1. Maximum Tier One Improving Full-Class Instruction
adapted from Pat Quinn, “The RTI Guy”
Presented by:
Julie Martin, Gates Elementary Principal
Jenny Jorgensen, Gates 4th Grade Teacher
Grand Island Public Schools
Intro- Julie
Introduce self and Jenny. Differentiation is a big scary word. We had it in our SIP plan for a couple of years and read some great background books from Carolyn Ann Tomlison, Grant Wiggins and McTighe, and Rick Wormely. The reason for diffing was clear to all of us and some staff members jumped in, but for many it felt like we were spinning in circles. How could we make this manageable to meet the needs of kiddos but not spend an insubordinate amount of time planning. I went to a workshop with a couple of staff members. Felt like it really made sense. Book talk and then the webinar. The next school year spent a great deal of time truly implementing with PD embedded through staff meetings and PD days.

2. Examine the five models of differentiation through Maximum Tier One.
Explore ways to teach students about their individual differences by recognizing that “Fair is Not Always Equal”.
Examine the five models of differentiation through Maximum Tier One.
Jenny-

3. Teaching Individual Differences
Start by spending some time teaching your students that their individual differences are normal and expected. Most importantly, teach your students that you are ready to help ALL students learn.
Helps avoid…
“That’s not fair.”
“Why do I have to do this and they get to do that?”
Julie

4. Teaching Individual Differences
Differences in Background
Rates of Learning
HOW Students Learn (Multiple Intelligences, Learning Styles, Interests…)
Julie

5. Fair Isn’t Always Equal Examples
Emergency Room
Poster
Shoe Example
Gym Race
Classroom Job Application
Jenny-Emergency Room Activity
Pass out approx. 5 cards with examples of injuries to volunteers (or one per table). Have the “papercut” examples first. Go through example like a class, encourage discussion.

6. jenny

7. Five Models of Full-Class Instruction
Reminders from Pat:
1. I don’t expect you to use all 5 of these models. That’s why there are five of them.
2. I don’t expect you to use them every single day. Kids get bored. That’s why you vary what you do in class every day, and you also pick and choose techniques to use occasionally. I would expect you to look at your week and say, “On Thursday, I could use one of those five models.”
Julie

8. Model #1: Assess and Adjust
Steps…
1. Teach what you want the students to learn.
2. After you teach it, you can assign practice, using the same materials you were going to use in the past.
3. Assign less than in the past, a shorter practice assignment, and when students finish it, assess to see how they did.
4. Assign unique practice to different students in class.
Julie

9. Step 1: Whole Group Instruction
Introduce the concept.
Student structured interaction (work together).
Jenny
Jorgensen: Fourth Grade Multiple Meaning Words

10. Step 2: Check for Understanding
Student missed 3 out of 3 questions Student answered 3 out of 3 correctly.
and needs more time with the They are ready to move on (Group 2).
concept (Group 1).
Jenny

11. Step 3: Differentiated Groups
Group 1: Students who need more time with the concept (reteaching).
Reteach, check incorrect problems,
guided/individualized instruction Students work collaboratively Ticket out. Ready to move on.
Jenny

12. Step 3: Differentiated Groups
Group 2: Students who have mastered the concept and are ready to take the concept further.
Students work independently.
Jenny

13. Fucile/Dinville: First Grade Math
Intro Video Jenny

14. Model #2: Begin and Branch
1. Start teaching your students today’s target. Teach it fast, as fast as your fastest student in class might learn it. (5 minutes)
2. A pivotal moment happens when you ask your class to show whether or not they understand, or know, or can do the target. Those that can... begin independent practice.
3. Breaks the class in two groups. Keep teaching for those that need more instruction. (10 minutes)
4. Check again, those that “get” it join others with independent practice. Keep small group for more practice.
Julie

15. Lueders: Third Grade Math
I’m using this model during math class. I teach the objective quickly, then assess the students to find out who already gets it. Those students who do, move on to independent work. Those who don’t have it, stay with me for another dose of instruction. After that I check again to see who can move on to independent work, and who needs to stay with me for reteaching. In the end, I’m reteaching to 4 or fewer students. The rest are not having to listen to more explanations that they don’t need. The small group that remains with me is easier to work with and held accountable for the learning. No one else is left to answer, so it is up to them to participate.
I was a little worried about them feeling bad about staying for more instruction, but the author stated that the kids already know who the fastest and slowest learners are. I also saw students being more careful on their quick assessment, so they wouldn’t have to remain for more instruction.
With the begin and branch model, I allow the slower students to get out of the way of the faster students. The slower students get the help they need.
The whole idea of this model is to NOT put students into independent practice before they know how to do the assignment.
Julie
Lueders: Third Grade Math

16. Harders: Fifth Grade Group Work on Linking Verbs
In the lesson, I started off with a whole group review of linking verbs. I had introduced linking verbs in a whole group lesson the previous day. Then, I did a check for understanding to see which students were able to write their own sentence and identify a linking verb in that sentence. The students who were able to do this then worked with a partner to create a DoodleCast about linking verbs. Fast finishers created DoodleCasts for helping and action verbs, which we have also been studying. The students who were not yet able to identify linking verbs stayed on the carpet with me while we did some small group practice.
Intro Jenny
Harders: Fifth Grade Group Work on Linking Verbs

17. Model #3: Creative Choice
1. Teach today’s target.
2. Do some guided practice.
3. For independent practice, you offer choices: multiple products to choose from for independent practice.
Julie

18. Verba: Kindergarten Math Stations
This has been working well during Math centers. I have 2-3 jobs at each center and the learner picks what they need to work on. I have been very pleased with their choices. They are very honest about what they need as a learner.
For example:
Dot to Dots: In Kindergarten we do dot to dots in Math Expressions. In that center, I place up to 5, 10, 14, 20, 30, etc. They choose what they need to work on for counting purposes.
Roll the Dice: Students can write numbers if they are still working on counting and writing numbers or they can create number equations with 2 dice.
Verba: Kindergarten Math Stations
Julie

19. Hirschman: Fifth Grade Literature Circle
During the first semester I have worked with my groups to offer the creative choice option for many of the extension projects that they do. The fifth graders were most recently researching an animal rescue agency. In their lit. circle their book theme was related to this. They had the choice to create presentations, brochures or interviews. The students really seemed to like the choice for their product rather than me telling them what product they have to create. I have used this with other groups also this year.
Jenny
Hirschman: Fifth Grade Literature Circle

20. Model #4: Keyed Activity Assessment
1. You begin by asking your students a question or series of questions. This is called the Initial Assessment.
2. On the basis of how they do on this initial assessment, you determine what activity they do next.
The simplest form of this method is to ask your students a question when they walk into your room. If they answer the question correctly, they go into group A. If they answer the question incorrectly, they go into group B. Group A works on the next activity, while group B gets re-taught the original material.
Julie

21. Initial Assessment
Intro-Jenny

22. Verba: Kindergarten Math Lesson
Lesson: Using a Number Line
We were going to practice using a number line. As I was having a discussion with my students, they were able to tell me exactly what things they needed to work on.
As I talked to each student on what they needed, I handed them a number line and gave them directions on what I wanted them to do.
Worked great!
Verba: Kindergarten Math Lesson
Julie

23. Model #5: Workdown Bin
1. This is a differentiated model that focuses on the rate of learning, rather than background information.
2. A Workdown Bin is a series of activities your students do in order. There is no time frame for moving from one activity to another.
3. If we really believe that students learn at different rates, then we need to stop putting them on our schedule and let them work on their own schedule. Workdown Bin allows you to do this in an organized and manageable way.
Julie

24. Jorgensen: 4th Grade Writing Lesson (Sentence Fluency)
3. Students independently analyzed an author’s sentence fluency by charting the lengths of their sentence while checking to see if they had a good variety.
2. Students took the information from their peer work and independently graphed their sentence fluency (sentence beginnings and sentence lengths).
1. Students worked in pairs to reflect on a completed story. They rated their sentence fluency by looking at their sentence lengths and beginnings.
4. Students independently analyzed the fluency of three authors by using a graphic organized to track each author’s sentence beginnings. They then rated the author’s sentence fluency using the writing rubric.
Jenny
Jorgensen: 4th Grade Writing Lesson (Sentence Fluency)

25. Second Grade: Differentiated Word Work Bins
These are differentiated word work bins that we use in our classroom. They are leveled and have appropriate activities that reinforce skills those reading groups have been working on. Students have the choice of what to work on.
Julie
Second Grade: Differentiated Word Work Bins

26. What are some new thinkings that you have gained?
Table Groups
What are some new thinkings that you have gained?
How can you be more deliberate in your differentiated planning?