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Gifted Cluster Model Update

October 14, 2014

Mrs. Linda Palles-Thompson, K12 Administrator

Restructure of Gifted ServicesMarch 28, 2013 Governing Board Meeting•Initially precipitated by budget constraints•All programs and services were reviewed•Opportunities to design a new more cost effective model

RecommendationTo restructure gifted services for K-8th grade from a pull-out

program (Project IDEAL) to a school wide cluster group model (SCGM)

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Challenges & Considerations of Restructure

• Longevity and reputation of Project IDEAL• Expertise and passion of Gifted teachers• Opportunities for affective activities, reflections and academic risk taking• A specific program of extra-curricular projects and field experiences

Change is not easy. If nothing ever changed there would be no butterflies.

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• Provide high level thinking, differentiated instruction and high student engagement everyday, rather than 4 hours per every six days

• Enrich and accelerate student learning opportunities aligned to career & college readiness standards

• Expand professional development opportunity strategies to regular classroom teachers

• Expand gifted strategies & experiences to additional students

Opportunities

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The School-wide Cluster Grouping Model (SCGM)

A method for providing full-time gifted education services with the potential to raise achievement for all students.

Students are purposely placed into classrooms based on their abilities, potential, or achievement.

Training by Dr. Dina Brulles who authored The Cluster Grouping - How to Challenge Gifted Students and Improve Achievement for All and Teaching Gifted Kids in Today’s Classroom

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Staffing Model

• Gifted Coordinator• Cluster Coaches• Testers• Cluster Teachers

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• Gifted Coordinator– Meets weekly with Cluster Coaches– Coordinates professional development– Interfaces with Curriculum and Instruction – Provides resources/maintains portal– Hosts parent meetings

Staffing Model

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Staffing Model

• Cluster Coaches (6)– Meet with and support SCGM teachers– Model over 700 lessons/per year– Provide workshops/trainings/professional development

throughout the school year– Conduct summer classes and trainings– Provide resources/maintains portal– Create and update handbook– Present at state gifted conference– Present at PUSD gifted meetings

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Staffing Model

• Testers 2 Part-timeThe Governing Board of each school district shall develop a scope and sequence for the identification process of and curriculum modifications for gifted pupils to ensure that gifted pupils receive special education commensurate with their academic abilities and potentials. (ARS 15-770)

•Tested 1,256 K-8 students (288 Qualified)

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Staffing Model

• Cluster Teacher (205)– Compact and differentiate as necessary– Attend workshops– Interact and communicate with parents– Work with gifted coaches

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What we are hearing from teachers…“I learned so many new strategies that I was able to embed into my teaching. The strategies will be forever used.”

“We worked together to enhance the learning process of every student in the classroom.”

“She was great at offering help/suggestions and coming in to teach lessons. Our 6th grade team was able to take her lessons and use them with other classes as well.”

“My coach was indispensable. She taught me so many strategies. She also helped me by offering support and guidance on everything from the classroom to testing to life. I have grown so much professionally and personally.”

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IMPACT

• Positive alignment with curriculum and standards• Consistency with respect to the number of

identified gifted students tested and attending district schools

• Increased capacity of teachers throughout the district with respect to gifted education

• Parent concerns have decreased

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Proficiency

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Mathematics Meets & ExceedsFiscal Year

2012 98%2013 98%2014 99%

Reading Meets & ExceedsFiscal Year

2012 99%2013 99%2014 99%

Growth

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Mathematics Median SGP*Fiscal Year

2012 582013 572014 62

Reading Median SGP*Fiscal Year

2012 542013 552014 58

*SGP=Student Growth Percentile

• Increase nomination and identification of underserved gifted populations

• Continue professional development• Increase opportunities for further enrichment outside

of classroom• Survey students• Implement E=MC2

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Next Steps

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Questions