B R I A N H E I N E M A N

D I R E C T O R O F C U R R I C U L U M A N D I N S T R U C T I O N

GIFTED AND TALENTED

EDUCATION IN BTSD

STATE REQUIREMENTS

N.J.A.C. 6A: 8-3.1

• All public schools must have a board-approved gifted and talented program K-12.

• Students are to be compared with their peers in the local school district.

• District boards of education shall make provisions for an ongoing K-12 identification process for gifted and talented students that includes multiple measures, including but not limited to, achievement test scores, grades, student performance or products, intelligence testing, parent, student and/or teacher recommendation, and other appropriate measures.

PAST AND PRESENT

• School wide Enrichment Model (SEM - Renzulli) • 1 SEM teacher per

elementary school (Teaching and development)

• Triad Model – Type I, II, III (Exposure, Skills, Individual pursuits)

• Flexibility within each school

• Program eventually reduced to two teachers and then cut

• Math Enrichment Program • Created to meet the state

mandates for gifted and talented

• Staff created in Summer of 2013 and implemented in the fall

• Utilized NJASK and MAP scores for qualification

• Built upon enriching the Go Math program

• Premise was to formalize the process of differentiation

• Enriched, but not accelerated

OTHER ADVANCED MATH IN BTSD

WAMS

• Grade 7 Algebra Cohort

• Grade 8 Geometry Cohort

Ridge

• Grade 9 - Honors Algebra II

• Grade 10 – Honors Pre-Calculus

• Grade 11 – AP Calculus

• Grade 12 – AP Calculus II

WHAT DOES “GIFTED” MEAN?

• Those students who possess or demonstrate high levels of ability, in one or more content areas, when compared to their chronological peers in the local district and who require modification of their educational program if they are to achieve in accordance with their capabilities. (NJDOE)

• The result of above-average ability, high levels of task commitment, and high levels of creativity combined and applied to any potentially valuable area of human performance. (Renzulli)

• Gifted individuals are those who demonstrate outstanding levels of aptitude (defined as an exceptional ability to reason and learn) or competence (documented performance or achievement in top 10% or rarer) in one or more domains. Domains include any structured area of activity with its own symbol system (e.g., mathematics, music, language) and/or set of sensorimotor skills (e.g., painting, dance, sports). (NAGC)

GOAL AND QUESTIONS

• Goal: To create a robust, articulated K-12 enrichment

program that meets the needs of our most gifted

students while also benefiting the achievement of the

entire school community.

• Questions:

• What type of giftedness will we address?

• When will this program take place?

• How will this program be funded for the long term?

• Is there a strategy that can meet the above goal?

• How will we select students for this program?

SEVEN SCHOOL DISTRICT

COMPARISON

GRADES TARGETED SCHOOL GRADE LEVEL CONTENT

Chatham K-3

4 – 8

4 – 8

Integrated

Spelling Bee, Brain Bowl

Linguistics, Ace Program

Hillsborough 1 – 2

3 – 4

5 – 8

Cycle Enrichment

Social Studies

Holmdel K – 8 G&T teacher supports classroom

Livingston 2-5

6-8

Ancient Civilizations, Archeology, Inventions

Communication, Curious Minds, Debate, Model UN, Theater

Millburn K-8 Done through differentiated instruction (DI) in classrooms

Montgomery K-4

3-8

4

5-6

5-8

Family Math

Science Fair

Chorus and Instrument

Humanities, Math, Science Enrichment

Geography Bee/ Spelling Bee/ Newspaper/ Yearbook/Community

Service/Student Council/Science Club

Debate Team

West Windsor/

Plainsboro

K-6

4-5

MAGIC Program/Newspaper/Computer Programming/Creative

Problem Solving/Book Review and Author Studies/Geometric

Construction/Poetry and Art Studies

ENTRANCE CRITERIA SCHOOL GRADE LEVEL ENTRANCE CRITERIA

Chatham K-3

4-8

Open to all

Nomination by Parent/Teacher/Self - complete nomination form

Selection Process-Standardized Test Scores, grades, behavioral

scales

Hillsborough K

1-2

3-4

5-8

Open to all

Open to all

Screened 2nd semester of 2nd grade

Students nominated by teacher in spring of grades 3-8 to enter

program

Holmdel K-8 NJASK, Non-verbal aptitude test, Parent and Teacher Inventory

Livingston 2-5 District/state standardized tests, academic achievement, and other

measures

Millburn K-8 Teacher identification, parent input, student self ID, classroom

assessments, standardized tests, interest surveys

Montgomery K-4

5-6

8

Open to all

Math and Science is based on previous elementary math

achievement

Must apply to debate team

West Windsor/

Plainsboro

K-6

4-5

Open to all

Inview test scores, previous ID Teacher, G&T teacher observation,

parent input form, student behaviors

WHO DELIVERS INSTRUCTION SCHOOL GRADE

LEVEL

DELIVERY OF INSTRUCTION

Chatham K-3

4-8

Classroom teacher

School liaisons teach grade levels

Hillsborough K-2

2

3-4

5-8

Classroom teacher and enrichment teacher

Enrichment teacher

Enrichment teacher

Enrichment teacher

Holmdel K-8 G&T teacher and classroom teacher that has

clusters of students (supported by G&T teacher)

Livingston K-8 Enrichment teacher

Millburn K-8 Classroom teacher supported by Instructional

Supervisors

Montgomery K-8 Classroom teachers

West

Windsor/

Plainsboro

K-6

4-5 MAGIC

program

G&T teacher supports classroom teacher

G&T Teacher

BRIDGEWATER-RARITAN ACADEMICALLY

INDEPENDENT PROGRAM

• Grades 2-5

• Targets Math and ELA

• Uses Curriculum Compacting to “skip” a grade

• Ability grouping for the entire day

• Multiple Criteria for entry but must meet it for both

Math and ELA

• Identified students are bussed to different schools

• Content specific enrichment classes in grades 6-8

• Honors and AP in grades 9-12

STAFF SURVEY A N O N Y M O U S S U R V E Y O F K - 5 G R A D E L E V E L S TA F F O N

C U R R E N T E N R I C H M E N T P R O G R A M

STAFF SURVEY

1: Very Negative

2: Negative

3: Neutral

4: Positive

5: Very Positive

STAFF SURVEY

1: Very Negative

2: Negative

3: Neutral

4: Positive

5: Very Positive

STAFF SURVEY

1: Very Negative

2: Negative

3: Neutral

4: Positive

5: Very Positive

STAFF SURVEY

1: Very Negative

2: Negative

3: Neutral

4: Positive

5: Very Positive

STAFF SURVEY

1: Very Negative

2: Negative

3: Neutral

4: Positive

5: Very Positive

DO YOU HAVE SUGGESTIONS FOR

IMPROVEMENT?

• The binders are great, however, I'm finding I need more challenging resources.

• Add games or activities rather than just worksheets.

• The binders are not the answer to providing an enrichment experience for our high learners.

• It's definitely a juggling act managing our on grade-level and struggling learners each day. Having an enrichment program really does make sense and only seems like a fair way to provide our high students with the type of program they deserve.

• Some projects could be "hands on" activities that require active learning, incorporate technology and allow students to feel excited and empowered.

WHAT ADDITIONAL ENRICHMENT WAS

PROVIDED?

• I have many math extension games in my room that students can play independently or with a partner once they complete an enrichment page or two.

• Online technology projects that incorporate math.

• The go math enrichment book has open ended questions that require students to explain their answers.

• I call small groups of students to work on "brain teaser" or "challenge“ problems together.

• I create games and locate more current and relevant follow up activities for students to do as a way to provide math enrichment.

WHAT SUPPORT DO YOU NEED?

• A separate teacher who can address their needs

specifically, similarly to a special education teacher.

• Technology would allow for more students to do online

work at their own pace and at their level of skill.

• Most helpful would be another person working with

those students to assist them in completing the

enrichment work.

• Grouping elementary aged students (grades 3-5) based

upon their math ability level.

• A database of websites (along with chapters/units they

correspond to).

RESEARCH

WHAT D OES IT T ELL US A BOUT GIFT ED S T UD ENT S

RESEARCH SOURCES

• The Cluster Grouping Handbook: A Schoolwide Model. Winebrenner, and Brulles, 2008.

• Best Practices in Gifted Education: An Evidence Based Guide. Robinson, Shore, and Enersen, 2007.

• Enrichment Clusters: A Practical Plan for Real-World, Student-Driven Learning. Renzulli, Gentry, and Reis, 2003.

• Promoting Student Achievement and Exemplary Classroom Practices Through Cluster Grouping: A Research-Based Alternative to Heterogeneous Elementary Classrooms. Gentry 1999.

• A School Leaders Guide to Gifted Education. Cortina, Rutgers University 4/14/2014.

• Administrators Toolbox, National Association for Gifted Children, www.nagc.org.

• Improving Performance for Gifted Students in a Cluster Grouping Model. Brulles, Saunders, and Cohn, 2010.

Above sources used in creating the subsequent slides

LEARNING NEEDS OF GIFTED STUDENTS

• All students deserve consistent opportunities to learn

new material

• Having opportunities to engage in intellectually

stimulating endeavors that go beyond grade-level

curriculum

• Acceleration combined with enrichment is needed for

optimal growth

• Gifted Learners respond well to a faster pace of

instruction with more complex and in-depth content

• Learning experiences should be developed and

articulated K-12 for systematic talent development

GIFTED CHILDREN…

• Are intensely curious and have many interests

• Process information with great speed and deep understanding

• Remember forever what they learn-do not need review

• Readily grasp underlying principles and make generalizations

• Are highly sensitive

• Prefer to work alone

• Relate well with older students and adults

• Demonstrate an advanced sense of humor

• Require little direction

• Sustain long periods of attention and concentration

WHY IS IT DIFFICULT TO TEACH GIFTED

STUDENTS IN HETEROGENEOUS CLASSES?

• Teachers have students with a range of abilities that is too broad

• When teachers have a wide range of abilities, they tend to spend more time with struggling students

• There is less accountability for teachers to facilitate progress of their gifted learners

• Gifted students’ learning needs are less apparent; it is easy to assume they are learning if their grades and test scores are high

• National research has shown 84% of classroom activities are not differentiated for gifted students in heterogeneous classrooms (http://www.gifted.uconn.edu/nrcgt/westarc1.html)

G&T OPTIONS

SYSTEMS AND MODELS

• Some of the classic models are the Renzulli

Schoolwide Enrichment Model (SEM) and Purdue

University Three-Stage Model

• One of the more recent models is the School Wide

Cluster Grouping Model (SCGM)

• All offer an array of research based solutions

• Most focus on enrichment but some combine it with

acceleration

• All have a strong focus on the needs of the individual

learner

TYPES OF ACCELERATION

• Curriculum Compacting – Students skip areas of the

curriculum that they have already mastered

• Curriculum Telescoping – Accomplishing more

content in a shorter time (ex: 3 years of content in 2

years)

• Early Admission – Students enter school sooner than

their age would indicate

• Advanced Placement Courses – Courses like AP and IB

offer college level content in secondary school

TYPES OF GROUPING

• Services may be provided by classroom teacher,

enrichment teacher, or both

• Flexible grouping – Students are placed in groups

based on ability/achievement. Groups may change

based on content and topic.

• Cluster Grouping – Gifted students are grouped into a

modified heterogeneous class section. All students

placed into academically balanced groups.

• “Tracking” – Students are leveled and only placed with

academic peers. (Homogenous grouping)

TYPES OF GIFTEDNESS

• Art

• Science

• Leadership

• Athletics

• Writing

• Music

• Math

• The first advanced offering occurs in grade 7 – Algebra

• 9-12 AP and Honors offerings provide enrichment and acceleration in all academic areas

• Where do the 7th grade Algebra students come from?

MANY POSSIBILITIES

• Enrichment takes place

during school

• Enrichment takes place

after school

• Enrichment is provided by

grade level teachers?

Enrichment Teachers?

Parent Volunteers?

University Staff?

• Accelerate the curriculum

or provide enrichment

unrelated to the curriculum

The Reality of

Implementing a Gifted

Program:

• Research shows that

there are many models

that provide a benefit to

gifted learners

• No program meets the

need of every individual

learner

CLUSTER GROUPING

A S OLUT ION FOR A LL S T UD ENT S

WHAT IS THE SCGM AND WHY SHOULD WE

CONSIDER IT? • The School wide Cluster Grouping Model (SCGM) is a method

for providing full-time gifted services without major budget implications and with the potential to raise achievement for all students. With the SCGM, all students are purposely placed into classrooms based on their abilities and potential.

• Regardless of how they are structured, all programs for gifted learners must provide: • Flexible grouping

• Curriculum differentiation

• Continuous progress

• Intellectual peer interaction

• Continuity

• Teachers with specialized training in gifted education

The Cluster Grouping Handbook: A Schoolwide Model by Susan Winebrenner, M.S., and Dina Brulles, Ph.D., copyright © 2008

EXAMPLE CLASSROOM COMPOSITION

26 STUDENTS

IN 4 CLASSES

GROUP 1:

GIFTED

GROUP 2:

HIGH

ACHIEVING

GROUP 3:

AVERAGE

GROUP 4:

BELOW

AVERAGE

GROUP 5:

FAR BELOW

AVERAGE

Classroom A 8 0 9 9 0

Classroom B 0 6 10 6 4

Classroom C 0 6 10 6 4

Classroom D 0 6 10 6 4

GROUPING CATEGORIES

• In the SCGM, all classes have a balanced mix of abilities and achievement levels.

• Group 1: Gifted identified

• Group 2: High achieving

• Group 3: Average

• Group 4: Below average

• Group 5: Far below average

• Placing Students in the Classroom

• Determine placement for the upcoming year after spring gifted testing

• Ideally, gifted students make up approximately 20% of the gifted-cluster class

• Create the number of gifted-cluster classrooms as required to serve all gifted students in each grade

The Cluster Grouping Handbook: A Schoolwide Model by Susan Winebrenner, M.S., and Dina Brulles, Ph.D., 2008

WHY NOT CREATE SMALL GROUPS OF

GIFTED STUDENTS IN ALL CLASSES?

The desired outcomes of the SCGM become greatly diminished when doing so because:

• All teachers have students with a range of abilities that is too broad

• There are no opportunities for academic leadership in the classes without gifted clusters.

• There is less accountability for teachers to facilitate progress of gifted learners.

• Teachers feel a decreased need to identify gifted students.

• Students’ differentiated learning needs are less likely to be addressed.

• Teacher training in gifted-education strategies is diminished.

The Cluster Grouping Handbook: A Schoolwide Model by Susan Winebrenner, M.S., and Dina Brulles, Ph.D., copyright © 2008

BENEFITS OF THE SCGM

• Challenging gifted students on a full-time basis

• Creating learning and leadership opportunities for all students

• Increasing the abilities of all teachers by expanding awareness and providing preparation

• Improving student achievement and raising expectations for all students

• Providing full-time gifted services

• Ongoing assessment of students’ strengths and needs

The Cluster Grouping Handbook: A Schoolwide Model by Susan Winebrenner, M.S., and Dina Brulles, Ph.D., copyright © 2008

RECOMMENDATIONS

T IMELINE

OVERALL RECOMMENDATIONS

• Implement a Cluster Grouping Model with Flexible

Grouping 3-8

• Hire one gifted specialist for each K-5 school

• Identify and implement a technology resource to

support G&T in K-8 Math and ELA

• Continue Enrichment K-8

• Reinvent the “Binder” program to better address

students needs and improve ease of use for staff

(Summer 2014)

POTENTIAL IMPLEMENTATION TIMELINE I

• Year One (2014-15) • Hire one teacher with specialization in gifted education

• Reinvent the current binder program (Summer 2014)

• Select, purchase and implement a technology solution to support G&T (Summer 2014)

• Plan for Cluster Grouping Model implementation starting Fall 2015

• Years Two through Four • Write telescoped curriculum for Math 3-5 (Summer 2015)

• Hire 3 additional teachers (1 per building – Transition from training to instruction over 3 years)

• Implement Cluster Grouping model 3-5 (One grade per year)

• Implement telescoped math curriculum in grade 3-5 (One grade per year)

• Continue school wide enrichment K-5 for Math and ELA

• Year Four • Implement a grouping model 6-8

• Implement an enrichment model 6-8

POTENTIAL IMPLEMENTATION TIMELINE

II

• Year One (2014-15) • Hire two teachers with specialization in gifted education

• Reinvent the current binder program (Summer 2014)

• Select, purchase and implement a technology solution to support G&T (Summer 2014)

• Plan for Cluster Grouping Model implementation starting Fall 2015

• Implement Flexible Grouping in Math and ELA in grades 3-5

• Year Two • Write telescoped curriculum for Math 3-5 (Summer 2015)

• Hire 2 additional teachers (Transition from training to instruction)

• Continue school wide enrichment K-5 for Math and ELA

• Implement telescoped math curriculum in grade 3 (one grade per year)

• Implement Cluster Grouping model in grades 3-5

• Years Three and Four • Implement a grouping model 6-8

• Implement an enrichment model 6-8

COSTS

• Total Gifted and Talented Program Costs

• Each new staff member $70,000

• K-5 Math/ELA Technology Platform $18,000

• Enrichment Binder Curriculum Revision $4,000

• Summer staff training for cluster teachers $2,000

• Grade level gifted curriculum writing $2400

• Can we do it for less??

Underlined items represent ongoing costs

WHAT ARE WE GETTING?

• The ability to effectively use differentiated instruction through the school wide cluster grouping model

• Identification of all student levels, including gifted students

• Gifted Math program that covers grades 3-6 by the end of grade 5

• An enrichment program for gifted and high achieving students K-5

• Technology support to provide more instructional options for students and teachers

• Enrichment specialists to teach students, design groupings, and provide training

• Flexible grouping to allow students to be challenged at a level appropriate to their ability

GOAL AND QUESTIONS

• Goal: To create a robust, articulated K-12 enrichment

program that meets the needs of our most gifted students

while also benefiting the achievement of the entire school

community.

• Questions:

• What type of giftedness will we address? Primarily Mathematics

• When will this program take place? Enrichment K-8, Math G&T 3-12

• How will this program be funded for the long term? General Budget

• Is there a strategy that can meet the above goal? The Schoolwide

Cluster Grouping Model

• How will we select students for this program? Multiple measures

including recommendations, school assessments, achievement and

ability testing.