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Meeting the Needs of Diverse Learners
Painted Stone Elementary Shelbyville, KY
I can embrace ideas that will meet the needs of diverse learners.
I can apply one strategy at my school when I return.
Painted Stone Elementary
• The school was opened in 2002 and is currently home to 602 students.
• It is located within the city limits; drawing from the “country club” area, rural and inner city settings.
• 60% Free and Reduced; which qualifies Painted
Stone as a school-wide Title 1 Program
Andrew Carnegie
“Teamwork is the ability to work together toward a common vision. The ability to direct individual accomplishments toward organizational objectives. It is the fuel that allows common people to attain uncommon results.”
Staff•Classroom Teachers
•Special Education Team
•Reading Recovery
•Special Areas Team
•Bilingual Instructional Assistants
Hispanic Population Growth
2003 2004 2005 2006 2007 2008 2009 2010 2011 20120
5
10
15
20
25
30
35
40
45
50
Years
Perc
en
tages
State Assessment
2003 2004 2005 2006 2007 2008 2009 2010 20110
20
40
60
80
100
120
Academic Index
In-dex
Meeting the Needs of Diverse Learners
1. What do schools and classrooms look like when they are organized around the commitment to the achievement of high standards by all students?
2. What are the ways we can recognize, respect and respond to differences in learners?
3. How can we scaffold learning and extend it so that all learners are appropriately supported and challenged?
4. How do we use data to inform our instructional decisions?
Referenced by Paula Rutherford
High Expectations: BIG Goals
• Deconstructed Standards
• Mastery Learning• Common Assessments• Breakdown K-12• Student Goal Setting• Celebrations for
Growth• College Aspirations• Career Aspirations
College and Career Ready
We are the Class of 2024!
All Students will be ON or ABOVE grade level by May 20, 2013.
High Expectations: BIG Goals
“Children should not turn their work into a basket; that is telling them that we do not care.” -Carmen Coleman-Leslie Robertson
•What is quality work?
•Accepting only a students’ best
•Modeling from Teachers
•Leaving no student behind
High Expectations: Quality Work
High Expectations: Dress Code
• School-Wide Dress Code• Parent buy-in• Teacher supported• Various levels of Socio-
Economic Status• Focused on learning
High Expectations: Guidelines for Success
• School-Wide Behavior Management System
• Common Area Procedures• CHAMPS• Safe Schools Partner• Parent Communication
High Expectations: Celebrations
•Meeting BIG Goals•Attendance •Added Value•State Assessment Pep Rally•State Assessment
Recognitions•Accelerated Reader
Respond to Differences: Home Visits
•Positive Relationships•Understanding Home Life•Flexibility•Cultural Respect
Respond to Differences: School Activities
•Choir•Student Leadership
Team•Yearbook Club•Running Club
• Odyssey of the Mind•Academic Team•STLP•Art Grant•Homework Help
Latino Night
•Latino Night•Arriba Niño's•Literacy Night•Art to Remember•Cookies with Santa
Respond to Differences: Culturally
Respond to Differences: Language
English/Spanish How do we overcome this?
• Translating Newsletters, Information, Notes
• DVD that shows English/Spanish strategies for Reading
• Parent/Teacher Conferences
Respond to Differences: Know Your Students
•Meet them where they are•Parent Communication Logs•Perception as a learner•Extra Lesson (Waldorf)
Differentiate Learning: Brainboosters
Intervention
Identifying specific standards or skills that students have not mastered.
Intentionally planning to provide instruction in various modes.
Assessing often to determine mastery of skills.
30 minutes Daily with small group instruction
Enrichment
Identifying specific standards or skills that student have already mastered.
Intentionally planning extensions for standards to deepen thinking and understanding.
Assessing often to determine higher order thinking.
30 minutes Daily
Embedded into Our Schedule
•Special Education Co-teaching•ELL Staff Co-teaching•Small group instruction
"Education is the key to developing an attitude of inclusion. The practice of inclusion provides the model of acceptance, belonging, participation, worth and dignity."Janis Jaffe-White and Reva Schafer, Toronto Family Network
Differentiate Learning: Inclusion
Differentiate Learning: Reading Recovery• Reading Recovery is proving to be as effective with ELLs as
with our Native Language Speakers in first grade.
• Comprehensive Intervention Model (CIM) is also proving to be an effective small group intervention.
Differentiate Learning: Real Life Experiences• Modeling• Scaffolding• Vocabulary • Picture Models
• Fieldtrips• Guest Speakers• Nature Walks• Songs
Differentiate Learning: Non-Fiction
Non-Fiction
• 50% of Instruction• Informational Skills• Focus on tracking our thinking;
building on our schema• Making real-life connections• Building Stamina• College and Career Preparation
Instructional Decisions: Data Teams
• Weekly Data; make adjustments• Proficiency is based on 90%
Plan
Instruct
AssessAnalyze
Intervention/Enrichment
Instructional DecisionsRe-Teach Front-Loading
• Ensure that students can Master skills
• Tweak what we are doing
• Vocabulary• Pictures• Background Knowledge• Learning Styles
Instructional Decisions: Assessments
District Assessments1. Measures of Academic Progress (MAP)2. Developmental Reading Assessment (DRA)3. Common Assessments4. ACCESS Test
Analyze and determine specific steps for students Des Cartes Independent Reading levels Language Education Plan Goals Determine Tiers of Intervention through RTI
ACCESS Data
1 2 3 4 5 60%
10%
20%
30%
40%
50%
60%
70%
80%
Kindergarten
KindergartenAccess level
Per
cen
t st
ud
ents
in
th
at l
evel
1 2 3 4 5 60%
5%
10%
15%
20%
25%
30%
35%
Fifth Grade
Fifth Grade
“Children who have grown up in a literate environment and have knowledge about books and print may seem easier to teach, but children who did not get such opportunities will learn these things very quickly if their brains are adept at taking on new experiences.”
-Marie Clay
Painted Stone Elementary
Pursuing Standards of Excellence
•High Expectations•Respond to Differences•Differentiate Learning• Instructional Decisions
Painted Stone Elementary
Michelle Shipley, [email protected]
Heather Fallen, [email protected]
Beth Cook, [email protected]
