In today’s standards-driven era, how can teachers motivate and challenge gifted learners and ensure that all students reach their potential—without major budget implications? This book provides a compelling answer: the Schoolwide Cluster Grouping Model (SCGM). 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. Practitioners will find a wealth of teacher-tested classroom strategies along with detailed information on identifying students for clusters, gaining support from parents, and providing ongoing professional development. Digital content features customizable reproducible forms and a PowerPoint presentation designed for in-service training.

Table of Contents:
List of Reproducible Pages List of Figures Foreword by Bertie Kingore, Ph.D Introduction Why Meet the Learning Needs of High-Ability Students? Meeting the Needs of All Students: The Schoolwide Cluster Grouping Model (SCGM) What the Research Says About Cluster Grouping The SCGM: Who Benefits, and How? Impact of the SCGM on Gifted Students Impact of the SCGM on English Language Learners Impact of the SCGM on All Students Impact of the SCGM on Teachers Impact of the SCGM on Administrators Impact of the SCGM on Parents About This Book and Digital Content A Note to Administrators: Tapping into a Cluster Grouping Network Part 1: Implementing the Schoolwide Cluster Grouping Model (SCGM) Chapter 1: What Is the SCGM? How Does It Work? Overview of the SCGM Placing Students in Cluster Groups Purposeful Placement of All Students in All Classes Special Considerations Considerations for Middle Schools Configuring the Cluster Classrooms Other Placement Considerations Cluster Grouping in Multi-Age Classes Serving Kindergarten and Primary Gifted Students When New Gifted Students Enroll During the School Year Placing Students Over Time What the SCGM Looks Like in the Gifted-Cluster Classroom Clustering When Combined with Other Forms of Grouping or Gifted-Education Services Cluster Grouping with Pull-Out Services Cluster Grouping with Regrouping for Content Replacement Cluster Grouping with Flexible Grouping Cluster Grouping with Both Content Replacement and Flexible Grouping Cluster Grouping with an Inclusion Model Questions Teachers, Parents, or Other School Stakeholders May Ask Summary Chapter 2: Planning and Introducing the SCGM Step-by-Step to SCGM Implementation Developing a Timeline Sharing Information with Principals, Teaching Staff, and Parents Developing and Maintaining Support for the SCGM Garnering Support for the SCGM in the School Community Compatibility of the SCGM with Essential Gifted-Program Components Teacher Engagement and Growth Teacher Rotation Performance Pay and the SCGM Expectations and Involvement of Parents of Gifted Students Communication to Parents from School Office Staff Introduction Letters to Parents from the Gifted-Cluster Teachers The Critical Role of the Building Principal Summary Chapter 3: Identifying Students for Gifted-Cluster Groups Recognizing the Traits of Giftedness Gifted Students’ Learning and Behavioral Characteristics Giftedness in Creative Thinking and Production Gifted Students in the Primary Grades Gifted Culturally and Linguistically Diverse (CLD) Students Traits to Look for in Culturally Diverse Students Students Who Are Twice-Exceptional Behaviors That May Indicate Twice-Exceptionality Understanding the Social and Emotional Aspects of Giftedness Characteristics That May Create Challenges in the Classroom The Challenge of Perfectionism Nonproductive Gifted Students Gifted Students in Junior High or Middle School Teacher and Parent Nominations Recommended Forms to Include in a Teacher Nomination Packet Recommended Forms to Include in a Parent Nomination Packet Processing Nomination Information Standardized Tests Ability and Achievement Testing Different Measures of Ability Administering Ability Tests Special Considerations When Identifying CLD Gifted Students Parent Notification Summary Chapter 4: Staffing the SCGM Getting Started: How to Determine Who Should Teach the Gifted-Cluster Classrooms Roles and Responsibilities of the Gifted-Cluster Teacher Roles and Responsibilities of Support Specialists Gifted Specialist or Gifted Mentor Gifted Coordinator Budget Concerns Summary Part 2: The SCGM in Action: Working with Students in the Classroom Chapter 5: Compacting and Differentiating Curriculum That Students Have Already Mastered Five Elements of Differentiation How Compacting Meets the Needs of Gifted Students A Few Words About Extra Credit, Enrichment, and Extensions Beyond Learning Extensions Essential Teaching Skills for Gifted-Cluster Teachers Curriculum Compacting Curriculum Differentiation Flexible Grouping Using Formative Assessments Making Compacting and Differentiation Work Smoothly Strategies for Compacting and Differentiating Previously Mastered Skill Work Most Difficult First Pretests with Extension Activities Compacting and Differentiating for Students in Grades K–2 Learning Contracts Using the Learning Contract Day by Day Communicating with Parents About Learning Contracts and Extension Activities Keeping Records of Student Work The Daily Log of Extension Activities The Compactor Record Sheet The Extension Activities Feedback Form Grading Extension Work What About Homework Modifications of Compacting and Differentiation Techniques for the Whole Class Most Difficult First for the Whole Class Pretest for the Whole Class Learning Contracts for the Whole Class Building a Unified Learning Community Designated Partner Talk Classroom Academic Baseball Academic Bowl Summary Chapter 6: Compacting and Differentiating Curriculum When the Content Is New to Students Preparing to Work with Gifted Students in the Content Areas Empowering Twice-Exceptional Students to Access Advanced Curriculum Using Flexible Grouping in SCGM Classrooms Using Learning Centers or Stations Using the Curriculum Planning Chart Planning Tiered Lessons Using Bloom’s Taxonomy to Create Tiered Lessons Incorporating Depth, Complexity, and Novelty into Curriculum Differentiation Planning Record Keeping with the Choice Activities Log Using Study Guides and Extension Menus to Compact and Extend Learning Two Ways to Use the Study Guide Using Extension Menus A Word About Independent Study Grading Independent Study Projects Using Primary Sources in Internet Study Preparing Your Own Study Guides and Extension Menus Helpful Information When Using Study Guides and Extension Menus Project-Based Learning for All Students Sustaining a Unified Learning Community Structured Partner Discussion The Name Card Method (Think-Pair-Share) Socratic Seminars Roundtable Discussions Walkabout Expert Jigsaw Summary Part 3: Sustaining the SCGM Chapter 7: Professional Development for All Staff Preparing All Teachers for Schoolwide Cluster Grouping Professional Development Topics for SCGM Teachers Topics of Particular Help to Gifted-Cluster Teachers Topics That Help Teachers Address the Learning Needs of All Students Finding Connections to the SCGM in All Staff Development Topics What Are Effective Ways to Provide Ongoing Professional Training? Teacher Workshops Study Groups Books Study Groups Online Book Study Groups Peer Coaching: Ensuring Long-Term Implementation of Content Learned in Staff Development Ongoing Meetings of SCGM Staff Schoolwide Gifted-Cluster Teacher Meetings Districtwide Meetings of Gifted-Cluster Teachers and Gifted Specialists Gifted Specialist Meetings Obtaining Gifted Endorsements or Certifications Monitoring Teachers’ Professional Growth Summary Chapter 8: Evaluating the Effectiveness of the SCGM Setting Goals for the SCGM Establishing a Gifted-Student Database Examining Student Progress Regarding Classroom Work Monitoring Teacher Training and Development Monitoring Individual Student Progress Grade by Grade Assessments to Use in Documenting Student Achievement Outcomes in the SCGM Monitoring Gifted Students’ Growth on Standardized Assessments Achievement Data Student Self-Evaluations Evaluating the Effectiveness of the SCGM as a Whole Obtaining Feedback from Teachers, Parents, and Students What to Include in an End-of-Year Summary Report Summary A Note to Parents Appendixes Appendix A: References and Resources Appendix B: Glossary Index About the Authors