Instruction
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Amber Rice
Combs High School
arice@jocombs.org
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Dr. Patrice De La Ossa
Combs High School
pdelaossa@jocombs.org
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Brady Thorpe
J.O. Combs Middle School
bthorpe@jocombs.org
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Cassie Bates
Combs Traditional Academy
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Christine Murphy
Ellsworth Elementary School
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Suzanne Petersheim
Jack W. Harmon Elementary School
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Joline King
Kathryn Sue Simonton Elementary School
jking@jocombs.org
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Nimisha Tejani
Ranch Elementary School
ntejani@jocombs.org
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PLC Data Teams
English Learner Program
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Brenda Bencomo
English Learner Content Coach/CMS SEI Teacher
bbencomo@jocombs.org
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Diance Ouellette
Combs High School SEI Teacher
douellette@jocombs.org
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Patricia Roy
Ellsworth EL Paraprofessional
proy@jocombs.org
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Pam Yambor
Ranch EL Paraprofessional
pyambor@jocombs.org
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TBD
Jack W. Harmon EL Paraprofessional
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TBD
Kathryn Sue Simonton/CTA EL Paraprofessional
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Gifted Program
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:
- Content — Complex, abstract ideas presented in a variety of disciplines, including interdisciplinary curriculum
- Process — Higher-level thinking through Bloom’s Taxonomy and the Multiple Intelligences
- Products — Alternative methods of demonstrating mastery with a range of complexity
- Learning environment — Student-centered, flexible grouping based on readiness, interests, and abilities
- Assessments — Pre-assessment and testing out-of-grade level curriculum.
- Saturday, September 21, 2019
- 9:00AM @ Combs Traditional Academy
- Please fill out the Gifted Permission to Test Form by clicking here.
- Spring Gifted Testing for K-6
- 3rd Grade Blanket Testing
District Instructional Resources
- Thinking Maps
- Write from the Beginning - Builds on the power of Thinking Maps to establish a focus on effective writing across all grade levels and content areas. Its approach helps students internalize the skills and strategies used by effective writers, so they can apply them in academic discourse wherever their paths take them.
- Units of study are organized around the principles of Understanding by Design. For more information, please see ASCD's UbD Framework Page.
- We employ the ICLE Rigor and Relevance model to instruction. For more information please see ICLE's Rigor and Relevance Framework Page.