Transcript Total School Clustering

Total School Cluster Grouping
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Developed by Dr. Marcia Gentry and Rebecca
L. Mann, Purdue University
Model/framework for student placement into
classrooms each spring
Used in every elementary building in the
Osseo district
Total School Cluster Grouping (TSCG)
“Total School Cluster Grouping is a specific form
of cluster grouping that has a research base,
theoretical rationale, and model for successful
implementation in schools.”
From Total School Cluster Grouping & Differentiation, by Marcia Gentry and Rebecca L. Mann,
page 1
TSCG definition
“Cluster grouping model that takes into account
the achievement levels of all students and
places students in classrooms yearly in order to
reduce the number of achievement levels in
each classroom and facilitate teachers’
differentiation of curriculum and instruction
for all students and thus increase student
achievement.” Page 9
TSCG Benefits
Some of “the benefits of a thoughtfully implemented
cluster grouping program include:
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Challenging high achievers by placing them together in one classroom,
thus enabling new talents to emerge among students in other
classrooms and allowing them opportunities to become academic
leaders;
Increasing the ability of all teachers to meet the individual academic
needs of their students by reducing the range of student achievement
levels in all classrooms;
Improving how teachers view their students with respect to ability and
achievement;
Improving student achievement among students from all achievement
levels;
Increasing the number of students identified as high achieving and
decreasing the number of students identified as low achieving;” page 2
TSCG Model – Total School Cluster Grouping
 Creates
a school where every classroom is a cluster
classroom and each student is thoughtfully and
deliberately placed in a setting that best fits his/her
needs.
 Reduces
the range and number of instructional levels
in each classroom allowing for more differentiated
instruction.
 Provides
opportunities for all students to learn
something new each day and work at their challenge
level, with peers who are academically similar.
 Recognizes
that all teachers need training in
differentiation strategies in order to meet the
diverse needs in each classroom and encourages all
teachers to further develop proven, effective
teaching techniques.
Criteria for placement TSCG –
Gentry
Consider
the total student and use specific criteria to
place individuals in an appropriate classroom.
Students
should be placed based on their strengths and
may well belong in the HA cluster classroom even if there
are other concerns, such as behavior.
TSCG Levels of Placement –
Gentry
High Achieving (HA) students - HA cluster room
May need 1–3 experiences to master a new skill; great at reading & math
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Above Average (AA) students - rooms that do not have HA students
Achieving above grade level or above average at site; great at reading or math;
learns with 5-8 experiences
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Average (A) students - all classrooms
At grade level or average at site
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Low Average (LA) students - all classrooms
Struggles in reading or math but makes gains with support
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Low (L) students - rooms that do not have HA students
History of consistent and significant struggle with grade level academics
Criteria for Placement TSCG –
Gentry
Criteria for Placement (based on site needs) may include:
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Classroom performance
Grades
Professional Judgment
Testing Data including:
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DIBELS
MAP/NWEA RIT scores
MCA scores 3-5
Cognitive Abilities Test
(CogAT) results
Standardized tests (IQ,
CTBS, Stanford, etc.)
Grade level assessments
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Special Services
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FSSE
EL
Teacher observations
Staff fit
Peer relationships/separations
Marcia Gentry’s book:
Total School Cluster Grouping & Differentiation
Questions?
Thank you for
coming.