Differentiation Update Where !have !we !been !and !where !are !we - - PowerPoint PPT Presentation

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Differentiation Update Where !have !we !been !and !where !are !we - - PowerPoint PPT Presentation

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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

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Differentiation Update

Elementary & Secondary

NOVEMBER 2013

Where !have !we !been !and !where !are !we !going?

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Outline

Purpose Background

Role of District Coach Year 3 of the Journey Differentiation Defined What Teachers Say Support

Findings

Grade Level Distribution Subject Area Distribution Surveys Principals Campus Coaches

Strengths & Challenges Next Steps/Recommendations

OUTLINE

Purpose Background

Professional Development Years 1 & 2 Year 3 Stages of Implementation

Findings

Differentiated Instruction PLC Observation Strategic Planning

Strengths & Challenges Next Steps/Recommendations

ELEMENTARY SECONDARY

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Meet our Teams

District-Level Coaches Elementary Secondary

Melanie Yungclas Susi Del Rio Chris Bremer

  • Dr. Carrie Simpson
INTRODUCTIONS
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Elementary

Background Findings Strengths & Challenges Next Steps/Recommendations

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Background

Role of the District Coach Year 3 of the Journey Differentiation Defined What Teachers Say Support

Elementary
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Role of District Coach

Campus

Weekly Teacher Support Weekly Student Support

District

Professional Development Mentoring

BACKGROUND
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Year 3 of the Journey

Differentiating for Elementary Campuses

All campuses continue to make progress by using their customized road maps.

Year 1 Year 3 Year 2

BACKGROUND

Pilot

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Elementary Background

Pilot

Spring 2011

Year 1

2011-2012

Year 2

2012-3013

Year 3

2013-2014

Prairie Creek Skyview Arapaho Classical Bowie Dover Hamilton Park Lake Highlands Mark Twain MST Merriman Park Spring Creek Springridge Audelia Creek Big Springs Dartmouth Dobie Greenwood Hills Jess Harben Mohawk Moss Haven Northrich O.Henry RISD Academy Terrace Stults Wallace Aikin Brentfield Canyon Creek Carolyn Bukhair

Forest Lane Academy

Forestridge Northlake Northwood Hills Prestonwood Heights Richland Spring Valley Thurgood Marshall White Rock Yale

BACKGROUND
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Year 3 of the Journey

Differentiating for Elementary Campuses

Every school starts in a different place. Every school’s journey takes a different avenue.

The destination does not change.

BACKGROUND
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Differentiation Defined

Differentiation Is Not

Every Lesson, Every Day, Every Child A Program Extra Work

Differentiation Is

Best Practices Individual Learning Styles & Profiles Visual, Manipulative and Interactive Activities

BACKGROUND
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Differentiation Includes

Pre-Assessment Connection to Core Curriculum Respectful Tasks

Stations/Centers/Menus Guided Practice Independent Practice

BACKGROUND
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What Teachers Say

Initial Thoughts Student Engagement Teacher Growth Advice

BACKGROUND
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SLIDE 13 BACKGROUND
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Year 3 Participants

Visited Year 3 Campuses Four Times Prior to Start of Year

Different Levels of Readiness Initiative to Explore New Strategies Minimal Reluctance to Change

BACKGROUND
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Support

Professional Development Collaborative Planning Building Capacity Campus-Level Coaches “Circle-Back” Campuses

BACKGROUND
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Support: Professional Development

Wednesday Collaborative Planning Campus Staff Meetings District-Level Coaches Campus-Level Coaches Special Sessions

  • Dr. Joyce Juntune Verbal & Non-Verbal Ability Training
  • Dr. Lindsey Moses Differentiation in Reading Training

Spring Math Differentiation Training

BACKGROUND
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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
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Support: Building Capacity

Campus-Level Coaches

Identified by District-Level Coaches and Principals Characteristics of an Effective Coach

Complete Understanding of Differentiation “Big Ideas” Effective Implementation of Differentiation “Big Ideas” Ability to Coach Other Teachers

BACKGROUND
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Support: Campus-Level Coaches

District-Level Coaches Make & Take Meetings Differentiation Is - Differentiation Is Not Differentiation of the Core Pre-Assessment Tiered Activities

BACKGROUND
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Support: “Circle-Back” Campuses

Identification Rationale

Teacher Changes Administrator Changes

Plan

Professional Development at Staff Meetings Open Invitation to Collaborative Planning

BACKGROUND
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Findings

Grade Level Distribution Subject Area Distribution Surveys Principals Campus Coaches

Elementary
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Participants by Grade Level

9% 11% 20% 18% 18% 15% 8%

K 6 5 1 4 2 3

FINDINGS

This pie chart illustrates the grade levels of the teachers that have participated in the initiative.

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Subject Area Distribution

4% 30% 66%

READING MATH SCIENCE*

FINDINGS

This pie chart illustrates the subject areas differentiated in the classrooms of teachers that have participated in the initiative.

*The Elementary Science curriculum includes the elements of a Differentiated Core: Visual, Manipulative and Interactive.
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Surveys: Principals

Survey Topics Needs Assessment Plan for Continued Implementation System for Monitoring

FINDINGS
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Surveys: Campus-Level Coaches

Survey Topics Challenges Frequency of Presentations to Staff Topics Covered at Staff Meetings

Renzulli Learning & Learning Styles Pre-Assessment Connection to Core Curriculum Stations/Centers/Menus Tiered Activities

FINDINGS
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Strengths & Challenges

Elementary
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Strengths

3rd Year of Initiative 100% Campus Participation (various stages) Strong Professional Development Campus-Level Coaches (Year 1 & 2) Strategic Plan to Build Capacity

Challenges

Expanding the Initiative Fostering Instructional Knowledge Across Grade Levels Maintaining Capacity/Attrition

STRENGTHS/CHALLENGES
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Next Steps/ Recommendations

Elementary
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Expand Initiative Maintain Support Provide Professional Development Continue “Circle-Back” Plan Reconfigure District-Level Coach Schedule

Support

Evaluate Unique Needs of Campuses Differentiate Support of Campuses

Communication

Solicit Feedback Principals Participants

Professional Development

Principals Teachers Support Staff Curriculum

Next Steps Recommendations

NEXT STEPS/RECOMMENDATIONS
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Secondary

Background Findings Strengths & Challenges Next Steps/Recommendations

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Background

Professional Development Years 1& 2 Year 3 Stages of Implementation

Secondary
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Background

  • Dr. Carol Ann Tomlinson’s Model of Differentiated Instruction (DI)

Non-Negotiables of Differentiated Instruction

High Quality Curriculum Respectful Tasks Flexible Grouping Ongoing Assessment Community

Teachers Can Differentiate

Content Process Product

According To...

Student Readiness Student Interest Learning Profile

BACKGROUND
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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
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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
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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
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Secondary Background

20% 80%

DI Training: Framework, Research, and Vocabulary DI Training: Critical Discussions, Analysis, and Modeling

NOVICE YEARS 1 & 2

2011-2013

75% 25%

APPRENTICE YEAR 3

2013-2014

BACKGROUND
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Findings

Differentiated Instruction PLC Observation Strategic Planning

Secondary
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Findings

Effective Differentiated Instruction is enhanced by

  • pportunities to articulate the rationale, principles, and

methods of instruction through Professional Learning Communities (PLCs). Evidence

PLC teams meet regularly focusing on differentiated instruction. Variety of teams (administrators, specialists, teachers) participate in consistent and critical conversations about instruction and the individual student experience.

FINDINGS
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DI through PLC

AJH PLC BHS STEM PLC PJH PLC INSTRUCTIONAL SPECIALISTS CORE AREA PLC

FINDINGS
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SLIDE 40 FINDINGS
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Findings

Effective Differentiated Instruction is the result of

  • bserving and analyzing exemplary models of classroom

implementation. Evidence

Site-Based “DI 201” Professional Development DI Cadre 6 Hour Online DI Update

FINDINGS
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DI Cadre

FINDINGS
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Findings

Effective Differentiated 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
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Pearce HS SMART Goal for DI

FINDINGS
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SLIDE 45 FINDINGS
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Strengths & Challenges

Secondary
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Strengths

District Lead Supports Campuses PLCs Facilitate Discussions Campus Teams Build Capacity Principal PLC Offers Collaboration Cadre Offers Analysis and Critical Conversations

Challenges

Extending Clear Learning Goals to All Curriculum Areas Aligning with Other District Initiatives such as Project Based Learning (PBL)

STRENGTHS/CHALLENGES
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Next Steps/ Recommendations

Secondary
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Next Steps Recommendations

Progress Measures/Data

SMART Goals Surveys (Teacher/Student) State and National Assessment Results

Professional Learning Communities

Connection between DI and PLC

Curriculum

Clear Learning Goals

Professional Development

Tomlinson Model District DI Symposium (DI Teams)

Expand Initiative Maintain Support Provide Professional Development

NEXT STEPS/RECOMMENDATIONS
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Differentiation Update

Elementary & Secondary

NOVEMBER 2013

Where !have !we !been !and !where !are !we !going?