Curriculum compactingCurriculum compacting

Procedure to eliminate mastered Procedure to eliminate mastered material and substitute more material and substitute more

engaging and relevant activities.engaging and relevant activities.

From Get Off My Brain, by Randy McCutcheon, illustrated by Pete Wagner

"First grade would be all right if it weren't for the

11 sequels."

"It's a pleasant place in a lot of ways, Mom,but you wouldn't believe the paperwork."

Schoolhouse or

Schoolhouse or

Lesson Learning

Lesson Learning

Giftedness

Giftedness

Creative/

Creative/Productive

Productive Giftedness

Giftedness

WHAT MAKES GIFTEDNESS?WHAT MAKES GIFTEDNESS?

Above Average Ability

Task Commitment

Creativity

U

A

CI

C

T P

Reis, S. M., Burns, D. E., & Renzulli, J. Reis, S. M., Burns, D. E., & Renzulli, J. S. (1992). Curriculum Compacting: The S. (1992). Curriculum Compacting: The

complete guide to modifying the complete guide to modifying the curriculum for high ability students.curriculum for high ability students.

CCurriculum Compacting urriculum Compacting RaRationale tionale

Textbooks have been dumbed down.Textbooks have been dumbed down.

Students already know much of their Students already know much of their texts’ content before learning it.texts’ content before learning it.

The quality of textbooks has failed to The quality of textbooks has failed to improve.improve.

Reis, S. M., Burns, D. E., & Renzulli, J. Reis, S. M., Burns, D. E., & Renzulli, J. S. (1992). Curriculum Compacting: The S. (1992). Curriculum Compacting: The

complete guide to modifying the complete guide to modifying the curriculum for high ability students.curriculum for high ability students.

CCurriculum Compacting urriculum Compacting RaRationaletionale

The needs of high ability students The needs of high ability students are often not met in classroomsare often not met in classrooms

The pace of instruction and The pace of instruction and practice time can be modified.practice time can be modified.

Compacting guarantees Compacting guarantees educational accountability.educational accountability.

GGoals of Compactingoals of Compacting

Create a challenging learning environment in the Create a challenging learning environment in the classroom and the enrichment programclassroom and the enrichment program

Define objectives and guarantee proficiency in basic Define objectives and guarantee proficiency in basic curriculumcurriculum

Find time for alternative learning activities based on Find time for alternative learning activities based on advanced content advanced content andand individual student interest individual student interest

Some strategiesSome strategies

AccelerationAcceleration

Enrichment and in-depth learningEnrichment and in-depth learning

Independent study and Type III Independent study and Type III Investigations Investigations

How does compacting work?How does compacting work?

Story of MarjorieStory of Marjorie

There was something I had to say to you,There was something I had to say to you,I was elated to find you listeningI was elated to find you listening

Waiting for me to say it. but I didn’t, Waiting for me to say it. but I didn’t, I just watched you sitting there.I just watched you sitting there.

And wondered if you already knewAnd wondered if you already knew Although now I wish I told Although now I wish I told

You anywayYou anywayBecause I’m not sure you heardBecause I’m not sure you heard

What I didn’t sayWhat I didn’t say

"It's about Time" by Alane J. Stako, "It's about Time" by Alane J. Stako, Mansifeld Center, CTMansifeld Center, CT

CCompacting: ompacting: “Quick and Dirty” Check“Quick and Dirty” Check

Is the student in the top Is the student in the top reading group or reading at an reading group or reading at an advanced level?advanced level?Does he or she finish tasks Does he or she finish tasks quickly?quickly?Do you think he or she would Do you think he or she would benefit from more challenging benefit from more challenging work?work?

CCompactingompacting

Assesses what a student knows Assesses what a student knows about material to be studied and about material to be studied and what the student still needs to what the student still needs to mastermasterPlans for learning what is not Plans for learning what is not known and excuses student from known and excuses student from what is knownwhat is knownPlans for freed-up time to be spent Plans for freed-up time to be spent in enriched or accelerated studyin enriched or accelerated study

NAME__________________________________ AGE________ TEACHER(S) _______________________

SCHOOL _______________________________ GRADE_____ PARENT(S) ________________________ _______ _______ _______ _______

INDIVIDUAL EDUCATIONAL PROGRAMMING GUIDEThe Compactor

CURRICULUM AREAS TO BE CONSIDEREDFOR COMPACTING Provide a brief description ofbasic material to be covered during this marking periodand the assessment information or evidence thatsuggests the need for compacting.

Check here if additional information is recordedon the reverse side.

Copyright © 1978 by Creative Learning Press, Inc. P.O. Box 320 Mansfield Center, CT 06250. All rights reserved.

Individual Conference Dates And PersonsParticipating in Planning Of IEP

Prepared by: Joseph S. RenzulliLinda M. Smith

PROCEDURES FOR COMPACTING BASICMATERIAL Describe activities that will be used toguarantee proficiency in basic curricular areas.

ACCELERATION AND/OR ENRICHMENTACTIVITIES Describe activities that will be used toprovide advanced level learning experiences in eacharea of the regular curriculum.

Name it.

What material needs to becovered?

What evidence shows a need forcompacting?

Change it.

What enrichment and/oracceleration activities will beincluded?

Independent Study Acceleration

Mini-courses Honors Courses

College Courses Mentorships

Small Group Investigations

Work Study

Prove it.

Exactly what material is to beexcluded?

How will you prove mastery?

Why Not Let High Ability Students Start Why Not Let High Ability Students Start School in January? The Curriculum School in January? The Curriculum

Compacting StudyCompacting StudySally M. ReisSally M. Reis

Karen L. WestbergKaren L. WestbergJonna KulikowichJonna KulikowichFlorence CaillardFlorence CaillardThomas HébertThomas Hébert

Jonathan PluckerJonathan PluckerJeanne H. PurcellJeanne H. PurcellJohn B. RogersJohn B. Rogers

Julianne M. SmistJulianne M. Smist

The National Research Center on the Gifted and TalentedThe National Research Center on the Gifted and Talented

Approximately 40-50% Approximately 40-50% of traditional classroom of traditional classroom material could be material could be eliminated for targeted eliminated for targeted students.students.

When teachers eliminated as much When teachers eliminated as much as 50% of the curriculum, no as 50% of the curriculum, no differences were found between differences were found between treatment and control groups in treatment and control groups in most content areas. In fact, most content areas. In fact, students whose curriculum was students whose curriculum was compacted scored higher than compacted scored higher than control group students in some control group students in some areas.areas.

Acceleration means moving through Acceleration means moving through the traditional curriculum at rates the traditional curriculum at rates faster than typical. The 18 forms of faster than typical. The 18 forms of acceleration include grade-skipping, acceleration include grade-skipping, early-entrance to school, and early-entrance to school, and Advanced Placement (AP) courses. It Advanced Placement (AP) courses. It is appropriate educational planning. It is appropriate educational planning. It means matching the level and means matching the level and complexity of the curriculum with the complexity of the curriculum with the readiness and motivation of the readiness and motivation of the student. student.

AccelerationAcceleration

America’s schools America’s schools routinely avoid routinely avoid academic acceleration, academic acceleration, the easiest and most the easiest and most effective way to help effective way to help highly capable students. highly capable students. While the popular While the popular perception is that a child perception is that a child who skips a grade will who skips a grade will be socially stunted, fifty be socially stunted, fifty years of research shows years of research shows that moving bright that moving bright students ahead often students ahead often makes them happy. makes them happy.

Students who are moved ahead tend to be Students who are moved ahead tend to be more ambitious, and they earn graduate more ambitious, and they earn graduate degrees at higher rates than other students. degrees at higher rates than other students. Interviewed years later, an overwhelming Interviewed years later, an overwhelming majority of accelerated students say that majority of accelerated students say that acceleration was an excellent experience for acceleration was an excellent experience for them. Accelerated students feel academically them. Accelerated students feel academically challenged and socially accepted, and they do challenged and socially accepted, and they do not fall prey to the boredom that plagues many not fall prey to the boredom that plagues many highly capable students who are forced to highly capable students who are forced to follow the curriculum for their age-peers. follow the curriculum for their age-peers.

Enrichment opportunitiesEnrichment opportunities

Extensions within a unitExtensions within a unit

Interest CentersInterest Centers

MentorsMentors

Web questsWeb quests

After reading HOME PLACEAfter reading HOME PLACE

First graders wanted to find out about the First graders wanted to find out about the history of their school. They decided to do history of their school. They decided to do historical research by surveying parents historical research by surveying parents and relatives who had attended the school and relatives who had attended the school years before.years before.

Dear Kids,Dear Kids,We are from Miss Dillon’s first grade class.We are from Miss Dillon’s first grade class.We are doing a research project on Families We are doing a research project on Families At Park Avenue School. We want to find out if anyAt Park Avenue School. We want to find out if any of your parents went to Park Avenue. We would of your parents went to Park Avenue. We would also like to find out some information from them. also like to find out some information from them. We will be handing out a questionnaire when weWe will be handing out a questionnaire when we find out whose parents went to school here. find out whose parents went to school here. Please ask your parents to fill out the bottom of Please ask your parents to fill out the bottom of this paper and return it to the box outside Roomthis paper and return it to the box outside Room101.Thank you for your help.101.Thank you for your help.FromFromThe Pythons The Pythons

Independent studies and Type III Independent studies and Type III InvestigationsInvestigations

Following your passion.Following your passion.

Investigating a real world problem.Investigating a real world problem.

Transforming students from consumers of Transforming students from consumers of knowledge to producers of new knowledge to producers of new knowledge.knowledge.

Student’s Plan to become an ExpertOfficial Contract

Student’s Name: ___________________________Subject: ___________________________ Date:

________1.      Here’s what I want to learn about:

2.     Here’s how I will learn:

3. Here’s how I can share this with the class:

 ________________ _______________ _______________ 

Student’s Signature Teacher’s Signature Parent’s Signature 

Date

Dinosaur Study Group Dinosaur Study Group

You are invited to attend a You are invited to attend a special meeting of our special meeting of our dinosaur study group. dinosaur study group. Zack Haake, 7 years Zack Haake, 7 years old, will be our guest old, will be our guest speaker and will share speaker and will share his dinosaur collection his dinosaur collection with us. He has been with us. He has been studying dinosaurs for studying dinosaurs for most of his life.most of his life.

School based opportunitesSchool based opportunites

WeirdWeird: :

WWolcott olcott

EElementary lementary

IInstitute for nstitute for

RResearch and esearch and

DDesignesign

School based opportunitiesSchool based opportunities

The Magic MailboxThe Magic Mailbox

My GrandmaMy GrandmaBy Allyson MayoBy Allyson Mayo

My GrandmaMy GrandmaBy Allyson MayoBy Allyson Mayo

My Grandma, my grandmaMy Grandma, my grandmaWhen I’m with her, we have fun.When I’m with her, we have fun.My grandma, my grandmaMy grandma, my grandmaShe is my special someone. She is my special someone. She gives me snacks that that aren’t good She gives me snacks that that aren’t good

for me,for me,And then stay up and watch TV.And then stay up and watch TV.

She’s never too busy to play with meShe’s never too busy to play with me

We go outside and read under at tree.We go outside and read under at tree.

My Grandma, my grandmaMy Grandma, my grandma

When I’m with her, we have fun.When I’m with her, we have fun.

My grandma, my grandmaMy grandma, my grandma

She’s my special someone.She’s my special someone.

She tells me stories about my Mom.She tells me stories about my Mom.

Who used to fight with Uncle Tom.Who used to fight with Uncle Tom.

She has good books that we can share.She has good books that we can share.

We snuggle up on a special chair.We snuggle up on a special chair.

Her house is where I like to goHer house is where I like to go

in the summer and in the snow.in the summer and in the snow.

She takes me shopping; it’s always neat.She takes me shopping; it’s always neat.

If I’m bad or good, I’ll still get a treatIf I’m bad or good, I’ll still get a treat

My Grandma, my grandmaMy Grandma, my grandma

When I’m with her, we have fun.When I’m with her, we have fun.

My grandma, my grandmaMy grandma, my grandma

She’s my special someone.She’s my special someone.

She doesn’t yell. She doesn’t get mad.She doesn’t yell. She doesn’t get mad.

Even if I do something really bad.Even if I do something really bad.

I play her piano and make up songs.I play her piano and make up songs.

She even lets me play it wrong. She even lets me play it wrong.

My Grandma, my grandmaMy Grandma, my grandmaWhen I’m with her, we have fun.When I’m with her, we have fun.My grandma, my grandmaMy grandma, my grandmaShe’s my special someone.She’s my special someone.She’s my special someone.She’s my special someone.She’s my special someone.She’s my special someone.

I love my Grandma, I really doI love my Grandma, I really doAnd I know that she loves me too!!!And I know that she loves me too!!!

The end.