TEACH TEST and ?

School Assistance Meeting (SAMs)December 2010

TEACH TEST and ?

School Assistance Meeting (SAMs)December 2010

“Think about every problem, every challenge we face. The solution to each starts with

education.”- George Bush, 1991

Guaranteed the Right to Attend, Not the Right to Learn.

Schools had little influence on a child’s achievement that was independent of the background and social

context of that student.Equality in Educational Opportunity, 1966

“Schools that are highly effective produce results that almost entirely over come the

effects of student backgrounds.”- Robert Marzano (2003)

Effective Versus Ineffective Schools, Assuming 20% Variance

Group Outcome

% Passed % Failed

Effective Schools

Ineffective Schools

72.4%

27.6%

27.6%

72.4%

AYP Proficiency Reading

Subgroups Mobile98.65 F/R

Birmingham0.65 F/R

Birmingham0.0 F/R

All Students 15.98 15.52 14.65

Spec. Ed 16.36 13.00 -3.00

Black 15.98 10.30 ~

White ~ 16.00 14.64

Free/Reduced 15.97 ~ ~

AYP Proficiency Math

Subgroups Mobile98.65

Birmingham0.65

Birmingham0.0

All Students 22.00 19.64 24.19

Spec. Ed 21.64 5.95 11.88

Black 22.00 6.90 ~

White ~ 19.96 24.17

Free/Reduced 22.00 ~ ~

What Highly Effective Schools Do…

Highly effective schools succeed where other schools fail because they ruthlessly organize

themselves around one thing: helping students learn a great deal … focusing on

student learning and then creating structures that support that learning. Karin Chenoweth, 2009

3• Break the Surface of Differentiated

Instruction• Dig Deeper into the Intentional

Practice of Differentiated Instruction

• Uncover Keys to Creating a Foundation For Success

What is differentiation?

Differentiation is a philosophy that enables teachers to plan strategically in order to reach

the needs of the diverse learners in classrooms today

1 Break the Surface of

Differentiated Instruction

13

Why?

“In differentiated classrooms, teachers begin where students are, not the

front of a curriculum guide.” CTomlinson

Differentiated Instruction

is NOT

Just arranging

students into groups of 4

Whole Group work

done in small groups

28 different

lesson plans

Giving all students the exact same

work or assessments

Assuming all students learn by listening

Differentiated Instruction is…

Using small groups to

work closely with non-mastery students

Offering tiered

lessons to meet all learners needs

One plan addressing

the needs of all learners.

Different assignments

in small groups based on knowledge

level

Visualizing success for all students

Offering teacher-guided

choices to students on

the direction of their learning

2Dig Deeper into the Intentional

Practice of Differentiated Instruction

Prior to Instruction (differentiation based on readiness, interest, and learning style)

After Initial Instruction (non mastery support)

19

Content Process Product

According to Students’

Readiness Interest LearningProfile

Teachers Can Differentiate

Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999).

20

Content - What Process - How Product – Evaluation

Teachers Can Differentiate

Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999).

Three Crucial Points

All Aspects of the Topic

In-depth study

RED

YELLOW

GREEN

Direct Instruction in Each Step

Minimal Instruction,

Probing Questions for Independent

study

Modeling, Independent Work

PPT presentation with computer

generated graphics and

tables

Five Page Paper

Group paper of one page

Traditional Differentiated Classroom

Student Differences

Student differences addressed when they

become a problem

Differences become the basis for planning and

instructionAssessment

Interest/Learning Styles

Instruction

Assignments

Factors Guiding Instruction

Assessments are daily informal formative

assessments that drive instruction

Assessments tend to be summative, at the end of a

unit, week, or year

Rarely informs instruction

Much of the instruction is whole class

Single curriculum, guide, or text is used

Students are usually given the same assignment to

complete

Students are guided to makeInterest and learning profile

Based choices

Many instructional groupingsAnd arrangements are used

Multi Option Assignments

Still used, but supplementedBy other materials

Looks Complicated!

I have given a pretest or a diagnostic

assessment. I have tutored a student I have analyzed similarities and differences in

students’ test scores I have given students different books to read I have taught students in a small group I have given students choices for projects

Begin with the Standards

First Grade – Determining the monetary value of individual coins and sets of like coins up to $1.00

Kindergarten – Identify penny, nickel, dime, quarter

Second Grade - Determine the monetary value of sets of coins and bills up to $2.00.

• Exchanging coins of equivalent values• Applying monetary symbols, including dollar, cent,

and decimal point.• Recognizing the decimal numbers .10, .25, .50, and

.75 as related to money

Video

• Identified Penny, Nickel, Dime, Quarter• Stated the value of each• Added like coins together• Sang song about coins• Reviewed• Counted coins together• Made 20 cents 2 different ways• Word problem – purchased item

Adjustable Assignment – Money Basics

HighDegree

Of Mastery

ApproachingMastery Beginning

Counts by 1s, 5s, and 10s. Knows coins are money – Can identify penny, nickel, dime, quarter

Identify Coins, Can count coin patterns, Can put in order. Knows values of each up to $1.00

Recognizes and counts coins and dollars. Able to exchange coins of equivalent values

So…What happens next?

Work on value, order and patternsLearn more money

combinations

Learn more about money as a consumerApply monetary symbols

COS Content Process Product

BeginningWork on value, order and patterns

Station Activity – Direct Instruction

with Teacher -hands on

(Pull chair up to a group of students)

Informal Assessment as teacher works with students

Approaching Mastery, Mastery

Learn more money combinations

Learning more challenging money combinations – manipulating coins and responding to questions on worksheet

Turn in answers to questions

High Degree of Mastery

Learn more about money as a consumerApply monetary symbols

Independent Learning - given certain amount of money at the store to purchase more than one item.

Share with other students how they spent the money they had

TEACH TEST and ?

School Assistance Meeting (SAMs)December 2010 – Part 2

3Uncover the Keys to Building a

Foundation for Success

Personal Academic Time with a Caring Adult

For Differentiation to Work in High School…

Policies and Procedures Must Be in Place

No Significant Learning occurs without a significant

relationship

Support, Insistence, and High Expectations

Support: Effective InstructionInsistence: Motivation and Persistence to Get Students

to LearnHigh Expectations: “I know you can do it and you will

do it!”-Ruby Payne-

A teacher must:

• Be willing to develop the necessary skills

• Be willing to persist in maturing those skills

Learn Their Students

• Become a kid watcher • See their students as individuals rather than as

a group • Identify their personality and learning style

Begin by:

• Differentiating in small ways – various graphic organizers, giving students choices, giving kids options to work alone or in small groups

• Utilizing the models we presented today

Remembering to:

Move forward but do not push themselves beyond reason!

The Principals Role

A. Principals should be keepers of the vision--people who use the pulpit of leadership to help teachers reflect on the need to meet students where they are. They should provide the leadership to say, "In this school, we want to nurture teachers who look at individuals rather than groups. We don't do anything in this building that doesn't move us in that direction. “

Principal is key

Culture of good-enough- to-get-by attitude to a learning-brings- endless -possibilities attitude

We can succeed only by concert. Can we all do better? Abraham Lincoln

One More Thing…

Or go to www.schoolimprovement.schools.officelive.com

Diner Menu—Photosynthesis

Appetizer (Everyone Shares)

Write the chemical equation for photosynthesis

Entrée (Select One)

Draw a picture that shows what happens during photosynthesis.

Write two paragraphs about what happens during photosynthesis.

Create a rap or song that explains what happens during photosynthesis.

Side Dishes (Select at Least Two)

Define respiration, in writing.Compare photosynthesis to respiration using a Venn

diagram.Write a journal entry from the point of view of a green plant.With a partner, create and perform a skit that shows the

differences between photosynthesis and respiration.

Dessert (Optional)

Create a test to assess the teacher’s knowledge of photosynthesis.

Think-Tac-Toe

Book Report

Draw a picture of the main character.

Perform a play that shows the conclusion of

a story.

Write a song about one of the main events.

Write a poem about two main events in the story.

Make a poster that shows the order of events in the story.

Dress up as your favorite character and perform a speech telling who you

are.

Create a Venn diagram comparing and contrasting the

introduction to the closing.

Write two paragraphs about the main

character.

Write two paragraphs about the setting.

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