What follows is basic information about TSCG. Please see the attachments at the bottom of the page for more detailed information. It is important to note that the Red Wing School District will be partnering with Purdue University, as part of a federally-funded research project, to implement this initiative.

Total School Cluster Grouping is a research-based process for assigning students to classrooms in a way that facilitates effective instruction and increases student achievement for all students. The increased achievement results from two main factors: (1) a reduction in the range of student need in a single classroom and (2) targeted professional development for staff in research-based instructional strategies. 

Benefits of Total School Cluster Grouping (research base in parenthesis and italics)
-Is proven to help all students improve their academic achievement; (Gentry, 1999; Gentry & Owen, 1999)
-Helps teachers more effectively and efficiently meet the diverse needs of their students;(Coleman, 1995; Gentry, 1999; Delcourt & Evans, 1994; Rogers, 1993)
-Improves representation of traditionally underserved students identified over time as above average and high achieving; (Gentry, 1999; Gentry, 2011; Gentry, 2012; Brulles et al., 2012)
-Provides full-time services to high-achieving and high ability-students (Gentry & Owen, 1999, Hoover et al., 1993; LaRose, 1996) 

How Total School Cluster Grouping Works
Important Note: Achievement banding done within Total School Cluster Grouping is done for the purpose of class assignments only. Once class assignments are made, this achievement band does not stay with a student, as the school now has the responsibility of educating each child based on his or her individual needs.
1. Teacher(s) review classroom performance data to place a child, for class assignment purposes, in one of the following bands: High Achieving, Above Average, Average, Low Average, Low. In addition, holistic factors are noted (behavior, special needs, language proficiency, etc.) as a means of painting a complete picture of each student
2. Standardized test data is analyzed as a means of inclusion, not exclusion. This means that a student may move up a band based on standardized test data but standardized test data cannot move a student down a band. Data analysis is based on local norms.
3. Class lists are drafted based on steps #1 and #2.
4. A team of educators (i.e. grade level general education teachers, special education teachers, specialists, administrators) come together to review the drafted class lists in a class placement conference.
5. Based on feedback at the class placement conference, class lists are finalized for the following school year.