1. Not the “D” Word: Questions and Explorations in the Differentiated Classroom Laura Woodham, Program Specialist Professional Development August 9-10, 2012 SUMMER LEADERSHIP INSTITUTE

2. Common Board Configuration Date: August 9 – 10, 2012 Benchmark: Learners will plan and prepare for unit lessons; use available technology; promote exchange of ideas and strategies; and promote district and school development. Bell Ringer : Pre-Assessment Activity Essential Question: Why is differentiated instruction essential to a multi-tiered system of support? Vocabulary: differentiate, product, process, readiness, interests, learning styles, DI continuum Objective: Learners will evaluate and generate solutions to common questions and obstacles teachers face when cultivating a differentiated classroom. Agenda: I do: Review MTSS and fundamental questions about Differentiated Instruction We do: Evaluate questions and concerns that are most significant. Generate possible solutions through collaboration. You do: Identify and communicate ideas, resources, and next steps. Agenda: I do: Review MTSS and fundamental questions about Differentiated Instruction We do: Evaluate questions and concerns that are most significant. Generate possible solutions through collaboration. You do: Identify and communicate ideas, resources, and next steps. Summarizing Activity: Differentiated Practice Essential Question Reflection Learning Goal Summarizing Activity: Differentiated Practice Essential Question Reflection Learning Goal Homework: Email me or visit the DI Online Community and add or suggest at least one idea or resource Learning Goal: Teacher leaders will understand questions which guide teachers to consider how they might extend the use of differentiated instructional practices in the classroom.

3. Lake County Schools Vision StatementVision Statement A dynamic, progressive and collaborative learning community embracing change and diversity where every student will graduate with the skills needed to succeed in postsecondary education and the workplace. Mission StatementMission Statement The mission of the Lake County Schools is to provide every student with individual opportunities to excel. Lake County Schools is committed to excellence in all curricular opportunities and instructional best practices. This focus area addresses closing the achievement gap, increased graduation rate, decreased dropout rate, increase in Level 3 and above scores on the FCAT, achieving an increase in the number of students enrolled in advanced placement and dual enrollment opportunities and implementing the best practices in instructional methodology. Summer Leadership Institute

4. 21 st Century Skills Tony Wagner, The Global Achievement Gap Summer Leadership Institute 1. Critical Thinking and Problem Solving 2. Collaboration and Leadership 3. Agility and Adaptability 4. Initiative and Entrepreneurialism 5. Effective Oral and Written Communication 6. Accessing and Analyzing Information 7. Curiosity and Imagination

5. High Effect Size IndicatorsHigh Effect Size Indicators Summer Leadership Institute “The Department’s identified set of indicators on high effect size instructional and leadership strategies with a causal relationship to student learning growth constitute priority issues for deliberate practice and faculty development.” -Florida Department of Education, 2012

6. Learning Goal with Scales Tracking Student Progress Established Content Standards Multi-tiered System of Supports Clear Goals Text Complexity ESOL Students Summer Leadership Institute School Leadership High Effect Indicators Classroom Teacher High Effect Indicators Feedback Practices Facilitating Professional Learning Clear Goals and Expectations Instructional Resources High Effect Size Strategies Instructional Initiatives Monitoring Text Complexity Interventions Instructional Adaptations ESOL Strategies

7. Goals of MTSS MTSS is a way for schools and districts to step back and make sure that four things happen from a very coordinated standpoint: Students who need additional support are identified early Students identified as needing more support are provided support targeted at their specific needs using sound instructional programs or strategies Students progress is monitored frequently so we know if we are on track with our efforts Teachers and schools are using data to change the path when needed and they have a formal system of support to assist with these changes Kansas Multi-tier System of Support. (2008)

8. Defining MTSS “MTSS is a coherent continuum of evidence based, system-wide practices to support a rapid response to academic and behavioral needs, with frequent data based monitoring for instructional decision-making to empower each student to achieve high standards.” Kansas Multi-tier System of Support. (2008). Retrieved June 20, 2012, from Kansas MTSS: http://kansasmtss.org/

9. Questions 1. What steps should a teacher take when implementing differentiation in the classroom? Where will they begin? What comes next? 2. How do we prepare students for a differentiated classroom? 3. How do I use a differentiated approach to assessment? How do I grade in a differentiated classroom? How do I differentiate an assessment? 4. What does a differentiated classroom look like? 5. How does differentiated instruction relate to other initiatives in Lake County? Where does it fit? 6. How do we help teachers manage a differentiated classroom? How do we share these ideas? 7. What are some misconceptions about differentiation? How do we clarify misconceptions? 8. What resources are available to help teachers differentiate instruction? 9. As a school, where are our teachers on the DI Continuum? How do I know where teachers are at? 10. A question I have about DI is…

10. Pre-Assessment 1. Take 1 min to read questions 1-9. 2. First, choose 1 question you feel you have the MOST knowledge about and answer. 3. Next answer question #10. 4. Of the remaining questions, continue answering the next question you feel you know the MOST about. 5. You will have 10 minutes to complete this task. YOU MAY USE MORE THAN ONE STICKY TO ANSWER A QUESTION BUT NEW QUESTIONS SHOULD START ON A NEW STICKY.

11. Post Your Responses Gather your responses. Stand-up, push in your chairs. When I say go, you are to place your answers on the corresponding poster. When you are finished placing your stickies, return to your desk but remain standing. Remember to move quickly but safely. GO!

12. Mission Your mission when I say go is to find 3 people who answered one of the same questions (1-9) as you did and stand by a poster that has stickies on it. If the poster you want is taken, then find another one. You may negotiate to trade posters (questions) with another group. You must have at least 3 people to a group. You may have a group or two of 4 if there is no way to evenly divide out into groups of 3. Remember to move quickly but safely. GO!

13. Protocol Divide the stickies up. Number off in your group. Start with person * who will read the question Next person reads the first response Next person responds I agree with that response because… (continue until either all agree or the sticky is put up for further discussion). I have a different point of view or am not sure about this point of view and would like to add this to our discussion. Continue going around until all responses are reviewed.

14. Discussion Review any responses and have group members take turns to clarify and explain. Come to a consensus on which responses you will include in answering your question. Once you considered everyone’s opinion, then your group (or pair) is to create a poster answering the question. You will have about 15 to 20 minutes to accomplish this. You may use illustrations, diagrams, charts, bullet points, or write out your answer.

15. Share what you know…

16. Wrap-up Differentiated Practices What practices were used in order to differentiate your learning today? Essential Question Why is differentiated instruction essential to a multi-tiered system of support? Learning goal As teacher leaders do you better understand questions which guide teachers to consider how they might extend the use of differentiated instructional practices in the classroom?

17. Participant Scale and Reflection (Please complete and turn in) 0-Not Using No understanding or implementation steps taken away 1-Beginning Little understanding and inconsistent implementation steps taken away 2- Developing Moderate understanding and implementation steps taken away 3-Applying Consistent understanding and implementation steps taken away along with monitoring componets for effective execution 4-Innovating In addition to criteria of Applying, enhanced understanding, implementation, monitoring, and execution take aways Summer Leadership Institute Teacher leaders will understand questions which guide teachers to consider how they might extend the use of differentiated instructional practices in the classroom.