Multi Media Presentation A

Using Data to Differentiate Instruction by Annette Dodson

Glenmount Elementary Middle School

A School with Pride, Potential, and Purpose.

Our School Vision Our vision is a school community where students feel challenged, trusted, and successful, and learning is meaningful, productive, and engaging.

“Tell meandI will forget, showmeandI might remember, involvemeand I will understand.” Confucius

Ready or Not…The World is Different • Work is different… • Tools are different… • Communication is different… • Information is different… • Kids are different… • Learning is different… • Teaching is different…

AND LEADING MUST BE DIFFERENT!

When it comes to our students and learning . . .

one size does not fit all!

Differentiated Instruction Podcast what_is_di.m4v

Differentiated Instruction. . . • is proactive • is more qualitative than quantitative • provides multiple approaches to content • is student centered • is a blend of whole-class, group, and individual instruction • is rooted in assessment

Differentiated Instruction Pre-assessment Questions • How do I currently meet students’ varying learning needs in my classroom? • What makes my classroom a good fit for students who either struggle to learn or learn with ease? • How do I already address different learning profiles and interests? • How do I vary student groupings?

When using data to plan Differentiated Instruction it is important to remember that… • all students do not learn the same way • good teachers adapt to students’ different learning styles

Student-Dependent Ways to Differentiate • By Readiness: Readiness students’ interest point relative to a particular understanding or skill • By Learning Profile: students’ particular way of learning • By Interest: students’ attraction, curiosity, and passion for a

Teacher-Dependent Ways to Differentiate • Content: Multiple options for taking in information • Process: Multiple options for making sense of the ideas • Product: Multiple options for expressing what they know

“Differentiation is rooted in assessment. A teacher who understands the need for teaching and learning to be a good match for students looks for every opportunity to know her students better” (Tomlinson, 4).

The Power of Data With data, we are able to. . . • Assess current and future needs of students • Decide what to change • Determine if goals are being met • Engage in continuous school improvement • Identify root causes of problems • Promote accountability

Using Data to Create Differentiated Instruction • Teachers can use performance data from : -Standardized Tests -Benchmark Assessments -Classroom Assessments -Daily Work with Students

Benchmark Assessments • Benchmarks are a point of reference from which something can be measured. The Benchmark Tests are used to measure students’ ability levels in reading and math. Teachers are able to analyze the data gathered from Benchmark Tests and use it to determine their students' strengths and weaknesses, thus tailoring their instruction to meet the needs.

Online Assessment Reporting (OARS) OARS is a web-based data management tool that facilitates the collection, reporting, and analysis of periodic assessments. OARS helps districts meet the requirements of No Child Left Behind (NCLB) legislation by making assessment results readily available. Teachers are able to modify instruction based on assessment results, and school and district administrators can plan appropriate professional development and support.

OARS guides districts to improve instruction and student achievement by . . . • providing instant assessment data • providing teachers with information on where to focus their support • identifying students who may need interventions • providing school administrators with information needed for supervision of instruction • helping to identify areas of need for GradeLevel Team Meetings • providing teachers with information to share with parents at parent-teacher conferences.

OARS • www.oarsaccess.net

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Framework for Teaching and Learning • Using the assessment data teachers are able to gain insight into the strengths and needs of their students before they begin planning their lessons or units. • Begin planning to meet the diverse needs of your students.

MyGuide Personal Learning Program The MyGuide process uses summative data from the school districts to develop personalized instructional material for each student based on their test results. The material is delivered in an easy-to-use online and print-on-demand model.

MyGuide Personal Learning Program http://info.grow.net

Resources • The Differentiated Instruction Classroom: Responding to the Needs of All Learners by Carol Ann Tomlin • Web 2.0 – www.teachertube.com/Differentiatedinstruction • http://dipodcast.edublogs.org • www.oarsaccess.org

• http://info.grow.net

Questions?