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Enhancing Equity and Access in Education: A Teacher's Perspective on Cluster Models

This document explores the implementation of cluster models in education from the viewpoint of a highly capable program teacher. It addresses the benefits of clustering high-achieving general education students with identified highly capable students to foster an inclusive learning environment. Key themes include the necessity of maintaining instructional practices, addressing the challenge of overcrowded classrooms, and ensuring diverse access to enrichment opportunities. The implications for teachers, families, and students are discussed, highlighting the potential for transformative experiences and increased equity for underrepresented populations.

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Enhancing Equity and Access in Education: A Teacher's Perspective on Cluster Models

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  1. Cluster Program Considerations A Teacher Perspective May 2014

  2. My Perspectives • Self-Contained Highly Capable Teacher • Highly Capable Program Specialist

  3. Background for Clustering • Overcrowding in general education classes and space in Highly Capable class • Community desire for equity and access to enrichment and acceleration for students in general education • Acknowledgement of the limitations of the assessment process to identify some students

  4. Cluster Models High Cluster General Education Cluster • High achieving general education students are clustered with identified Highly Capable students in a self-contained classroom • 4-8 identified Highly Capable students are clustered in a general education classroom with a teacher specially trained to differentiate in order to meet the individual needs of the students

  5. The Classroom Experience • Instructional practices remained the same • Typical adjustments to level of expectation, rigor, and pace • Performance generally met or exceeded those students identified as Highly Capable with scaffolding in some cases • Students fit in socially with the identified students • Clustered students continued in the Honors path

  6. Implications • Need to engage families of clustered students, possibly families of identified students • Need to address possible concerns about the self-contained program becoming less rigorous • Consider impact on general education classrooms • Opportunity to provide additional services to students with similar needs at little cost • Increase equity of access for underrepresented populations; add diversity to program • Transformative experience for some students/families

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