Math Regrouping
Meeting
Westmount Charter School
Elementary Campus
May 23, 2013
Why are we looking at Acceleration?
• Programming should be reviewed regularly
– Decision was made to review how we accelerated
on both campuses
• Desire to ensure that regrouping and
acceleration follow best practices
Factors influencing our decision to
change our regrouping model?
1. Consideration of current regrouping model
– Current regrouping model:
•
•
•
•
Emerging
Grade Level
Enriched
Accelerated (subject grade skipped)
– Staff survey
• Inconsistency in understanding of groupings
• Inconsistency in how model was applied
– How regrouping decisions were made
Factors influencing our decision to
change our regrouping model?
2. Concern that the groupings were value laden
– Accelerated group was “better” than other groups
– Effects on self-concept when not accelerated
– Emergent is “lower” group even though it was
intended to meet student need
– Pressure to be in the “higher” group, even though it
may not consider student need
– Most desired match vs. Best match
Factors influencing our decision to
change our regrouping model?
3. Long term effect of current regrouping
– Consideration of current grade 8 students in
grade 9 Mathematics:
•
•
Approximately half of current grade 8 students in
grade 9 achieving in 50% - 70% range
Portion of accelerated students in some elementary
classes
Factors influencing our decision to
change our regrouping model?
4. Regrouping decisions seemed too limited
– Pre-test and/or post-test marks are significant, but
do not create a comprehensive enough profile
– Did not fully consider student need
– Did not fully consider readiness factors
– Did not consider top of the class to top of the
class
Now that you know, what do you
do?
New regrouping thinking…
• Form a committee to consider a more
responsive model
• Propose a more comprehensive model based
on consideration of:
– Learning needs
– Learning styles
– Readiness factors
– Pre-test data
What is Acceleration?
• Acceleration is not intended to speed students
through curriculum
• What we want is programming that responds
to a child’s readiness and need
(VanTassel-Baska, 1992)
• Gifted students often go from question to
answer, spending little or no time in the
“reasoning area”
(VanTassel-Baska)
Readiness Factors
• Student characteristics
– Gifted type (Betts and Neihart)
– Autonomy
• Self organizing/self-motivating?
– Prior knowledge
• Have necessary skills/concepts been mastered?
– Ability to sustain focus, work at target grade level
– Literacy level
– At ease with idea of acceleration
TYPE 1 – THE SUCCESSFUL
BEHAVIORS
•Perfectionist
•High achiever
•Seeks approval – External locus of control
•Resists risk taking
•Conforms
•Dependant
NEEDS
•Challenges
•Risks
•Assertiveness skills
•Appropriate curriculum
5/28/2013
AFFECTIVE
•Positive self-concept
•Extrinsic motivation
•Anxiety prone
•Guilt at failure
•Self critical
•Responsible for others
SCHOOL SUPPORT
•Acceleration/Enrichment
•Compacting
•Peers
•Encouragement in independence
•Balance
11
TYPE 4 – THE DROPOUT
•
BEHAVIORS
Non completion of tasks
•
“Spaced out”
•
Isolated
•
Creative
•
Highly critical of self and others
•
Defensive
•
•
•
•
NEEDS
Individualized programming
Intense support
Alternatives / choice
Counseling (inside and outside of school)
5/28/2013
AFFECTIVE
•
•
•
•
•
Resentment
Angry
Depressed
Explosive
Poor self-concept
SCHOOL SUPPORT
Westmount’s elementary children will likely
not be dropouts. it is, however, important
to ensure that we have these students’
best interests in mind, providing
programming that is responsive to their
learning needs in order to avoid the
possibility of their becoming dropouts later
on.
12
TYPE 5 – THE DOUBLE CODED
BEHAVIORS
•
•
•
Inconsistent work
Appears average or below
Disruptive
AFFECTIVE
•
•
•
•
•
NEEDS
•
•
•
•
•
Focus on strengths
Adaptive coping skills
Support group
Counseling
Skill development
5/28/2013
Powerless
Frustrated
Low self esteem
Unaware
Angry
SCHOOL SUPPORT
•
•
•
•
•
Gifted grouping
Resources
Alternative learning protocols
Exploration and investigation
Individual counseling/resource support
13
TYPE 6 – THE AUTONOMOUS
BEHAVIORS
•
•
•
•
•
•
•
•
Highly skilled
Independent
Develops own goals
Internal locus of control
Follows through
Creative
Strong sense of justice
Risk taker
•
•
•
•
•
•
SCHOOL SUPPORT
NEEDS
•
•
•
•
•
•
Advocacy
Feedback
Facilitation
Support for risk taking
Appropriate opportunities
Balance
5/28/2013
AFFECTIVE
Strong self-concept
Enthusiastic
Strong desire to learn
Learns from failure
Personal power
Acknowledges support from others
•
•
•
•
•
•
•
Long term, integrated study
Acceleration / enrichment
Flexible time and space restrictions
Depth
Mentorship
Career counseling
Peers
14
Comparing learning needs…
Type 1
Type 6
•Perfectionist
•High achiever
•Seeks approval – External locus
of control
•Resists risk taking
•Conforms
•Dependant
•
•
•
•
•
•
•
•
Highly skilled
Independent
Develops own goals
Internal locus of control
Follows through
Creative
Strong sense of justice
Risk taker
…suggests that a different grouping approach will be more
effective than a similar approach when considering student
characteristics.
Bloom’s Taxonomy & Gifted
Grouping
• Grouping by style and ability enhances
differentiation
– Teacher is working with students who have similar
learning needs
– More focused strategies and approaches
– Flexibility
Regrouping
Descriptors
Looking at student learning styles
Sequential learners, benefit from practice and
repetition, hands-on learner who enjoys center work,
extra time may be given to master a topic, may
require personalized explanations and examples.
Good mastery of number computations or minimal
need for drill and practice to master a new topic
(Example: Kumon student), is ready to apply the skills
through a variety of real-world projects, is often
capable of working more independently, children who
know how to “play the game” (Bett’s and Neihart- The
Successful).
Accelerated math ability, independent learner
needing few repetitions, critical thinker- needing
freedom of thought and flexibility in learning; may be
an abstract learner. Demonstrating the potential of
mathematical giftedness.
Rare for a
child to stay within
one learning style
100% of the time
Student Learning Style: Sequential
learners, benefit from practice and
repetition, extra time is given to
master a topic, prefers working with
assistance more often, hands-on
learner who enjoys center work,
may require personalized
explanations and examples.
Student Learning Style: Good
mastery of number computations or
minimal need for drill and practice to
master a new topic (Example:
Kumon student), is ready to apply
the skills through a variety of realworld projects, is capable of working
more independently, children who
know how to “play the game” (Bett’s
and Neihart- The Successful).
Teacher Role: Primarily direct
instruction with a high emphasis on
modelling. One on one assistance
may be required. Teacher may
facilitate frequent connection
between home and school due to
the difficulties compacted
curriculum may be causing. Drill
and Practice with application to real
life. Teacher driven class with
Student Learning Style: Accelerated math ability,
opportunities
in the other teaching
independent learner needing
few repetitions, critical
thinker- needing freedom of thought
and flexibility
in
styles
as required
by group.
learning; may be an abstract learner. Demonstrating
the potential of mathematical giftedness.
Teacher Role: Direct instruction
leading into project based
application. The teacher would
spend a greater amount of time
in assisting students to extend
and transfer the core
curriculum knowledge. The
learning shifts back and forth
between teacher led and
student led learning
experiences.
Student Learning Style: Sequential
learners, benefit from practice and
repetition, extra time is given to
master a topic, prefers working with
assistance more often, hands-on
learner who enjoys center work,
may require personalized
explanations and examples.
Student Learning Style: Good
mastery of number computations or
minimal need for drill and practice to
master a new topic (Example:
Kumon student), is ready to apply
the skills through a variety of realworld projects, is capable of working
more independently, children who
know how to “play the game” (Bett’s
and Neihart- The Successful).
Student Learning Style: Accelerated math ability,
independent learner needing few repetitions, critical
thinker- needing freedom of thought and flexibility in
learning; may be an abstract learner. Demonstrating
the potential of mathematical giftedness.
Teacher Role: Student driven class with teacher acting as
mentor/advisor; flexible structure; curricular objectives
Student Learning Style: Good
are
met,
through
expansive, in-depth
problem-based
Student
Learning
Style: Sequential
mastery of number
computations or
learners, benefit from practice and
minimal need for drill and practice to
projects.
Thistime
may
beto independent,
group,
or full
mastersmall
a new topic
(Example:
repetition, extra
is given
master aIn-depth
topic, prefers working
with do not Kumon
is ready within
to apply
class.
projects
havestudent),
to remain
assistance more often, hands-on
the skills through a variety of realworld projects, isfor
capable
of working
who enjoys
work,
thelearner
bounds
of center
the curriculum
objectives
that
current
may require personalized
more independently, children who
explanations
andstudents
examples.
knowmastered
how to “play thesome
game” (Bett’s
grade
level as
may have
or all
and Neihart- The Successful).
of the grade level objectives.
Student Learning Style: Accelerated math ability,
independent learner needing few repetitions, critical
thinker- needing freedom of thought and flexibility in
learning; may be an abstract learner. Demonstrating
the potential of mathematical giftedness.
Teacher Role: Primarily direct instruction with a
high emphasis on modelling. One on one
assistance may be required. Teacher may facilitate
frequent connection between home and school
due to the difficulties compacted curriculum may
be causing. Drill and Practice with application to
real life through an end of unit project. Teacher
driven class with opportunities in the other
teaching styles as required by group.
Student Learning Style: Sequential learners,
benefit from practice and repetition, extra time is
given to master a topic, prefers working with
assistance more often, hands-on learner who
enjoys center work, may require personalized
explanations and examples.
Teacher Role: Direct instruction leading into
project based application. The teacher would
spend a greater amount of time in assisting
students to extend and transfer the core
curriculum knowledge. The learning shifts back
and forth between teacher led and student led
learning experiences.
Student Learning Style: Good mastery of number
computations or minimal need for drill and
practice to master a new topic (Example: Kumon
student), is ready to apply the skills through a
variety of real-world projects, is capable of working
more independently, children who know how to
“play the game” (Bett’s and Neihart- The
Successful).
Teacher Role: Student driven class with teacher acting as mentor/advisor;
flexible structure; curricular objectives are met, through expansive, in-depth
problem-based projects. This may be independent, small group, or full class.
In-depth projects do not have to remain within the bounds of the curriculum
objectives for that current grade level as students may have mastered the
grade level objectives.
Student Learning Style: Accelerated math ability, independent learner
needing few repetitions, critical thinker- needing freedom of thought and
flexibility in learning; may be an abstract learner. Demonstrating the
potential of mathematical giftedness.
Group Names?
BUILDERS
INVESTIGATORS
Skills Based Class
Project Based Class
Bloom’s Taxonomy- This class will begin at the knowledge
and Comprehension levels.
Bloom’s Taxonomy- This class will begin at the
Comprehension and Application levels.
Teacher Role: Primarily direct instruction with a high
emphasis on modelling. One on one assistance may be
required. Teacher may facilitate frequent connection
between home and school due to the difficulties
compacted curriculum may be causing. Drill and Practice
with application to real life through an end of unit project.
Teacher driven class with opportunities in the other
teaching styles as required by group.
Teacher Role: Direct instruction leading into project based
application. The teacher would spend a greater amount
of time in assisting students to extend and transfer the
core curriculum knowledge. The learning shifts back and
forth between teacher led and student led learning
experiences.
Student Learning Style: Sequential learners, benefit from
practice and repetition, extra time is given to master a
topic, prefers working with assistance more often, handson learner who enjoys center work, may require
personalized explanations and examples.
Student Learning Style: Good mastery of number
computations or minimal need for drill and practice to
master a new topic (Example: Kumon student), is ready
to apply the skills through a variety of real-world projects,
is capable of working more independently, children who
know how to “play the game” (Bett’s and Neihart- The
Successful).
Inquiry Based Class
This class will begin at the Creative and Evaluative levels
as a starting point.
Teacher Role: Student driven class with teacher acting as mentor/advisor;
flexible structure; curricular objectives are met, through expansive, in-depth
problem-based projects. This may be independent, small group, or full class.
In-depth projects do not have to remain within the bounds of the curriculum
objectives for that current grade level as students may have mastered the
grade level objectives.
Student Learning Style: Accelerated math ability, independent learner
needing few repetitions, critical thinker- needing freedom of thought and
flexibility in learning; may be an abstract learner. Demonstrating the
potential of mathematical giftedness.
EXPLORERS
Skills Based Class
Bloom’s Taxonomy- This class will begin at the knowledge
and Comprehension levels.
Unique Profiles (This may be
a good placement for
students with the following
learning needs):
-Emergent math students
-Variations in processing
speed
-Below grade level reading
ability if current language
ability inhibits acquisition of
concepts.
NOTE: This class would
function best as a smaller
group, depending on the
number of unique student
profiles in the class.
Teacher Role: Primarily direct instruction with a high
emphasis on modelling. One on one assistance may be
required. Teacher may facilitate frequent connection
between home and school due to the difficulties
compacted curriculum may be causing. Drill and Practice
with application to real life through an end of unit project.
Teacher driven class with opportunities in the other
teaching styles as required by group.
Student Learning Style: Sequential learners, benefit from
practice and repetition, extra time is given to master a
topic, prefers working with assistance more often, handson learner who enjoys center work, may require
personalized explanations and examples.
Pre/Post Assessment is Essential
BUILDERS
INVESTIGATORS
Project Based Class
Bloom’s Taxonomy- This class will begin at the
Comprehension and Application levels.
Teacher Role: Direct instruction leading into project based
application. The teacher would spend a greater amount
of time in assisting students to extend and transfer the
core curriculum knowledge. The learning shifts back and
forth between teacher led and student led learning
experiences.
Student Learning Style: Good mastery of number
computations or minimal need for drill and practice to
master a new topic (Example: Kumon student), is ready
to apply the skills through a variety of real-world projects,
is capable of working more independently, children who
know how to “play the game” (Bett’s and Neihart- The
Successful).
Inquiry Based Class
This class will begin at the top levels- Creative and Evaluative
as a starting point.
EXPLORERS
Teacher Role: Student driven class with teacher acting as mentor/advisor;
flexible structure; curricular objectives are met, through expansive, in-depth
problem-based projects. This may be independent, small group, or full class.
In-depth projects do not have to remain within the bounds of the curriculum
objectives for that current grade level as students may have mastered the
grade level objectives.
Student Learning Style: Accelerated math ability, independent learner
needing few repetitions, critical thinker- needing freedom of thought and
flexibility in learning; may be an abstract learner. Demonstrating the
potential of mathematical giftedness.
Unique Profiles: Mathematically Gifted.
NOTE: Because of the high degree of
differentiation, this class would function best as a smaller group (15-16 pupils). 1
Unique Profiles (This may be
a good placement for
students with the following
learning needs):
-students with a strong math
ability but struggle with
written expression.
Acceleration vs. Grade skipping
Content Based
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–
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–
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Single subject acceleration
Curriculum compacting
Concurrent/dual enrollment
Correspondence courses
Credit by examination
Mentoring
Extracurricular programs
Advanced placement
International baccalaureate
Grade Based
–
–
–
–
–
–
–
Early admission
Whole grade acceleration
Radical acceleration
Continuous progress
Self-paced instruction
Telescoping
Combined classes
The 10% recommendation
• Grade skipped students should go from the
top 10% of their current grade to the top 10%
of their target grade (Assouline, et al., 2009)
Approach
• Clear, consistent criteria (Vialle 2001, Evans
1996)
• Parent and student agreement (Lynch 1994,
NAGC 2004)
• Discussion process with school (Lynch 1994)
• Review committee (Institute for Research and Policy on
Acceleration, National Association for Gifted Children, Council
of State Directors of Programs for the Gifted 2009)
• A review period (all of the above)
A process – Iowa Acceleration Scale
• The Iowa Acceleration Scale • Each of these areas of
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General Information
Family Information
Study Team Information
Critical Items
School History
Assessment of Ability
Assessment of Aptitude
Assessment of Achievement
School and Academic Factors
Developmental Factors
Interpersonal Skills
Attitude and Support
consideration, with the
exception of Critical
Items, is given a point
value which results in a
recommendation:
–
–
–
–
Excellent candidate
Good candidate
Marginal candidate
Not recommended
Cautions?
• Socially immature (Lynch 1994)
• Physically immature (Lynch 1994, Feldhusen,
Proctor & Black 1986)
• Is the student being pushed by parents?
(Lynch 1994, Feldhusen, Proctor & Black 1986)
• Follow developmental rate, rather than
chronological rate (Evans 1996)