Total School Cluster Grouping

Synopsis

Dr. Marcia Gentry developed the Total School Cluster Grouping Model as a way of meeting the unique needs of all learners in a school. This model relies heavily on data for flexible grouping of all students, and trained practitioners to deliver high quality curriculum through differentiation. Gifted students are clustered together in groups of at least three in order to nurture their cognitive needs in an appropriate social environment. Classrooms can remain heterogeneous as ability levels are identified for all students and cluster groups with various skill needs are placed in each classroom.

What Works for Me

• The needs of all learners are met through the grouping of this model
• Gifted learners have like-ability peers for academic discussion and collaboration
• Each classroom has a diversity of skill levels in its learners
• Research shows the effectiveness of this model with gifted students
• The model is beneficial to the entire school. According the NAGC website, "Because the cluster grouping encouraged teachers to naturally implement differentiation strategies, the researchers found that the cluster grouping strategy actually benefited other students in the classrooms that included clustering as well." 
• "This action research project analyzed achievement in mathematics for subgroups that included gender, grade levels, ethnicity, and English language learner status. Results indicate that the gifted students in gifted cluster classes demonstrated statistically significant and scientifically meaningful achievement growth, regardless of their demographic group." (http://www.davidsongifted.org/Search-Database/entry/A10691)

What Doesn't Work for Me

• This model requires that teachers are experienced and trained in differentiating, which is not always the case in the schools where I work.
• The amount of time for scheduling can be a hurdle for schools. All teachers are supposed to be involved in decision-making, so this could become huge barrier in the middle school setting.

Considerations

• Political: This model requires certain configuration which could be a political barrier. School policy would need to reflect the type of grouping needed for implementation. Some parents in my district would not necessarily trust this model for meeting their child's needs in mathematics. Some parents prefer students to be in an entire high ability math class, so it would take some communication with students and families about ensuring that students are being challenged appropriately. 
• Budgetary: This model does not have a lot of cost attached to it, but the amount of time needed for planning and scheduling could potentially impact the budget. 
• State/District Guidelines: The needs of Chapter 104 students would be met through this model meeting the guidelines established by the State of Maine and my school district.
• Population: This model benefits the entire school population. Chapter 104 states, "Gifted and talented children need diversity in their educational experiences; therefore, diverse and appropriate learning experiences shall be offered through a variety of program models, instructional strategies and materials."
• Time: Planning and scheduling for the cluster groups of students is the most time-consuming part of this model. Teachers would also need to devote their planning time to designing appropriate differentiated instruction for their various clusters.