In the Schoolwide Cluster Grouping Model, gifted students are clustered into a mixed-ability classrooms at each grade level. The teacher has had training in understanding, planning for, and instructing gifted students. If there are more than eight gifted students in the grade level, two or more clusters may be formed. High-average students are placed into classrooms without the gifted clusters to create a balance of ability/achievement levels in classes across the grade level. Because all classes maintain a slightly narrowed range of performance and abilities, this method of grouping students does not represent a tracking system. Classroom compositions are carefully structured with two main goals: to ensure that there is a balance throughout the grade level, and to reduce the learning range found in any given classroom. This system provides opportunities for teachers to more readily respond to the needs of all their students.

Gifted cluster teachers plan appropriately challenging instruction for their gifted students. This may involve acceleration, enrichment, and various extended learning opportunities targeted to develop the following skills through learning in the content areas:

• Logical thinking
• Reasoning skills
• Critical and creative thinking
• Problem-solving

Gifted students receive instruction that is differentiated in content, process, product, learning environment and assessment:

1. Content — Complex, abstract ideas presented in a variety of disciplines, including interdisciplinary curriculum.
2. Process — Higher-level thinking through Bloom’s Taxonomy and the Multiple Intelligences.
3. Products — Alternative methods of demonstrating mastery with a range of complexity.
4. Learning environment — Student-centered, flexible grouping based on readiness, interests, and abilities.
5. Assessments — Pre-assessment and testing out-of-grade level curriculum.

Identification of Gifted Students

Testing Dates