Differentiation Update

Elementary & Secondary

NOVEMBER 2013

Where have we been and where are we going?

OutlinePurpose

BackgroundRole of District Coach

Year 3 of the Journey

Differentiation Defined

What Teachers Say

Support

FindingsGrade Level Distribution

Subject Area Distribution

Surveys

Principals

Campus Coaches

Strengths & Challenges

Next Steps/RecommendationsOUTLINE

Purpose

BackgroundProfessional Development

Years 1 & 2

Year 3

Stages of Implementation

FindingsDifferentiated Instruction

PLC

Observation

Strategic Planning

Strengths & Challenges

Next Steps/Recommendations

ELEMENTARY SECONDARY

Meet our TeamsDistrict-Level Coaches

Elementary

Secondary

Melanie Yungclas

Susi Del Rio

Chris Bremer

Dr. Carrie Simpson

INTRODUCTIONS

ElementaryBackgroundFindingsStrengths & ChallengesNext Steps/Recommendations

BackgroundRole of the District Coach

Year 3 of the Journey

Differentiation Defined

What Teachers Say

SupportElementary

Role of District CoachCampus

Weekly Teacher Support

Weekly Student Support

DistrictProfessional Development

Mentoring

BACKGROUND

Year 3 of the JourneyDifferentiating for Elementary Campuses

All campuses continue to

make progress by using their customized road maps.

Year 1

Year 3

Year 2

BACKGROUND

Pilot

Elementary BackgroundPilot

Spring 2011Year 12011-2012

Year 22012-3013

Year 32013-2014

Prairie CreekSkyview

Arapaho ClassicalBowieDoverHamilton ParkLake HighlandsMark TwainMSTMerriman ParkSpring CreekSpringridge

Audelia CreekBig SpringsDartmouthDobie Greenwood HillsJess HarbenMohawkMoss HavenNorthrichO.HenryRISD AcademyTerraceStultsWallace

AikinBrentfieldCanyon CreekCarolyn BukhairForest Lane AcademyForestridgeNorthlakeNorthwood HillsPrestonwoodHeightsRichlandSpring ValleyThurgood MarshallWhite RockYale

BACKGROUND

Year 3 of the JourneyDifferentiating for Elementary Campuses

Every school starts in a

different place.

Every school’s journey takes a

different avenue.

The destination does not change.

BACKGROUND

Differentiation DefinedDifferentiation Is Not

Every Lesson, Every Day, Every Child

A Program

Extra Work

Differentiation IsBest Practices

Individual Learning Styles & Profiles

Visual, Manipulative and Interactive ActivitiesBACKGROUND

Differentiation IncludesPre-Assessment

Connection to Core Curriculum

Respectful TasksStations/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

Different Levels of Readiness

Initiative to Explore New Strategies

Minimal Reluctance to Change

BACKGROUND

SupportProfessional Development

Collaborative Planning

Building Capacity

Campus-Level Coaches

“Circle-Back” Campuses

BACKGROUND

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

Support: Collaborative PlanningFour 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 CoachesIdentified 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

Support: Campus-Level Coaches

District-Level Coaches

Make & Take Meetings

Differentiation Is - Differentiation Is Not

Differentiation of the Core

Pre-Assessment

Tiered Activities

BACKGROUND

Support: “Circle-Back” CampusesIdentification

RationaleTeacher Changes

Administrator Changes

PlanProfessional Development at Staff Meetings

Open Invitation to Collaborative Planning

BACKGROUND

FindingsGrade Level Distribution

Subject Area Distribution

Surveys

Principals

Campus CoachesElementary

Participants by Grade Level

9%

11%

20%

18%

18%

15%

8%

K6

5 1

4 2

3FINDINGS

This pie chart illustrates the

grade levels of the teachers that have participated in the

initiative.

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.

Surveys: Principals

Survey Topics

Needs Assessment

Plan for Continued Implementation

System for Monitoring

FINDINGS

Surveys: Campus-Level CoachesSurvey 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

Strengths & Challenges

Elementary

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

Next Steps/Recommendations

Elementary

Expand Initiative

Maintain Support

Provide Professional Development

Continue “Circle-Back” Plan

Reconfigure District-Level Coach Schedule

SupportEvaluate Unique Needs of Campuses

Differentiate Support of Campuses

CommunicationSolicit Feedback

Principals

Participants

Professional DevelopmentPrincipals

Teachers

Support Staff

Curriculum

Next Steps Recommendations

NEXT STEPS/RECOMMENDATIONS

SecondaryBackgroundFindingsStrengths & ChallengesNext Steps/Recommendations

BackgroundProfessional Development

Years 1& 2

Year 3

Stages of Implementation

Secondary

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

Non-Negotiables of Differentiated InstructionHigh Quality CurriculumRespectful TasksFlexible GroupingOngoing AssessmentCommunity

Teachers Can DifferentiateContentProcessProduct

According To...Student ReadinessStudent InterestLearning Profile

BACKGROUND

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

Years 1 & 2 2011-2012 and 2012-2013

Professional DevelopmentFall Symposium on DI

Campus Site-Based Training on DI

Summer Leadership Conference

Dr. Kristina Doubet, RISD Presentations

DI Updates

BACKGROUND

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

Year 3 2013-14

Professional DevelopmentFall 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 TrainingBACKGROUND

Stages of ImplementationNovice (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

20%

80%

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

NOVICEYEARS 1 & 2

2011-2013

75%

25%

APPRENTICEYEAR 32013-2014

BACKGROUND

FindingsDifferentiated Instruction

PLC

Observation

Strategic Planning

Secondary

FindingsEffective Differentiated Instruction is enhanced by opportunities to articulate the rationale, principles, and methods of instruction through Professional Learning Communities (PLCs).

EvidencePLC 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

DI through PLC

AJH PLC BHS STEM PLC PJH PLC

INSTRUCTIONAL SPECIALISTS CORE AREA PLCFINDINGS

FINDINGS

FindingsEffective Differentiated Instruction is the result of observing and analyzing exemplary models of classroom implementation.

EvidenceSite-Based “DI 201” Professional Development

DI Cadre

6 Hour Online DI Update

FINDINGS

DI Cadre

FINDINGS

FindingsEffective Differentiated Instruction is the result of strategic planning.

EvidenceSite-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

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

Next Steps/Recommendations

Secondary

Next Steps RecommendationsProgress Measures/Data

SMART GoalsSurveys (Teacher/Student)State and National Assessment Results

Professional Learning CommunitiesConnection between DI and PLC

CurriculumClear Learning Goals

Professional DevelopmentTomlinson ModelDistrict DI Symposium (DI Teams)

Expand Initiative

Maintain Support

Provide Professional Development

NEXT STEPS/RECOMMENDATIONS

Differentiation Update

Elementary & Secondary

NOVEMBER 2013

Where have we been and where are we going?