Data-driven Differentiation for All Learners Quoc Tran- Director of Assessment and Special Projects, SGUSD Gail Calhoun- BTSA Induction Director November 9, 2015

Workshop focus Collect evidence to guide instruction CSTP 5.3 CSTP 5.4 Reviewing data, both with individually and with colleagues, to monitor student learning Sound assessment (particularly of State Standards) requires multiple evidence over time - a photo album vs. a single snapshot. Using assessment data to establish learning goals and to plan, differentiate and modify instruction

What Is Meant by Differentiation? Differentiation of instruction is a way of thinking about teaching and learning that advocates beginning where individuals are rather than following a prescribed plan of action. It is a teacher reacting responsively to a learner’s needs. “The teacher does not try to differentiate everything for everyone every day. That’s impossible, and it would destroy a sense of wholeness in the class.” Adapted from Tomlinson C/I/A-3

Key features of data systems that work The data are accurate and valid The data are very easy to collect (1 % of staff time) Data are presented in picture (graph) form Data are used for decision-making The data must be available when decisions need to be made (Difference between data needs at a school building and data needs for a district The people who collect the data must see the information used for decision-making.

Importance of Serving Varied Learners “Without large numbers of classrooms where teachers are skilled in meeting varied learners where they are and moving them ahead briskly and with understanding, the number of frustrated and disenfranchised learners in our schools can only multiply.” —Tomlinson and Allan —Leadership for Differentiating Schools and Classrooms C/I/A-5

Varied Needs and Characteristics of ALL Learners Identifying Needs and Characteristics Academic/ Learning Social/ Emotional Physiological Addressing Needs and Characteristics Content Process Product Through a range of classroom and management strategies Through a range of support services C/I/A-6

Varied Needs and Characteristics of ALL Learners Identifying Needs and Characteristics Academic/ Learning Social/ Emotional Physiological Data: Diagnostic Formative Summative Anecdotal Inferred Referenced (Intuitive) (Others) Addressing Needs and Characteristics Content Process Product Through a range of classroom and management strategies Through a range of support services C/I/A-7

How to get started differentiating

Effective Strategies for All Learners

Pre-requisites for effective data-driven instruction Instructional leadership and teacher teams whose discussions center on data (2) Daily and weekly blocks of time to plan instruction and then analyze student data, individually and in groups (3) Blocks of classroom time dedicated to reacting to that data (be it re-teaching, tutoring, learning lab or the like). —Joe Siedlecki —September 12, 2011 – Michael and Susan Dell Foundation C/I/A-16

Data Demographics Socio-Economic Health Academic and Language Achievement Engagement Local Context P F FO

Break

“If you don’t know where you’re going, every road will get you nowhere —Henry Kissinger C/I/A-19

What data can and cannot do Data is a force unto itself Yes No Data is a perfect reflection of the world Data speak for itself Data is power Data interpretation is easy —Johnathan Gray —May 31, 2012– The Guardian & Open Knowledge Foundation C/I/A-20

UC/CSU a-g Course Requirements History/social science (“a”) – Two years, including one year of world history, cultures and historical geography and one year of U.S. history, or one-half year of U.S. history and one-half year of  American government or civics. English (“b”) – Four years of college preparatory English that integrates reading of classic and modern literature, frequent and regular writing, and practice listening and speaking. Mathematics (“c”) – Three years of college-preparatory mathematics that include or integrate the topics covered in elementary and advanced algebra and two- and three-dimensional geometry. C/I/A-21

UC/CSU a-g Course Requirements (4) Laboratory science (“d”) – Two years of laboratory science providing fundamental knowledge in at least two of the three disciplines of biology, chemistry and physics. (5) Language other than English (“e”) – Two years of the same language other than English or equivalent to the second level of high school instruction. (6) Visual and performing arts (“f”) – One year chosen from dance, music, theater or the visual arts. (7) College-preparatory elective (“g”) – One year chosen from the “a-f” courses beyond those used to satisfy the requirements above, or courses that have been approved solely in the elective area. C/I/A-22

Turn and Talk Partner A As you plan differentiation for all learners, what will be the impact of the A-G requirements now? Partner B How can you as a _______ grade teacher include A-G requirements in long-term planning?

Read- Pair-Share Read Increasing Rigor Throughout the Lesson: Data-Driven Best Practices Circle practices in action Highlight areas of interest/ areas for growth Pair-Share 10 mins total (5 mins each) 1 strength, 1 area for growth

CTP Reflections 5.3 5.4

Next PT/ SP workshop January 11, 2016 FACT Module b FACT Module E Initials CTP Mid-Year check January 11, 2016