NOVEMBER 2013 Differentiation Update - … Update Elementary & Secondary NOVEMBER 2013...
Transcript of NOVEMBER 2013 Differentiation Update - … Update Elementary & Secondary NOVEMBER 2013...
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Differentiation Update
Elementary & Secondary
NOVEMBER 2013
Where have we been and where are we going?
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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
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Meet our TeamsDistrict-Level Coaches
Elementary
Secondary
Melanie Yungclas
Susi Del Rio
Chris Bremer
Dr. Carrie Simpson
INTRODUCTIONS
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ElementaryBackgroundFindingsStrengths & ChallengesNext Steps/Recommendations
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BackgroundRole of the District Coach
Year 3 of the Journey
Differentiation Defined
What Teachers Say
SupportElementary
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Role of District CoachCampus
Weekly Teacher Support
Weekly Student Support
DistrictProfessional Development
Mentoring
BACKGROUND
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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
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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
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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
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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
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Differentiation IncludesPre-Assessment
Connection to Core Curriculum
Respectful TasksStations/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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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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SupportProfessional 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 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
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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
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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” CampusesIdentification
RationaleTeacher Changes
Administrator Changes
PlanProfessional Development at Staff Meetings
Open Invitation to Collaborative Planning
BACKGROUND
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FindingsGrade Level Distribution
Subject Area Distribution
Surveys
Principals
Campus CoachesElementary
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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.
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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 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
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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
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
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SecondaryBackgroundFindingsStrengths & ChallengesNext Steps/Recommendations
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BackgroundProfessional Development
Years 1& 2
Year 3
Stages of Implementation
Secondary
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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
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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
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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
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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
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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
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FindingsDifferentiated Instruction
PLC
Observation
Strategic Planning
Secondary
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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
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DI through PLC
AJH PLC BHS STEM PLC PJH PLC
INSTRUCTIONAL SPECIALISTS CORE AREA PLCFINDINGS
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FINDINGS
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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
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DI Cadre
FINDINGS
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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
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Pearce HS SMART Goal for DI
FINDINGS
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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 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
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Differentiation Update
Elementary & Secondary
NOVEMBER 2013
Where have we been and where are we going?