2.  In your school, what data have you been exposed to about students that enables you to make decisions about your instruction? Is it enough?  Why/why not?

3.  Replaces suspicions with facts  Shows where gaps exist in progress  Identifies root causes of gaps  Assesses specific needs (targeted instruction for all students) – GROWTH MODEL  Provides info to eliminate ineffective practices  Ensures better use of human and fiscal resources  Determines whether or not school is sustaining its vision and mission or district  Validates people’s hard work toward success  Prevents future failures  Continuously improves all aspects of the school

4.  Schools have not used data warehouses to do much of the data- crunching (with SAS, the state is getting better for this reason)SAS  Infrastructures and computer use still drastically lacking in some schools to use data  There is no easy way of collecting, managing, and benefiting from using data  Lack of professional development in how to work with data  Teachers often see using data as another thing that takes away from teaching (when it actually is primary to their teaching!!)  Teachers may have had bad experiences with data  Data has been used in negative ways in the past  Data systems constantly change/improve, so learning curve is always there, making people more tense…

5. Guiding Principles Vision Mission Purpose Values & Beliefs Standards PLAN IMPROVE EVALUATE IMPLEMENT FOCUSED CONTINUOUS IMPROVEMENT

6. Data Discovery What do the data tell us?What stands out? What are the patterns?What questions do we have?

7.  Demographics  Perceptions  Student learning  School processes  All 4 overlap and provide us with the most robust information about students so we can PREDICT future results for a school and individual students

8.  Demographic data  Descriptive info about the school community  Includes race, gender, ethnicity, grade level, etc.  Provides a GLIMPSE of the school/district  Perceptions data  SUBJECTIVE, but adds flavor to the demographics  Adds to our understanding of what school community thinks about the school environment  Can be determined through questionnaires, surveys, observations, interviews, meetings, etc.

9.  Student Learning  Outcomes measured by various assessments, including standardized tests, grades, GPA, CBAs, etc.  School Processes  Teaching and learning practices  The “science” of teaching – best practices  Systemic and daily procedures designed to get the best outcomes  Curriculum alignment (vertical and horizontal), etc.

10.  Tap what interests me, and if it isn’t interesting, provide ways to make me feel engaged by it anyway  Let me show you several ways how I am smart and can understand the material  Challenge me by designing congruent strategies that challenge me to think of more than one possible answer

11.  To differentiate is for a teacher to respond to learners’ needs by…  Establishing respectful, legitimate activities/strategies for students to complete  Designing flexible grouping for students to work within  Assessing students regularly and adjusting instruction as necessary based on those checks (formative assessments)

12.  Content  Process  Product According to students’…  Readiness  Interests  Learning Profile

13.  Multiple intelligences  Tiered lessons (RTI model)  Varied questioning strategies  Jigsaw  Tiered centers  Interest centers  Audio/video  Tiered products  Interest groups  Anchor activities  Graphic organizers  Small-group instruction  Varied open-ended responses  Varied texts  Group investigations  Complex instruction  Literature circles  Independent study  Learning contracts  Varied homework Through a range of instructional and management strategies including…

14.  Example 1,1  Example 2 Example 2  http://www.wilmette39.org/DI39/dist rategies.html http://www.wilmette39.org/DI39/dist rategies.html  http://www.glencoe.com/sec/teachi ngtoday/subject/di_meeting.phtmlhttp://www.glencoe.com/sec/teachi ngtoday/subject/di_meeting.phtml  http://www.internet4classrooms.co m/di.htmhttp://www.internet4classrooms.co m/di.htm  http://www.cast.org/publications/nc ac/ncac_diffinstruc.htmlhttp://www.cast.org/publications/nc ac/ncac_diffinstruc.html  http://www.kidsource.com/kidsourc e/content/diff_instruction.htmlhttp://www.kidsource.com/kidsourc e/content/diff_instruction.html  http://www.frsd.k12.nj.us/rfmslibrar ylab/di/differentiated_instruction.ht mhttp://www.frsd.k12.nj.us/rfmslibrar ylab/di/differentiated_instruction.ht m  http://wblrd.sk.ca/~bestpractice/i ndex.htmlhttp://wblrd.sk.ca/~bestpractice/i ndex.html  http://books.google.com/books?id =AHj8DfM_yMUC&dq=differentiat ed+instruction+strategies&printsec =frontcover&source=bl&ots=CUvXP bnlDR&sig=wuA5devWS1y1iNPV0v LIaU9Thb4&hl=en&ei=ePovSr7OEJ mUMebr5PYJ&sa=X&oi=book_resul t&ct=result&resnum=6#PPP1,M1http://books.google.com/books?id =AHj8DfM_yMUC&dq=differentiat ed+instruction+strategies&printsec =frontcover&source=bl&ots=CUvXP bnlDR&sig=wuA5devWS1y1iNPV0v LIaU9Thb4&hl=en&ei=ePovSr7OEJ mUMebr5PYJ&sa=X&oi=book_resul t&ct=result&resnum=6#PPP1,M1  http://books.heinemann.com http://books.heinemann.com  http://www.ualberta.ca/~jpdasddc /incl/difinst.htmhttp://www.ualberta.ca/~jpdasddc /incl/difinst.htm

15.  A process by which educators teach using individualized instruction in content, process, and/or product.  “The teacher proactively plans a variety of ways to “get at” and have students “express learning” (Tomlinson 3).  “Teachers who differentiate in mixed ability classrooms seek to provide appropriately challenging material for all their students” (Tomlinson 5).

16.  Student differences considered when problems evident  Assessment: common at end of learning (“autopsy”)  Only traditional intelligences considered  Single definitions/explanations to a response  Whole-class instruction  Coverage  Mastery of facts and skills  Time is mainly inflexible to student need  Teachers solves problems  Single forms of assessment  Student differences considered as a basis for planning  Assessment: on-going, diagnostic tool to inform instruction  Multiple forms of intelligence considered  Multiple definitions/explanations to a response  Many instructional activities  Uncoverage  Multi-option assignments  Time is flexible, varied to student need  Students help others solve problems  Multiple forms of assessment

18.  Knowing your own learning styleyour own learning style  How did YOU score??  Knowing your learners’ learning style – recall the 5 vignettes?  The Authentically Engaged  The Ritualistically Engaged  The Passively Compliant  The Retreatist  The Rebel  Knowing where to find resources in order to map your curriculum & instruction  Knowing how to design instruction using data we have on students’ ability and performance data to inform instruction

19.  Be prepared to share your map to everyone using the smart board.  Class evaluation