Allison Doyle & Tammy Miller Using Literacy Levels to Differentiate by Readiness October Institute Day 2012 Allison Doyle & Tammy Miller

The view from their desk… You have three minutes to read the section and answer the questions that follow. GO! A list of procedures and steps, or a lecture slide with media.

Activity Experiences First Thoughts? Reactions? Purpose?

Today’s Objectives: Agenda: The What, How, & Why of DI by readiness I will be able to: Explain the purpose and benefits of differentiating by readiness. Identify the literacy levels of my students. Create readiness groups using student literacy levels. Identify and create instructional activities that are appropriate for each of your readiness group. Agenda: The What, How, & Why of DI by readiness Strategies & Application Your turn! Time to plan a lesson/assessment that uses literacy levels to DI by readiness

What is Readiness? “Current knowledge, understanding, and skill level a student has related to a particular sequence of learning” (Tomlinson & Strickland 6). Readiness is influenced by a student’s prior learning and life experiences, attitudes about school, and habits of mind (Tomlinson 3). Readiness, NOT ability! Introductory notes. For more information and examples, see pages 1-8 in your packet.

Purpose of Differentiating by Readiness Why? To appropriately challenge ALL learners Goal: “Make the work a little too difficult for students at a given point in their growth- and then to provide the support they need to succeed at a new level of challenge” (Tomlinson & Strickland 6). Challenge is necessary for growth! Zone of Proximal Development

The Zone of What?! Possible Anxiety Possible Boredom For more information and examples, see pages 5-6 in your packet.

When we differentiate by readiness, we should consider The students’: Knowledge, understanding, and skill with the topic “Attitude (toward school & topic) Experience with the topic (outside of school or previous courses) Preconceptions about the topic Overgeneralizations about the topic General communication, thinking, & reasoning skills” http://www.foridahoteachers.org/differentiation_framework.htm

Ways to get the information you need to differentiate by Readiness Things all teachers can do to obtain information: Formal Assessments that can provide information: Pre-Assessment In-Class /Formative Assessment (During the Unit) White Boards Knowledge Rating Chart KWL Homework Assignment Entrance & Exit Slips Explore, Plan, ACT(EPAS Data) Read 180 AIMS Web Data NWEA Map Data Aleks Data Formal Educational Testing http://www.foridahoteachers.org/differentiation_framework.htm

LT gives those tests…but how do I access the scores? Infinite Campus (individual students) Decision Ed (whole class) Same as above, but can access spreadsheets of entire classes (we know-amazing!) Wish Granted. I wish they’d tell us how to find that information!

Infinite Campus *Instructions are on page 8-no need to write anything * What you’ll see…

Accessing Decision Ed to see class reading levels Accessing Decision Ed to see class reading levels *Instructions are on page 8-no need to write anything * What you’ll see… Ok…now what?

Tiering: A Method of Differentiating by Readiness “Tiering is a process of adjusting the degree of difficulty of a question, task, or product to match a student’s current readiness level.” Strickland, A Strategy for Readiness Differentiation To Tier an Assignment: Determine the KUD statement Identify the readiness ranges relative to the KUD goals Create an activity that is engaging & rigorous Replicate the activity to address differences in readiness Use similar knowledge & skills Yields the same understanding 5) Use assessment data to match the task to the student Strickland, A Strategy for Readiness Differentiation For more information and examples, see pages 9-32 in your packet.

Purpose of Tiered Activities Working too far below students’ readiness level will not lead to growth, only boredom Working too far above students’ readiness level will not lead to growth, only frustration p.29-31/p.89 in unit plan/p.95 in unit plan

Tiering in a Nutshell The Game Everyone wants to play the game. In order for me to play it, the game has to start where I am. In order to continue playing it, the game has to grow as fast as I do. If that doesn’t happen, I won’t play the game.

Flexible Grouping: A Method of Differentiating by Readiness “…it is critical during a unit to find a way to teach to a learner’s need rather than only to an imaginary whole-class readiness” (Tomlinson 84). Students work in a variety of groups Homogeneous Heterogeneous. Interest, Learning Profile, & Readiness Create groups that make the most sense given the learning outcome(s) of the lesson. For more information and examples, see pages 33-48 in your packet.

Flexible Grouping: An example For more information and examples, see page 36 in your packet.

Small Group Instruction: A Method of Differentiating by Readiness Use small group instruction as a regular part of instructional cycles. (Tomlinson p. 84) Mini-lessons or mini-workshops on particular skills are a useful tool when differentiating. Teacher quickly convenes an instructional group based on observation of need. The entire class does not need to hear the same information!

Classroom Management Tips Set clear procedures for group time Student agreements Transition expectations Material management procedures Anchor activities A task to which a student automatically moves when an assigned task is finished For more information and examples, see pages 42-48 in your packet.

But how can I give (& assess) different assignments? Focus on the KUD no matter what level the activity is designed at! Teacher observations, checklists, rubrics can all be based on a scale from 1-4 To what extent do the students demonstrate that they… For more information and examples, see pages 59-62 in your packet.

It’s your turn! Imagine that you’ve placed your “students” into three groups based on literacy levels. 1. Create a KUD for a unit/lesson/activity that your team teaches OR Use the KUD that you created with your team earlier today! 2. Use the graphic organizer to plan a lesson based on your KUD. WHAT WILL EACH GROUP DO?! 3. Insider note: TYPICALLY, the KUD has to be the same… BUT with readiness, the U stays the same, You can alter the K and the D!

Today’s Objectives: I will be able to: Explain the purpose and benefits of differentiating by readiness. Identify the literacy levels of my students. Create readiness groups using student literacy levels. Identify and create instructional activities that are appropriate for each of your readiness group.

I get it! I’m excited! (Now what?) Realistic goals Ask reading specialists in the building for help! (There is a list in your packet on page 49). Use resources for leveled readings (lexile.com) Try something out! For more information and examples, see pages 49-62 & the full unit plan at the end of your packet.

References: Thank you for attending! Ford, M.P. (2005). Differentation Through Flexible Grouping: Successfully Reaching All Readers. Learning Point Associates: Naperville, Illinois. Strickland, C.A. (2011). Differentiation of instruction at the high school level. ASCD: Alexandria, Virginia. Tomlinson, C.A. & Strickland, C. A. (2005). Differentiation in practice: A resource guide for differentiating curriculum – Grades 9-12. ASCD: Alexandria, Virginia. (2007). Tools for high quality: Differentiated instruction. ASCD, 12. (2012). LTHS professional learning communities glossary. LTHS: LaGrange, IL. http://www.act.org/standard/planact/reading/index.html http://www.derry.k12.nh.us/dvs/staff/cmccallum/differentiation/tiered.pdf http://www.foridahoteachers.org/differentiation_framework.htm http://www.lexile.com/analyzer Thank you for attending!