The TSCG and Differentiation model combines two things: 

• teacher training from Purdue University in methodology used to differentiate and enrich instruction and
• yearly, heterogeneous (mixed achievement levels) grouping of students into classrooms that contain fewer achievement groups.  This practice allows teachers to differentiate more effectively for fewer groups.

All students receive enriched, differentiated instruction that is appropriately challenging.

For twenty-five years, this model has resulted in consistently improving the achievement of students of all achievement levels.

Having three achievement groups per class instead of five allows teachers to differentiate instruction more effectively and consistently.

Most teacher training programs include little or no training in gifted education.  Teachers will learn how to enrich and differentiate for all students.  Teachers will also learn how to recognize giftedness in students of underrepresented groups such as students on free and reduced priced lunch, minority students, and students who are twice exceptional (are gifted and have a disability). 

No. Teachers and administrators will still have decision-making authority to place students in different classrooms.

No. Again, teachers and administrators will still have decision-making authority to place students in different classrooms. 

Yes, as is the case right now, there will be support in the form of co-teaching, paras, and English language support based on students’ needs.

No. Tracking is a practice in which students are grouped by ability and, year after year, cannot move up. In TSCG, students are heterogeneously placed in a homeroom on a yearly basis, and they can and do move to the next achievement level, either within the classroom or into another classroom.

The training and support are provided by a 3.2 million-dollar Federal Javits grant.

With this model, teachers are able to differentiate more effectively because they have fewer achievement groups. Parent Requests will be honored as long as they are in line with the groups each particular teacher has in his/her classroom. We are confident that all of our teachers are able to meet the social and academic needs of the students who are placed into their classrooms.