Teacher Workshops
• Page 184 Gifted-Cluster Coaching
• Page 185 Study Groups
• Page 186 Book Study Groups
• Page 186 Online Book Study Groups
• Page 187 Developing a Gifted Resource Site*
• Page 189 Using Social Media for Cluster Teachers’ Professional Learning
• Page 190 Peer Coaching: Ensuring Long-Term Implementation of Content Learned in Staff Development
• Page 193 Ongoing Meetings of SCGM Staff
• Page 193 Schoolwide Gifted-Cluster Teacher Meetings
• Page 194 Districtwide Meetings of Gifted-Cluster Teachers and Gifted Specialists
• Page 194 Gifted Specialist Meetings
• Page 195 Communication for Professional Learning
• Page 195 Gifted-Cluster Teacher Email Groups
• Page 195 Gifted Parent Newsletters
• Page 197 Obtaining Gifted Endorsements or Certifications
• Page 197 Monitoring Teachers’ Professional Growth
• Page 198 Summary
• Page 207 Chapter 8 Evaluating the Effectiveness of the SCGM
• Page 208 Setting Goals for the SCGM
• Page 209 Establishing a Gifted-Student Database
• Page 210 Examining Student Progress Regarding Classroom Work
• Page 211 Monitoring Teacher Training and Development
• Page 211 Monitoring Individual Student Progress Grade by Grade
• Page 211 Assessments to Use in Documenting Student Achievement Outcomes in the SCGM
• Page 212 A Grade-Level Approach to Analyzing Achievement Data
• Page 213 Monitoring Gifted Students’ Growth on Standardized Assessments
• Page 215 Achievement Data: What Information Should Be Tracked?
• Page 217 Student Self-Evaluations
• Page 219 Evaluating the Effectiveness of the SCGM as a Whole
• Page 219 Obtaining Feedback from Teachers, Parents, and Students
• Page 219 Program Evaluation in the SCGM
• Page 219 What to Include in an End-of-Year Summary Report
• Page 220 Summary
• Page 232 A Note to Parents
• Page 235 References & Resources
• Page 246 Glossary
• Page 250 Index
• Page 250 About the Authors
• B