NOVEMBER 2013 Differentiation Update Where !have !we !been !and !where !are !we !going? Elementary & Secondary
Outline ELEMENTARY SECONDARY Purpose Purpose Background Background Professional Development Role of District Coach Years 1 & 2 Year 3 of the Journey Year 3 Di ff erentiation Defined Stages of Implementation What Teachers Say Findings Support Findings Di ff erentiated Instruction PLC Grade Level Distribution Observation Subject Area Distribution Strategic Planning Surveys Strengths & Challenges Principals Campus Coaches Next Steps/Recommendations Strengths & Challenges Next Steps/Recommendations OUTLINE
Meet our Teams District-Level Coaches Melanie Yungclas Susi Del Rio Elementary Chris Bremer Dr. Carrie Simpson Secondary INTRODUCTIONS
Elementary Background Findings Strengths & Challenges Next Steps/Recommendations
Background Role of the District Coach Year 3 of the Journey Di ff erentiation Defined What Teachers Say Support Elementary
Role of District Coach Campus Weekly Teacher Support Weekly Student Support District Professional Development Mentoring BACKGROUND
Year 3 of the Journey Differentiating for Elementary Campuses All campuses continue to Year 3 make progress Year 2 Year 1 by using their Pilot customized road maps. BACKGROUND
Elementary Background Pilot Year 1 Year 2 Year 3 Spring 2011 2011-2012 2012-3013 2013-2014 Prairie Creek Arapaho Classical Audelia Creek Aikin Skyview Bowie Big Springs Brentfield Dover Dartmouth Canyon Creek Hamilton Park Dobie Carolyn Bukhair Lake Highlands Greenwood Hills Forest Lane Academy Forestridge Mark Twain Jess Harben Northlake MST Mohawk Northwood Hills Merriman Park Moss Haven Prestonwood Spring Creek Northrich Heights Springridge O.Henry Richland RISD Academy Spring Valley Terrace Thurgood Marshall Stults White Rock Wallace Yale BACKGROUND
Year 3 of the Journey Differentiating for Elementary Campuses Every school The destination does not change. starts in a different place. Every school’s journey takes a different avenue. BACKGROUND
Differentiation Defined Di ff erentiation Is Not Every Lesson, Every Day, Every Child A Program Extra Work Di ff erentiation Is Best Practices Individual Learning Styles & Profiles Visual, Manipulative and Interactive Activities BACKGROUND
Differentiation Includes Pre-Assessment Connection to Core Curriculum Respectful Tasks Stations/Centers/Menus Guided Practice Independent Practice BACKGROUND
What Teachers Say Initial Thoughts Student Engagement Teacher Growth Advice BACKGROUND
BACKGROUND
Year 3 Participants Visited Year 3 Campuses Four Times Prior to Start of Year Di ff erent Levels of Readiness Initiative to Explore New Strategies Minimal Reluctance to Change BACKGROUND
Support Professional Development Collaborative Planning Building Capacity Campus-Level Coaches “Circle-Back” Campuses BACKGROUND
Support: Professional Development Wednesday Collaborative Planning Campus Sta ff Meetings District-Level Coaches Campus-Level Coaches Special Sessions Dr. Joyce Juntune Verbal & Non-Verbal Ability Training Dr. Lindsey Moses Di ff erentiation in Reading Training Spring Math Di ff erentiation Training BACKGROUND
Support: Collaborative Planning Four Meetings Throughout the Year K-2nd Grade 3rd-4th Grade 5th-6th Grade Open Invitation Year 3 Participants Year 1 & 2 Participants Select Specialists BACKGROUND
Support: Building Capacity Campus-Level Coaches Identified by District-Level Coaches and Principals Characteristics of an E ff ective Coach Complete Understanding of Di ff erentiation “Big Ideas” E ff ective Implementation of Di ff erentiation “Big Ideas” Ability to Coach Other Teachers BACKGROUND
Support: Campus-Level Coaches District-Level Coaches Make & Take Meetings Di ff erentiation Is - Di ff erentiation Is Not Di ff erentiation of the Core Pre-Assessment Tiered Activities BACKGROUND
Support: “Circle-Back” Campuses Identification Rationale Teacher Changes Administrator Changes Plan Professional Development at Sta ff Meetings Open Invitation to Collaborative Planning BACKGROUND
Findings Grade Level Distribution Subject Area Distribution Surveys Principals Campus Coaches Elementary
Participants by Grade Level 6 K 5 8% 9% 1 11% This pie chart 15% illustrates the grade levels of the teachers that have participated in the 20% 18% initiative. 4 2 18% 3 FINDINGS
Subject Area Distribution SCIENCE* This pie chart illustrates the subject areas 4% di ff erentiated in the MATH READING classrooms of 30% teachers that have participated in the initiative. 66% *The Elementary Science curriculum includes the elements of a Di ff erentiated Core: Visual, Manipulative and Interactive. FINDINGS
Surveys: Principals Survey Topics Needs Assessment Plan for Continued Implementation System for Monitoring FINDINGS
Surveys: Campus-Level Coaches Survey Topics Challenges Frequency of Presentations to Sta ff Topics Covered at Sta ff Meetings Renzulli Learning & Learning Styles Pre-Assessment Connection to Core Curriculum Stations/Centers/Menus Tiered Activities FINDINGS
Strengths & Challenges Elementary
Strengths Challenges 3rd Year of Initiative Expanding the Initiative 100% Campus Participation (various Fostering Instructional Knowledge stages) Across Grade Levels Strong Professional Development Maintaining Capacity/Attrition Campus-Level Coaches (Year 1 & 2) Strategic Plan to Build Capacity STRENGTHS/CHALLENGES
Next Steps/ Recommendations Elementary
Next Steps Recommendations Support Expand Initiative Evaluate Unique Needs of Campuses Maintain Support Di ff erentiate Support of Campuses Provide Professional Development Communication Solicit Feedback Continue “Circle-Back” Plan Principals Reconfigure District-Level Coach Participants Schedule Professional Development Principals Teachers Support Sta ff Curriculum NEXT STEPS/RECOMMENDATIONS
Secondary Background Findings Strengths & Challenges Next Steps/Recommendations
Background Professional Development Years 1& 2 Year 3 Stages of Implementation Secondary
Background Dr. Carol Ann Tomlinson’s Model of Differentiated Instruction (DI) Non-Negotiables of Di ff erentiated Instruction High Quality Curriculum Respectful Tasks Flexible Grouping Ongoing Assessment Community Teachers Can Di ff erentiate Content Process Product According To... Student Readiness Student Interest Learning Profile BACKGROUND
Background Dr. Carol Ann Tomlinson’s Model of Differentiated Instruction (DI) Years 1 & 2 2011-2012 and 2012-2013 Professional Development Fall Symposium on DI Campus Site-Based Training on DI Summer Leadership Conference Dr. Kristina Doubet, RISD Presentations DI Updates BACKGROUND
Background Dr. Carol Ann Tomlinson’s Model of Differentiated Instruction (DI) Year 3 2013-14 Professional Development Fall Symposium 2013 Campus Site-Based Training on “DI 101” and “201” DI Updates 6-Hour Online DI Update DI Cadre DI Team Training District Wide Day DI Sessions for ELA and Math Site-Based New Teacher DI Training BACKGROUND
Stages of Implementation Novice (Years 1 & 2) DI Theory and Foundational Learning Development of Growth Mindset Study Specific Examples of DI Low-Risk Implementation Strategies Apprentice (Year 3) Opportunities to Articulate the Rationale, Principles, and Methods of DI Critical Analysis of DI Implementation Collaboration to Identify Strategic DI Opportunities BACKGROUND
Secondary Background NOVICE APPRENTICE YEARS 1 & 2 YEAR 3 2011-2013 2013-2014 20% 25% 75% 80% DI Training: Framework, Research, and Vocabulary DI Training: Critical Discussions, Analysis, and Modeling BACKGROUND
Findings Di ff erentiated Instruction PLC Observation Strategic Planning Secondary
Findings E ff ective Di ff erentiated Instruction is enhanced by opportunities to articulate the rationale, principles, and methods of instruction through Professional Learning Communities (PLCs). Evidence PLC teams meet regularly focusing on di ff erentiated instruction. Variety of teams (administrators, specialists, teachers) participate in consistent and critical conversations about instruction and the individual student experience. FINDINGS
DI through PLC AJH PLC BHS STEM PLC PJH PLC INSTRUCTIONAL SPECIALISTS CORE AREA PLC FINDINGS
FINDINGS
Findings E ff ective Di ff erentiated Instruction is the result of observing and analyzing exemplary models of classroom implementation. Evidence Site-Based “DI 201” Professional Development DI Cadre 6 Hour Online DI Update FINDINGS
DI Cadre FINDINGS
Findings E ff ective Di ff erentiated Instruction is the result of strategic planning. Evidence Site-Based DI Team Collaboration between Central DI Coaching Team, DI Cadre, Principal/Central DI PLC Development of DI SMART Goals FINDINGS
Pearce HS SMART Goal for DI FINDINGS
FINDINGS
Strengths & Challenges Secondary
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