case study

Instructional Plan

To best maximize Larz’s gifts, and to help him socialize and be engaged in school, Larz’s parents decided to put him in a school that implements cluster grouping for gifted children. Pierce et al. (2011) share that cluster groups can lead to better association, socialization, and focus for gifted grade school children (p. 569). The cluster groups allow Larz to be in a regular classroom with children with similar abilities. This attribute of cluster grouping helps children to not feel like exceptional cases and creates a social group of children with related gifts. Matthews, Ritchotte, and Mcbee (2013) explain that cluster grouping can help socialize a child by

surrounding them with a class of comparable children and a teacher who is specialized in teaching and helping gifted children (p. 87).

The teachers in cluster group classrooms are dedicated to assisting talented children in

maximizing their gift, as well as receiving a well-rounded education. It will be up to him and his teacher to determine the best path forward through intermittent check-ins and dialogue. It has been shown to be beneficial to group together boys of similar academic, racial, or socioeconomic backgrounds, to provide a teacher with higher-level training, and to supply appropriate tests (Winnebrenner et al. 2000, p. 62). Nonverbal tests such as Raven's Progressive Matrices and the Naglieri Nonverbal Ability Test (NNAT) will be essential to ensuring that his progress is appropriately measured (Naglieri & Ford, 2003, p. 158). These tests are more representative because they tend to be more culturally neutral (Lohman et al, 2008, p. 277).

Since joining the cluster group classroom, Larz has excelled. This may be, in part, due to how this approach also supports the affective nature of his African-American background. Brulles et al. (2010) found that cluster grouping nearly doubled ethnic minority testing performance as compared to their ethnic peers in standard, heterogeneous classroom configurations (p 341). Consequently, Larz shows more social skills and less anxiety around other children. He is now demonstrating interest in different subjects and showcasing exceptional aptitude for mathematics. The cluster group allows Larz to have a positive social group and an experienced educator to help him develop his gift and engage in other subjects.

To develop his aptitude for mathematics, it would be beneficial to consider Larz for

achievement grouping with other students who also excel in mathematics and be paired with a teacher who has training in supporting gifted needs students (Chang et al, 2009, p. 29). This cluster group supports his racial affect and cognitive development by combining him with similar students while also intermittently supplying engaging acceleration in mathematics (Gentry, 1999). Students with subject-specific skills can be placed in the cluster classroom to take part in advanced work when appropriate (Winebrenner & Devlin, 1998). This would allow Larz to have time focusing on developing this subject at a more fitting pace without detracting the benefits he is already receiving from the broader cluster grouping.

Because all these changes are complex logistically and socially, it appears that Larz

benefits from developing a relationship with a guidance counselor to help him with transitions between classes and the potential for peer stigmatization for the extra attention he receives. Wilson (1986) found that journaling is an effective way to integrate the stress of a child’s experience through supportive conversations with a counselor. Specific to his African-American7 background, Bruce et al. (2009) found that counseling intervention increased passing scores on high-stakes tests for African-American students from 38.7% to 63.2% in the first year of implementation (455). Indeed, upon starting a biweekly meeting with a counselor, Larz seems to

be much less overwhelmed by the changes to his schedule and academic demands.

Through cluster grouping and supportive counseling and testing, Larz has been able to

carve out an educational format that supports his African-American affect and cognitive needs.