1. Joy Clauson, Suzy Dees, Julie Nourie

2. Background  Do we want to add any info here about who we are, teaching experience, etc.??

3. Problem  Waning of Interest and Practices of DI  Federal Mandates and DI  Increased Demands on Teachers

4. Purpose  Facilitate Teacher Self- Reflection  Inform Administration  Inform Staff

5. Research Question 1  What are teachers’ perceptions regarding differentiation within their own classrooms?

6. Research Question 2  What are teachers’ perceptions of support for Differentiated Instruction?

7. Research Question 3  What, if anything, hinders a teacher’s implementation of Differentiated Instruction?

8. Literature Themes  Defining DI History Connection to RtI Content, Process, and Products

9. Literature Themes  Obstacles of DI Knowledge Support

10. Literature Themes  Necessary Support Structures Administration Collegiality Community

11. Methodology  Online Survey Survey Monkey 28 Questions  Email Invitation to Participate Reminder Email 75 Teachers Emailed 29 Participated in Survey

12. Data Collection  Data Exported into Excel from Survey Monkey  Data Imported into SPSS from Excel  Independent T-Test Generated Mean Scores

13. Participants’ Experience Category% or Number Years of Experience 0-4 Years6.9 5-10 Years6.9 11-16 Years37.9 17+ Years48.3 Level of Education Bachelor’s10.3 Master’s Degree87.9 Doctorate Degree0

14. Perceived Effectiveness of DI in the Classroom Types of DI Strongly AgreeAgreeDisagree Strongly Disagree Avg. % # of Part. % % % Differentiation of Content 25.9%763.0%177.4%23.7%11.89 Differentiation of Instructional Approaches 53.6%1535.7%107.1%23.6%11.61 Differentiation of Assessment 25.9%759.3%1614.8%40.0%01.89

15. Effectiveness of Differentiation Based on Instructional Approaches

16. Differentiated Instruction Regarding Content QuestionsMeanSD I bring in differentiated content material.1.580.82 How effective do you feel in your implementation of DI Content (standards- based core curriculum)?1.820.54 Within my classroom, I feel differentiation is mostly achieved through the differentiation of content.1.880.69 Teachers’ overall perceived effectiveness of Differentiation of Content1.780.68

17. Differentiated Instruction Regarding Instruction QuestionsMeanSD I plan my lessons/units using a DI model.1.790.77 How effective do you feel your implementation of differentiated INSTRUCTION is? (delivery of skills, information, and processes)1.390.62 Within my classroom, I feel differentiation is mostly achieved through Differentiation of instructional approaches. 1.600.78 Teachers’ overall perceived effectiveness of Differentiation of Instruction 1.610.72

18. Differentiated Instruction Regarding Assessment QuestionsMeanSD I assess my students using various methods.1.4830.57450 I use formative assessments to determine the direction of my teaching.1.7240.75103 How effective do you feel your implementation of differentiated ASSESSMENT (formative and/or summative measurement of what students know or are able to do) is?1.6790.66964 In my classroom, I feel differentiation is mostly achieved through differentiation of assessment.1.7590.78627 Teachers’ overall perceived effectiveness of Differentiation of Assessment1.7050.65262

19. Perceived Support for Differentiated Instruction

20. Perceived Support for Differentiated Instruction IN THEIR SCHOOL Question or Category Strongly AgreeAgreeDisagree Strongly Disagree There are a variety of quality materials/resources available for me to use for me to differentiate in my classroom.13.851.724.110.3 Administration is knowledgeable in differentiated instruction.24.165.56.93.4 There is support available for colleagues for the implementation of differentiated instruction. 27.662.13.46.9 I have been provided training for Differentiating in my classroom.10.351.717.220.7 I have opportunities for continuing Education regarding differentiation.20.748.320.710.3 Overall Support for Differentiated Instruction IN MY School19.256.214.410.3

21. Overall Perceived Support for Differentiated Instruction MeanMode Standard Deviation Perceived Support for DI2.15820.85

22. Overall Perceived Effectiveness in DI Implementation & Support for DI in Participants’ School Question or Category Strongly Agree Disagree Strongly Disagree Overall Perceived Effectiveness in DI Implementation35.859.34.900.0 Overall Perceived Support for DI in Participants’ School19.256.214.410.3

23. Correlation between Perceived Support and Perceived Effectiveness of DI Paired Differences tdf Sig. (2- tailed) Mean Std. Deviatio n Std. Error Mean 95% Confidence Interval of the Difference LowerUpper Pair 1 Support – Effectiveness.481481.00139.11127.26006.702914.32780.000

24. Analysis – What does this mean?  Education/Experience As It Relates to DI Experts in content feel more effective in DI implementation  Post-Graduate Work Teachers are more willing to embrace new pedagogy  Participants perceived strength in differentiation of instructional approaches Most training in this area at PJHS

25. Analysis – What does this mean?  Uncertainty regarding differentiation of assessments Perhaps due to fluctuating assessment practices today  PJHS teachers feel supported by colleagues and administration Long history of supportive administrators Teams configuration

26. References  Blaz, D. (2008). Differentiated assessment for middle and high school classrooms. Larchmont, NY: Eye on Education.  George, P. (2005). A rationale for differentiating instruction in the regular classroom. Theory into Practice, 44(3), 185-193.  Hertberg-Davis, H.L. & Brighton, C.M. (2006). Support and sabotage: Principals’ influence on middle school teachers’ responses to differentiation. The Journal of Secondary Gifted Education, 17(2), 90-102.  King-Sears, Margaret E. (2008). Facts and fallacies: Differentiation and the general education curriculum for students with special educational needs. Support for Learning, 23(2), 55-62.  Marzano, R.J. (2003). What works in schools: Translating research into action. Alexandria, VA: Association for Supervision and Curriculum Development.  Nordlund, M. (2003). Differentiated Instruction: Meeting the educational needs of all students in your classroom. Lanham, MD: The Scarecrow Press.  O’Meara, J. (2010). Beyond differentiated instruction. Thousand Oaks, CA: Corwin Publishing.  Rock, M.L., Gregg, M. Ellis, E. & Gable, R.A. (2008). REACH: A framework for differentiating classroom instruction. Preventing School Failure, 52(2), 31-47.  Tomlinson, C.A. (2001). How to differentiate instruction in mixed-ability classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.  Tomlinson, C.A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development.  Tomlinson, C.A. (2005). Traveling the road to differentiation in staff development: Teacher leaders can help educators hurdle four key barriers to implementation. The Journal of National Staff Development Council, 26(4), 8-13.  Tomlinson, C. A. & Allan, S. (2000). Leadership for differentiating schools and classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.  The United States National Center for Educational Statistics (2003). Retrieved from http://nces.ed.gov/pubs2003/overview03/tables/table_10.asp  VanTassel-Baska, J., & Stambaugh, T. (2005). Challenges and possibilities for serving gifted learners in the regular classroom. Theory into Practice, 44(3), 211-217.  Walker-Dalhouse, D., Risko, V., Esworthy, E., Grasley, E., Kaisler, G., McIlvain, & Stephen, M. (2009). Crossing boundaries and initiating conversations about RtI: Understanding and applying differentiated classroom instruction. The Reading Teacher, 1(63), 84-87.  Winebrenner, S. (2001). Teaching gifted kids in the regular classroom: Strategies and techniques every teacher can use to meet the academic needs of the gifted and talented. Minneapolis, MN: Free Spirit Publishing, Inc.  Wormeli, R. ( 2007). Differentiation: From planning to practice grades 6-12. Portland, ME: Stenhouse Publishers.  Yatvin, J. (2004). A room with a differentiated view: How to serve all children as individual learners. Portsmouth, NH: Heinemann.