April 10, 2013Planning Period PD
   Use GradeCam to assess the group of participants    about their pop culture knowledge      ▪ This would be a formative...
   Review the concepts of RtI   Understand the connection between    Differentiated Instruction by Readiness and    RtI...
   We are not the Differentiation Team!     If you have any questions about differentiation or     any of the differenti...
   Strategies     The combination of research-based methods or     activities designed to teach the learning objective....
 “Current knowledge, understanding, and skill    level a student has related to a particular    sequence of learning” (To...
   All groups MUST be challenged appropriately    with quality level tasks.     ZPD—Vygotsky’s Zone of Proximal Developm...
   Struggling learners need interventions to meet learning    objectives (KUD)   DI by Readiness can be used to facilita...
   When DI for Readiness is intentionally used    and monitored to address students who are    not reaching the learning ...
1. Students who do not meet learning objectives     are identified as “struggling learners”.2. DI by Readiness lesson is p...
    Pop culture activity           Know               Understand                     Do    Celebrities in the     Underst...
   Identification     Pop Culture quiz was used to determine grouping      ▪ This would have been given as a formative a...
   Several teachers submitted their DI by Readiness    lessons and explained how an intervention was    able to take plac...
   Know:    1) How to integrate quotes in a response    2) Reasons O’Brien averted the draft and then returned – English ...
   Pre-assessment and Lesson     Pre-assessment given to determine readiness levels of      students for initial activit...
   Intervention     Activities designed based on students’ areas of deficit      with integrating quotes in a response  ...
   Progress Monitoring     Post-assessment was given to all students, with     specific attention to struggling students...
Know                         Understand                           DoBasic molar conversions     The students will understa...
   Pre-assessment and Lesson     Students were given an exit slip (pre-assessment) the     day before the lesson took pl...
   Intervention     Teacher directed instruction with struggling     students in small group while moving around     roo...
   Progress Monitoring     The post assessment was a lab, “Concentration of     a Solution”     All students worked on ...
   Know:     Students will KNOW the grand staff, pitch letter     names, the origin of staff notation, Guido of     Arez...
   Identification:     Pre-assessment was given to determine readiness     levels regarding students’ knowledge about no...
   Intervention     Students not meeting the learning objectives     were to work on Task 1 of the tiered task     Stud...
   Progress Monitoring     Post-assessment was given to all students, with     specific attention to struggling students...
   With these great lessons in mind, think of an    upcoming unit that you anticipate having    students that struggle wi...
   Teachers that provided DI by Readiness    lessons:     Virginia Condon, Jennifer Setzke, Jessica Roessler,     Ben La...
   Concepts of RtI       Identify, plan and deliver intervention, progress        monitor growth   Connection between D...
Buffum, A., Mattos, M., & Weber, C. (2009). Pyramid response  to intervention: RTI, professional learning communities, and...
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The link between di by readiness and intervention final

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  • As participantswalk in they will pick up a manila folder with the following contents: -CPDU form -Pre-quiz on pop culture and GradeCam sheet -Sample American Studies, Chemistry, and Music differentiated lessonsParticipants should begin the pre-assessment as soon as possible and hand in to presenters to quickly grade. On the top of the GradeCam sheet, do not write their score. Either write JT (Justin Timberlake) if they score 5 or higher or write BW (Barbara Walters) if they score 4 or less. Do not let the groups know which group is which.Explain the KUD from this slide and talk about the sensitivity of grouping students in a way that does not stigmatize students based on scores.
  • Review the objectives with the participants. Explain that we are going to focus on DI by Readiness and Intervention, not DI by Interest or Learning Profile since those types of DI do not lead to classroom interventions.
  • You are members of the RtI Team, not the DI Team. If participants have questions that you are unable to answer, direct them to the DI Team members in their departments. We do not want to give out any incorrect information about DI.
  • This is just a review from the February Planning Period PD session. Focus on the difference between the two being that interventions are deliberately chosen for a student based on an identified deficiency and that the student’s progress is monitored.
  • Based on the Differentiation Team’s training, this is the information that the entire staff has already seen. The focus here is on Readiness.
  • Based on Vygotsky’s Zone of Proximal Development, teachers need to meet students where they are and provide scaffolded instruction for students to make gains. -Goldilocks and 3 Bears is a great example! Too hot/too cold is the same as too hard/too easy…students need it just right!Students are not evaluated on the tasks they complete during the lesson, but instead on their overall understanding. The Do leads to the Understanding which is evaluated during the post-assessment.
  • DI by Readiness is NOT an intervention in and of itself. It is what you do with the group that is struggling that is the intervention if and only if it is monitored!Example activities notes: -all activities listed can be done using small group instruction
  • Once you identify the students not meeting learning objectives, the low-level group of differentiation by readiness will begin an intervention based on objectives not met.
  • Point out the fact that all activities are aimed at teaching the KUD- the enrichment activity will enhance the understanding of the non-struggling students. Both groups receive a quality task.Teachers provide instruction, identify areas of weakness of students and teacher then adapts the instruction, not just restates the instruction.The pre-assessment is a check-in based on current unit/topic.
  • In all examples, teachers followed the steps necessary for differentiation by readiness and intervention.DI by Readiness: 1) Teacher must give pre-assessment to determine readiness levels 2) Create meaningful tasks for all readiness levels 3) Teach using best-practice instructionIntervention: 1) Identification of students not meeting learning objectives (formative assessments) 2) Determine research-based intervention for identified students 3) Progress monitor the growth towards the learning objectiveIn all examples, if students do not meet learning objectives after initial intervention, a second intervention would be necessary for those very few students. All students should be able to meet learning objectives (Enduring Understandings).
  • American Studies is a Junior Level class that combines US History and English III. Students were reading The Things They Carried by Tim O’Brien, learning about the Vietnam War, and studying how to effectively use quotes to support an argument.The K and U stayed the same for all students, but the D changed based on Prep or Accel students
  • Teacher directed instruction in lowest group while other 3 groups continued to improve. One-to-one instruction with approximately 3 students per class.
  • During week of intervention, low level students worked one-to-one with teacher and/or went through a peer edit with student from higher groups.
  • After post-assessment was graded, teacher continued to give shorter writing assignments to lower level students to continue progress monitor.Strengths: All students made gains, including the 3 in each class that struggled and went through the intervention.
  • K and U are the same for all studentsIn this example the D has been altered to challenge each group appropriatelyAll three groups MUST have quality tasks
  • Students were given the exit slip the day before the activity took place.  I graded it looking for the correct answer to each question.  Students who got 1.5 or less were placed in group 1, students who got 2-3.5 were placed in group 2 and students who got all 4 correct were placed in group 3.  Since group 3 was actually working in the lab on the solution, I wanted to make sure they could do the calculations.  In a class of 23 it worked out to 8 in group 1, 8 in group 3 and 7 in group 2.  I put a one two or three on top of their paper, to signify what group each student was in.   Based on formative assessments, students were allowed to move down in group if necessary. I ended up with more students in group 1.
  • Teacher has set expectations that at different points in the year students will be in different groups. Also, students know that when working in small groups they are expected to respect all groups and work on their assigned tasks.Teacher must set up the culture that small group work will be done in the class and students are expected to act appropriately and complete their assigned work.
  • The link between di by readiness and intervention final

    1. 1. April 10, 2013Planning Period PD
    2. 2.  Use GradeCam to assess the group of participants about their pop culture knowledge ▪ This would be a formative assessment given during a unit on Pop Culture based on the KUD below Know Understand Docelebrities in the Understand that comprehend andnews UsWeekly is a valuable analyze articles to tool to acquire pop obtain pop culture culture knowledge in information order to stay current with celebrity culture. ▪ Based on correct responses, participants will be split up into 2 groups ▪ Us WEEKLY is used solely for modeling purposes
    3. 3.  Review the concepts of RtI Understand the connection between Differentiated Instruction by Readiness and RtI Analyze three examples of Intervening via Differentiation by Readiness
    4. 4.  We are not the Differentiation Team!  If you have any questions about differentiation or any of the differentiated lessons discussed today, please contact a member of the Differentiation Team.  Each department has a representative that is willing and able to answer your questions!
    5. 5.  Strategies  The combination of research-based methods or activities designed to teach the learning objective. Interventions  Program, actions, or strategies specifically designed to address an identified deficiency and monitored to ensure outcome improvement . (Taken from LTHS PLC Glossary (p.7))
    6. 6.  “Current knowledge, understanding, and skill level a student has related to a particular sequence of learning” (Tomlinson & Strickland 6). Readiness is influenced by a student’s prior learning and life experiences, attitudes about school, and habits of mind (Tomlinson 3). Goal of DI by Readiness:  “Make the work a little too difficult for students at a given point in their growth- and then to provide the support they need to succeed at a new level of challenge” (Tomlinson & Strickland 6).
    7. 7.  All groups MUST be challenged appropriately with quality level tasks.  ZPD—Vygotsky’s Zone of Proximal Development  Scaffolding All groups should be evaluated for their understanding of the learning objective (KUD).  Not an evaluation of the task students are completing, rather an evaluation of their UNDERSTANDING!
    8. 8.  Struggling learners need interventions to meet learning objectives (KUD) DI by Readiness can be used to facilitate the delivery of an intervention to struggling students Struggling learners make up the lowest level readiness group Example activities for struggling learners include:  Mini-lectures/mini-lessons  Guided practice and instructions  Analysis of supplemental materials  Peer review and peer teaching
    9. 9.  When DI for Readiness is intentionally used and monitored to address students who are not reaching the learning objectives, it becomes an intervention.
    10. 10. 1. Students who do not meet learning objectives are identified as “struggling learners”.2. DI by Readiness lesson is planned and delivered ▪ Struggling learners are placed in the lowest-level group and receive an intervention as their quality level task/activity3. Growth is monitored ▪ Formative and post-assessments are used to monitor growth ▪ Mid-quarter/quarter grades
    11. 11.  Pop culture activity Know Understand Do Celebrities in the Understand that Comprehend and news UsWeekly is a valuable analyze articles to tool to acquire pop obtain pop culture culture knowledge in information order to stay current with celebrity culture. At your table you will find an activity to be completed based on your pop culture quiz results. Read the directions and complete the activity with your table. Post assessment would be given to low level group after the activity, the next day, or at a later time if the intervention is going to continue.
    12. 12.  Identification  Pop Culture quiz was used to determine grouping ▪ This would have been given as a formative assessment during a unit on pop culture Intervention  Graphic organizer can be used in multiple ways to help students acquire information ▪ While one group received the intervention, the other worked on enrichment activity Progress Monitoring  Post-assessment scores of low level group are used to monitor the growth of students
    13. 13.  Several teachers submitted their DI by Readiness lessons and explained how an intervention was able to take place during the lessons. We will share with you examples from:  American Studies  Chemistry  Music
    14. 14.  Know: 1) How to integrate quotes in a response 2) Reasons O’Brien averted the draft and then returned – English 3) Reasons anyone would support the war and reasons they wouldn’t – History Understand: Students will understand that some quotes work better than others to support an argument. Do: 1) Write a summary about the draft properly integrating two key phrases as support (Prep). Write a summary of an article from Rolling Stone called “The Kill Team” while properly integrating two key phrases as support(Accel) 2) Write a persuasive paragraph that explains what they would do with regard to the draft and the Vietnam War while integrating textual support and historical content.
    15. 15.  Pre-assessment and Lesson  Pre-assessment given to determine readiness levels of students for initial activities ▪ Read non-fiction article and wrote 5 sentence summary integrating two quotes (handed in before the end of class) ▪ Based on written responses and the use of a rubric, students were broken up into groups the next day  Small groups worked on specific areas of writing based on pre- assessment Identification  Students not making growth towards learning objectives, based on formative assessments, move on to an
    16. 16.  Intervention  Activities designed based on students’ areas of deficit with integrating quotes in a response ▪ These are activities different than the initial lesson ▪ Remember, the intervention is teaching the student in a different way, not just re-teaching the same lesson!  Teacher directed support given to struggling students to help students recognize and rectify the deficiency  Took place over a week with plenty of opportunity for students to practice writing and receive teacher instruction/feedback
    17. 17.  Progress Monitoring  Post-assessment was given to all students, with specific attention to struggling students’ growth  Students had 30 minutes in class to write a response integrating quotes  Rubric was used to determine the growth made based on comparison to initial rubric  Rubric score was used as a grade for students
    18. 18. Know Understand DoBasic molar conversions The students will understand Group 1: Work on basicfrom g  mol and mol that % concentration is problems in order tog calculated using the equation reinforce concept of molarityDifferentiate parts of a Mass of solute and % concentrationsolution (i.e. solute and Mass of solution *100 Group 2: Work onsolvent) intermediate problems thatMethods of making a stress molarity and %solution of known The students will understand concentrationconcentration that molarity is calculated Group 3: Apply knowledge using of molarity and % Mol of solute concentration in order to Liters of sol’n make a solution of known molarity and % concentration
    19. 19.  Pre-assessment and Lesson  Students were given an exit slip (pre-assessment) the day before the lesson took place ▪ Next day grouping-- Teacher tells students which group they are in by writing a 1, 2, or 3 on their exit slips ▪ 1.5 or less correct were placed in group 1 ▪ 2-3.5 correct were placed in group 2 ▪ all 4 correct were placed in group 3 Identification  Students not making growth towards learning objectives, based on formative assessments, move on to an intervention
    20. 20.  Intervention  Teacher directed instruction with struggling students in small group while moving around room to help other groups as needed ▪ Teacher directed (mini-lesson; Q &A) ▪ Step-by-step instructions ▪ Close eye on the students needing intervention
    21. 21.  Progress Monitoring  The post assessment was a lab, “Concentration of a Solution”  All students worked on the lab and were required to turn in their sheet showing the calculation of the molarity and percent concentration of the solution  Group 1’s scores were analyzed for progress made towards learning objectives
    22. 22.  Know:  Students will KNOW the grand staff, pitch letter names, the origin of staff notation, Guido of Arezzo, Medieval Era of Music. Understand:  Students will UNDERSTAND how music is notated. Do:  Students will (DO) identify all pitches on the grand staff.
    23. 23.  Identification:  Pre-assessment was given to determine readiness levels regarding students’ knowledge about note names on the grand staff  Pre-assessment data was used to develop tiered tasks to meet all levels of learners
    24. 24.  Intervention  Students not meeting the learning objectives were to work on Task 1 of the tiered task  Students were provided with teacher directed instruction in a small group
    25. 25.  Progress Monitoring  Post-assessment was given to all students, with specific attention to struggling students’ progress  The post-assessment was a final test used as a grade
    26. 26.  With these great lessons in mind, think of an upcoming unit that you anticipate having students that struggle with the material. Talk with a partner about ways you could Differentiate by Readiness to intervene with the ‘struggling learners’.
    27. 27.  Teachers that provided DI by Readiness lessons:  Virginia Condon, Jennifer Setzke, Jessica Roessler, Ben Lafontaine (American Studies)  Jaime Bronuskas (Chemistry)  Alysia Lambert (Music)
    28. 28.  Concepts of RtI  Identify, plan and deliver intervention, progress monitor growth Connection between DI by Readiness and RtI  DI by Readiness is a method for implementing interventions with struggling learners Three GREAT examples were presented!
    29. 29. Buffum, A., Mattos, M., & Weber, C. (2009). Pyramid response to intervention: RTI, professional learning communities, and how to respond when kids don’t learn. Bloomington, IN: Solution Tree Press.Johnson, E., Smith, L., & Harris, M. (2009). How RTI works in secondary schools. Thousand Oaks, CA: Corwin.Tomlinson, C.A. & Strickland, C. A. (2005). Differentiation in practice: A resource guide for differentiating curriculum – Grades 9-12. ASCD: Alexandria, Virginia.(2012). LTHS professional learning communities glossary. LTHS: LaGrange, IL.
    30. 30. Thank you for attending!!!

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