Differentiated Instruction for All

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Differentiated Instruction for All

• A Mission by District
• A Mission by School
• A Mission by Classroom
• A Mission by Student

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Carol Ann Tomlison The Differentiated Classroom

• A task is appropriately challenging when it asks
  the learners to risk a leap into the unknown, but
  they know enough to get started and have
  additional support for reaching a new level of
  understanding. Put another way, students who
  consistently fail lose their motivation to learn.
  Students who succeed to easily also lose their
  motivation to learn. For learning to continue,
  students must believe that hard work is required,
  but the hard work often pays off with success.

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Multi-Tiered System of Supports
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• Focus Students not at benchmark with marked
  difficulty
• Time 60 min./ 5 times per week
• Grouping Smaller groups lt3
• Program Intensified and possibly customized
  targeted skill interventions
• Kaleidoscope, Early Intervention in Reading,
  Passport
• May be an intensified and customized use of
  standard protocol
• interventions
• Assessment Weekly DIBELS

At-Risk

• Focus Students not at benchmark
• Time 30 min./ 3-5 times per week (during
  workshop time)
• Grouping Small groups lt 5
• Program Supplemental targeted skill
  interventions
• K-PALS, PALS, Open Court Interventions, Cars
  Stars, Read Naturally
• Assessment 2x month DIBELS

• Focus All students
• Time K 70 min. of core
• 1-3 90 min. of core 30 min. workshop
• 4-6 60 min. of core 30 min. workshop 30
  min. LA
• Program Evidence-based core curriculum
  instruction Open Court Reading - including
  workshop
• Assessment
• DIBELS K-6 Fall/Winter/Spring
• MAP 3-6 Fall/Spring

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Benchmark
All means All
Above Benchmark
Significantly Above Benchmark
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Shift in ThinkingChange in How Our System
Responds
Adapted from Dan Reschly, 2002
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MTSS means

• a rapid response to academic and behavioral needs
• frequent data-based monitoring for instructional
  decision making
• empowering each student to achieve high and
  challenging standards

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MTSS - Big Ideas
Model of Support
Evidence-Based Practices
Intervene Early
District Team
Building Team
Core Beliefs
Data-Based Decision Making
Use Problem-Solving Process for Decision Making
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Research says high ability students

• Master basic skills quickly
• Are ready for complex skills
• Need instruction that is different from the
  regular program
• Need to focus on developing higher cognitive
  skills
• Select books based on rich and complex language
  structures
• Select learning activities to extend and enrich
  the curricular objective as needed

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Highlands Current Model
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What Key Elements Do I Need In My School to Make
This Happen?

• Administration
• A Shared Vision
• Conversation of Purpose (mission) daily
• Effective Instruction in the Building
• A Strong, Well-Planned Schedule with Instruction
  as Priority
• Staff Inservice
• Time for teachers to talk
• Funds for materials (core or other) to support
  extension and enrichment of grade level
  objectives
• Support of Staff

• Teachers
• A Shared Vision
• Conversation of Purpose (mission)
• Effective Instructional Planning and
  Implementation
• Time to Learn and Plan with Others
• An Instructional Leader to Guide
• Effective materials
• An organizational plan
• Support of your plan

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This will not be Effective Without Good DATA
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Data

• Reliable
• In the hands of teachers
• Analyzed as a team
• Used to find skill specific strengths
• Used to determine skill specific student needs
• Used for instructional decision-making

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Is Data a Part of Your Culture?

• Culture is the Essence of what is important to
  the organization. It prescribes and proscribes
  activities it defines the dos and donts that
  govern the behavior of its members. (Beach, 2006)
• What prescribes your activities?
• What are the dos and donts that govern behavior?
• What are the underlying core beliefs that are
  shared by the organizations members?

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Where do we begin?

• Determine where you are and where you want to go.
• Define your culture. What is it missing?
• How do you transform what is needed?
• Take your vision and turn it into a plan.
• Involve others (shared leadership) in your plan.
  Teacher leaders are the greatest resource to
  strong student instruction.
• Use Data!
• Assess and refine your plan and the steps within
  it consistently.
• Assess and refine instruction consistently.

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Culture driven data driven STUDENT driven
TEAMWORK