Table of Contents
List of Figures x
List of Reproducible Pages xi
Foreword Scott J. Peters, Ph.D xii
Introduction 1
Why Meet the Learning Needs of High-Ability Students? 2
Meeting the Needs of All Students: The Schoolwide Cluster Grouping Model (SCGM) 3
What the Research Says About Cluster Grouping 5
The SCGM: Who Benefits, and How? 5
Impact of the SCGM on Gifted Students 6
Impact of the SCGM on English Language Learners 6
Impact of the SCGM on All Students 7
Impact of the SCGM on Teachers 8
Impact of the SCGM on Administrators 8
Impact of the SCGM on Parents 8
About This Book and Digital Content 9
Part 1 Implementing the Schoolwide Cluster Grouping Model (SCGM) 13
Chapter 1 What Is the SCGM? How Does It Work? 14
Guiding Questions 14
Overview of the SCGM 14
Placing Students in Cluster Groups 15
Purposeful Placement of All Students in All Classes 16
Grouping Variations in the SCGM 17
Configuring the Cluster Classrooms 20
Special Considerations 22
Considerations for Middle Schools 23
Other Placement Considerations 24
Cluster Grouping in Multi-Age Classes 24
Serving Kindergarten and Primary Gifted Students 24
Clustering All Special Populations 25
When New Gifted Students Enroll During the School Year 25
Placing Students Over Time 26
What the SCGM Looks Like in the Gifted-Cluster Classroom 26
Clustering Combined with Other Forms of Grouping or Gifted-Education Services 27
Cluster Grouping with Pull-Out Services 27
Cluster Grouping with Regrouping for Content Replacement 28
Cluster Grouping with Flexible Grouping 28
Cluster Grouping with Both Content 28
Replacement and Flexible Grouping 28
Cluster Grouping with an Inclusion Model 29
Questions Teachers, Parents, or Other School Stakeholders May Ask 29
Summary 31
Chapter 2 Planning and Introducing the SCGM 36
Guiding Questions 36
Step-by-Step SCGM Implementation 36
Developing a Timeline 37
Sharing Information with Principals, Teaching Staff, and Parents 39
Developing and Maintaining Support for the SCGM 41
Garnering Support for the SCGM in the School Community 41
Compatibility of the SCGM with Essential Gifted-Program Components 42
Teacher Engagement and Growth: Building a School Culture That Supports the SCGM 43
Teacher Rotation 44
Performance Pay and the SCGM 44
Expectations and Involvement of Parents of Gifted Students 44
Communication to Parents from School Office Staff 46
Introduction Letters to Parents from the Gifted-Cluster Teachers 47
The Critical Role of the Building Principal 47
Summary 47
Chapter 3 Identifying Students for Gifted-Cluster Groups 53
Guiding Questions 53
Recognizing the Traits of Giftedness 55
Gifted Students' Learning and Behavioral Characteristics 55
Giftedness in Creative Thinking and Production 56
Gifted Students in the Primary Grades 56
Gifted Culturally and Linguistically Diverse (CLD) Students 57
Traits to Look for in Culturally Diverse Students 57
Students Who Are Twice-Exceptional 58
Behaviors That May Indicate Twice-Exceptionality 60
Understanding the Social and Emotional Aspects of Giftedness 61
Characteristics That May Create Challenges in the Classroom 62
The Challenge of Perfectionism 63
Nonproductive Gifted Students 64
Gifted Students in Junior High or Middle School 64
Teacher and Parent Nominations 65
Recommended Forms to Include in a Teacher Nomination Packet 65
Recommended Forms to Include in a Parent Nomination Packet 65
Processing Nomination Information 66
Standardized Tests 66
Ability and Achievement Testing 66
Different Measures of Ability 67
Administering Ability Tests 68
Special Considerations When Identifying CLD Gifted Students 72
Parent Notification 72
Summary 73
Chapter 4 Staffing the SCGM 90
Guiding Questions 90
Getting Started: How to Determine Who Should Teach the Gifted-Cluster Classrooms 90
Roles and Responsibilities of the Gifted-Cluster Teacher 92
Roles and Responsibilities of Support Specialists 92
Gifted Specialist or Gifted Mentor 93
Gifted Coordinator 94
Budget Concerns 95
Summary 95
Part 2 The SCGM in Action: How to Compact and Differentiate Curriculum for Advanced Learners 99
Chapter 5 Compacting and Differentiating Curriculum That Students Have Already Mastered 100
Guiding Questions 100
Five Elements of Differentiation 101
How Compacting Meets the Needs of Gifted Students 102
A Few Words About Extra Credit, Enrichment, and Extensions 103
Beyond Learning Extensions: Acceleration in or out of the Classroom 104
Essential Teaching Skills for Gifted-Cluster Teachers 104
Curriculum Compacting 104
Curriculum Differentiation 105
Flexible Grouping Using Formative Assessments 105
Making Compacting and Differentiation Work Smoothly 105
Strategies for Compacting and Differentiating Previously Mastered Skill Work 107
Most Difficult First: Compacting and Differentiating One Lesson at a Time 107
Pretests with Extension Activities: Compacting and Differentiating One Week at a Time 109
Compacting and Differentiating for Students, in Grades K-2 110
Learning Contracts: Compacting and Differentiating One Chapter or Unit at a Time 111
Using the Learning Contract Day by Day 115
Communicating with Parents About Learning Contracts and Extension Activities 116
Keeping Records of Student Work 116
The Daily Log of Extension Activities 116
The Compactor Record Sheet 117
The Extension Activities Feedback Form 117
Grading Extension Work 118
What About Homework? 119
Modifications of Compacting and Differentiation Techniques for the Whole Class 119
Most Difficult First for the Whole Class 119
Pretest for the Whole Class 120
Learning Contracts for the Whole Class 120
Building a Unified Learning Community 120
Designated Partner Talk 120
Classroom Academic Baseball 121
Summary 121
Chapter 6 Compacting and Differentiating Curriculum When the Content Is New to Students 133
Guiding Questions 133
Preparing to Work with Gifted Students in the Content Areas 134
Empowering Twice-Exceptional Students to Access Advanced Curriculum 134
Using Flexible Grouping in SCGM Classrooms 135
Using Learning Centers or Stations 136
Using the Curriculum Planning Chart 136
Planning Tiered Lessons 138
Using Bloom's Revised Taxonomy to Create Tiered Lessons 138
Incorporating Depth, Complexity, and Novelty into Curriculum Differentiation Planning 140
Developing Depth of Knowledge (DOK) 140
DOK Levels of Cognitive Rigor 140
Record Keeping with the Choice Activities Log 142
Using Study Guides and Extension Menus to Compact and Extend Learning 143
Two Ways to Use the Study Guide 146
Using Extension Menus 147
A Word About Independent Study 148
Grading Independent Study Projects 149
Using Primary Sources in Internet Study 150
Preparing Your Own Study Guides and Extension Menus 151
Helpful Information When Using Study Guides and Extension Menus 152
Project-Based Learning for All Students 152
Sustaining a Unified Learning Community 154
Structured Partner Discussion 154
The Name Card Method (Think-Pair-Share) 154
Socratic Seminars 158
Roundtable Discussions 158
Walkabout 158
Expert Jigsaw 159
Summary 159
Part 3 Sustaining the SCGM 179
Chapter 7 Professional Learning Through Collaboration and Communication 180
Guiding Questions 180
Preparing All Teachers for Schoolwide Cluster Grouping 180
Professional Learning Topics for SCGM Teachers 181
Topics of Particular Help to Gifted-Cluster Teachers 181
Topics That Help Teachers Address the Learning Needs of All Students 182
Finding Connections to the SCGM in All Staff Development Topics 182
What Are Effective Ways to Provide Ongoing Professional Training? 182
Teacher Workshops 183
Gifted-Cluster Coaching 184
Study Groups 185
Book Study Groups 186
Online Book Study Groups 186
Developing a Gifted Resource Site 187
Using Social Media for Cluster Teachers' Professional Learning 189
Peer Coaching: Ensuring Long-Term Implementation of Content Learned in Staff Development 190
Ongoing Meetings of SCGM Staff 192
Schoolwide Gifted-Cluster Teacher Meetings 193
Districtwide Meetings of Gifted-Cluster Teachers and Gifted Specialists 194
Gifted Specialist Meetings 194
Communication for Professional Learning 195
Gifted-Cluster Teacher Email Groups 195
Gifted Parent Newsletters 195
Obtaining Gifted Endorsements or Certifications 197
Monitoring Teachers' Professional Growth 197
Summary 198
Chapter 8 Evaluating the Effectiveness of the SCGM 207
Guiding Questions 207
Setting Goals for the SCGM 208
Establishing a Gifted-Student Database 209
Examining Student Progress Regarding Classroom Work 210
Monitoring Teacher Training and Development 211
Monitoring Individual Student Progress Grade by Grade 211
Assessments to Use in Documenting Student Achievement Outcomes in the SCGM 211
A Grade-Level Approach to Analyzing Achievement Data 212
Monitoring Gifted Students' Growth on Standardized Assessments 213
Achievement Data: What Information Should Be Tracked? 215
Student Self-Evaluations 217
Evaluating the Effectiveness of the SCGM as a Whole 219
Obtaining Feedback from Teachers, Parents, and Students 219
Program Evaluation in the SCGM 219
What to Include in an End-of-Year Summary Report 219
Summary 220
A Note to Parents 232
References and Resources 235
Glossary 246
Index 250
About the Authors PNT
