1. December BLT Training

2. 2 Outcomes Participants will: Understand how data was used to determine growth and award incentives Review school-wide and grade level data Look at and begin first steps for Take One! Discuss beginning strategies for Differentiated Instruction

3. 3 Team Building Activity Two Truths and Lie Write down two truths about yourself and one lie and we will see if we as a team can pick out the lie.

4. 4 Growth Data Criteria Student took the D-Step for two consecutive years (2007 – 2008) Student was on 2008 “school include” list Does not include students who took alternate test Includes students who “passed” to next grade

5. 5 Student Scores Used scaled scores Measured the distance from proficiency Capped at 2 standard deviations from proficiency – either above or below Student gains are averaged to determine building gains 2008 D- Step scores are compared to 2007 scores

6. 6 DACS All schools who have D – Step scores available will use those scores DACS scores are based on fall-to-spring growth DACS based on NCE scores rather than a proficiency line

7. 7 How Much Growth is Enough? The amount of growth for the school was rounded to the nearest whole number. If a school gets a 1 or higher, it qualifies as showing growth and the incentives will be awarded.

8. 8 Your School’s Scores Growth in Math Growth in Reading

9. 9 Individual Student Growth Scores Confidentiality Form Reading scores by school and grade level Math scores by school and grade level Scores rank ordered by amount of growth (far right column) Lets look at: Students who are proficient but showed negative growth Students who are not yet proficient but showed positive growth

11. Annual Measurable Objectives up to 2014 K-8 9-12 School YearReadingMathReadingMath 2005-200678%65%66%54% 2006-200782%65%72%54% 2007-2008 2008-200982%72% 63% 2009-201086%72%77%63% 2010-201190%79%83%72% 2011-201294%86%89%81% 2012-201396%93%94%90% 2013-2014100%

12. 12 Will E. Everlearn Elementary

13. AMO AMO CI 2 –Yr Avg SH CI

14. http://www.tie.net 14 Document Data Findings Observations What patterns do we see in the data? Hypotheses What explanations or theories might we have about the data? What impact might this data have?

15. 15 Data- Based Decisions and Instruction What decisions can be made by looking at this data? At the district level At the building level At the classroom level At the student level

16. 16 Questions? We believe that this data is both complex and credible. We have accessed external expertise as well as gathered input from teachers and administrators among the project schools. Over the life of the grant, the process may be refined in an effort to improve the information available to schools.

17. 17 Resources If you have other questions, please forward them to your SDI+ Representative. All materials will be available on the wiki: http://sdiplus.tie2.wikispaces.net

18. 18 Take One! Long and Intense, Deferral Option Box: Review Materials Don’t Look at CD!

19. Take One! Take One! Video Components www.nbpts.org/userfiles/File/Take_One_Ent ries_Web_5-22-08.pdf Find your certificate area look at the “Focus for this Entry” these are the only points you will look at for your entry! Ex. Literacy has 10 components

20. Take One! Click on “For Candidates” then “Certificate Areas” Select your certificate area Read Certificate Overview: Note differences between the number of components listed here and the number listed under your “Focus for this Entry”

21. Take One! Five Core Propositions Read over the 5 propositions listed on page 4 What is one way you or your colleagues regularly fulfill each proposition?

22. Take One! Take One! Standards www.nbpts.org/standards/stds.cfm Download standards Click through the documents until you get to: Standards Overview Page Look at question 2 on pages 4 in regards to those standards. How would you answer the questions on page 4.

23. Take One! Let’s Get Started! Take the next ___ minutes to complete as much information as you can on the first two pages of the Take One! guide.

24. 24 Path of Differentiation How would you define Differentiated Instruction?

25. 25 Differentiated Instruction “If students don’t learn the way we teach them, we must teach them the way they learn.” - Marcia Tate, Developing Minds Inc.

26. 26 What Differentiated Instruction Is… Multiple approaches to content, process, & product Proactive Flexible use of classroom time A blend of whole class, small group & individual instruction Based on student’s readiness, interests, and /or learning profile Student competes against self

27. 27 What Differentiated Instruction Is Not The same as an IEP for every student Just another way to group kids Expecting less of struggling learners than of typical learners A substitute for specialized services Chaotic New

28. Differentiation of Instruction Differentiation Strategy Booklets, 4-6 guided by general principles of differentiation such as: respectful tasks flexible grouping ongoing assessment teachers can differentiate Content Process Product according to students’ Readiness Interests Learning Profile through a range of instructional and management strategies

29. 29 Content Differentiation Refers to materials & methods Multiple versions of texts Variety of texts Interest Centers Support Systems: Audio, Peer Partners

30. 30 Content Differentiation Multiple versions of texts: Netrekker The Five Pillars of Islam http://www.bbc.co.uk/religion/religions/islam/ H.S. Level http://www.bbc.co.uk/religion/religions/islam/ http://news.bbc.co.uk/cbbcnews/hi/newsid_4180000/newsid_418 8400/4188493.stm Elementary Level http://news.bbc.co.uk/cbbcnews/hi/newsid_4180000/newsid_418 8400/4188493.stm

31. 31 Process Differentiation Jig Saw Assignments Graphic Organizers Choice Boards Tiered Assignments Menus

32. 32 Process Differentiation Choice Boards: Also known as Tic – Tac – Toe Boards Examples: World War II for U.S. History Grade 11 Spelling Grade 1 Which one’s do you want to do? Does this offer variety?

33. 33 Process Differentiation Menus Appetizers (Negotiables) A list of assignments or projects Students select one item to complete The Main Dish (Imperatives) An assignment or project that everyone must complete Side Dishes (Negotiables) A list of assignments or projects Studenstselect two items to complete Desserts (Options) Opptional but irresistible assignments or projects Should be high interest and challenging Students choose one

34. 34 Product Differentiation Culminating learning experience Demonstration and extension of what students know, understand and are able to do Variety of assessment types Tiered assignments Independent Study

35. 35 Product Differentiation Variety of assessment types Government/Economics: Create a Business – Compare/ Contrast Two Types of Governments History: Battle Model – Castle Model – Speech by George Washington Carver – Poster Board & Paper on Person of Your Choice – Report on Person of Your Choice – Create a Quilt and Relate to Family Significance

36. 36 Differentiated Instruction Think of one of your lessons or assessments and how you could differentiate it Look at the sample lessons if you need more ideas

37. 37 Break / Lunch Time? Be back in 10 minutes.

38. 38 When I Return… Share what you’ve tried, success and not so successful.

39. 39 Team Time As a BLT: Make a plan for sharing Growth Model Data with your staff Determine how you will present Take One! What do you want to share about Differentiated Instruction?