Total School Cluster Grouping
Developed by:
Dr. Marcia Gentry
Theoretical Underpinnings:
Based on research on the effectiveness of general cluster grouping
(Balzer & Siewert, 1990; Brown, Archambault, Zhang, & Westberg, 1994; Coleman & Cross, 2005; Davis & Rimm, 2004;
Hoover, Sayler & Feldhusen, 1993; Kulik, 2003; LaRose, 1986; Renzulli, 1994; Rogers,2002; Winebrenner, 2003).
Brief description of the model and/or its philosophy:
Unlike general cluster grouping, TSCG takes into account the achievement level of every student in the school, not just those
identified as gifted or high achieving. Identification occurs yearly and teachers may group flexibly within their classes and
among grade levels. All teachers will receive in-service training for differentiation and gifted strategies, even if they do not
have any gifted clusters in theirclassrooms.
Key elements,components, and/or non-negotiables:
Key Elements of TSCG:
1. Step 1: Identification using…
-state test data for math, reading/writing, and science
-grades from previous/current school year
2. Step 2: Developing Class Lists
3. Step 3: Launching the Model
Non-Negotiables of TSCG:
1. Groups of students considered gifted or high achieving (at least 3) are placed in classrooms that contain students of other,
varying achievement levels.
2. Teachers differentiate instruction for classrooms that contain the gifted or high-achieving clusters.
3. Teachers working with the gifted or high achieving clusters should have a background working with gifted students and
a strong desire to differentiate.
Intended applicationsfor the model (enrichment, pull-out, whole school,classroom, etc.):
The whole school
Intended Audiences:
Elementary faculty and students
Relative strength and weaknesses:
Strengths:
1. Every student is evaluated every year. Students may change in ability and therefore switch to different clusters from one
academic year to the next.
2. Every teacher is involved in the decision making process and teachers’ knowledge of students can be helpful in creating
harmonious and better-functioning classrooms.
3. Gifted (or high achieving) clusters are never placed in the same classrooms as above average achieving students. This allows
new leaders to form and above average students will not feel hindered by the gifted students.
Weaknesses:
1. Experience working with gifted students is desired for teacher who will have gifted clusters in their classrooms. This may not
always be possible.
2. This could present a scheduling nightmare, even in an elementary setting. Every new student coming in mid-year will have to be
evaluated and strategically placed.
3. If the scheduling happens in the summer, how will administrators ensure teachers are available and on board to bepresent for
all of the decision-making?
Resources required:
No special resources required, though Dr. Gentry strongly recommendsthat any school that plans to implement TSCG complete on-
going professional development geared toward teaching gifted students anddifferentiating instruction, in addition to having a
plan to collect and evaluate data in order to determine the efficacy of the model.
Dr. Marcia Gentry
Theoretical Underpinnings:
Based on research on the effectiveness of general cluster grouping
(Balzer & Siewert, 1990; Brown, Archambault, Zhang, & Westberg, 1994; Coleman & Cross, 2005; Davis & Rimm, 2004;
Hoover, Sayler & Feldhusen, 1993; Kulik, 2003; LaRose, 1986; Renzulli, 1994; Rogers,2002; Winebrenner, 2003).
Brief description of the model and/or its philosophy:
Unlike general cluster grouping, TSCG takes into account the achievement level of every student in the school, not just those
identified as gifted or high achieving. Identification occurs yearly and teachers may group flexibly within their classes and
among grade levels. All teachers will receive in-service training for differentiation and gifted strategies, even if they do not
have any gifted clusters in theirclassrooms.
Key elements,components, and/or non-negotiables:
Key Elements of TSCG:
1. Step 1: Identification using…
-state test data for math, reading/writing, and science
-grades from previous/current school year
2. Step 2: Developing Class Lists
3. Step 3: Launching the Model
Non-Negotiables of TSCG:
1. Groups of students considered gifted or high achieving (at least 3) are placed in classrooms that contain students of other,
varying achievement levels.
2. Teachers differentiate instruction for classrooms that contain the gifted or high-achieving clusters.
3. Teachers working with the gifted or high achieving clusters should have a background working with gifted students and
a strong desire to differentiate.
Intended applicationsfor the model (enrichment, pull-out, whole school,classroom, etc.):
The whole school
Intended Audiences:
Elementary faculty and students
Relative strength and weaknesses:
Strengths:
1. Every student is evaluated every year. Students may change in ability and therefore switch to different clusters from one
academic year to the next.
2. Every teacher is involved in the decision making process and teachers’ knowledge of students can be helpful in creating
harmonious and better-functioning classrooms.
3. Gifted (or high achieving) clusters are never placed in the same classrooms as above average achieving students. This allows
new leaders to form and above average students will not feel hindered by the gifted students.
Weaknesses:
1. Experience working with gifted students is desired for teacher who will have gifted clusters in their classrooms. This may not
always be possible.
2. This could present a scheduling nightmare, even in an elementary setting. Every new student coming in mid-year will have to be
evaluated and strategically placed.
3. If the scheduling happens in the summer, how will administrators ensure teachers are available and on board to bepresent for
all of the decision-making?
Resources required:
No special resources required, though Dr. Gentry strongly recommendsthat any school that plans to implement TSCG complete on-
going professional development geared toward teaching gifted students anddifferentiating instruction, in addition to having a
plan to collect and evaluate data in order to determine the efficacy of the model.