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Agent of change[1]


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Agent of change[1]

  1. 1. Making it work in your classroom Differentiated Instruction Making it work in your classroom
  2. 2. This Is An URGENT Situation How can we help this student’s reading skills improve? No Child Left Behind… All students must be at the Line! DIBELS MClass 2008-2009 This is authentic data from a second grade learning support student. Benchmark beginning of grade two Mid year benchmark End of year benchmark Students aim line
  3. 3. Learning gaps must be closed in order to obtain mastery of literacy skills Data obtained from DIBELS Mclass Benchmark beginning of grade two Mid year benchmark End of year benchmark Students aim line
  4. 4. Build our Team Administrator Student Classroom teacher Title I teacher Learning support teacher D.I.B.E.L.S. coordinator
  5. 5. <ul><li>leveled books </li></ul><ul><li>manipulatives </li></ul><ul><li>quiet area </li></ul><ul><li>pencils </li></ul><ul><li>stop watch </li></ul><ul><li>assessment </li></ul><ul><li>journal/writing prompts </li></ul>Marshal Resources
  6. 6. Taking Action! <ul><li>Baseline testing </li></ul>3. Coordinate and plan strategies <ul><li>Group according to ability </li></ul>4. Implement instruction
  7. 7. Monitoring Progress <ul><li>Students will be tested every nine weeks </li></ul><ul><li>Classroom teachers will test their students </li></ul><ul><li>Substitutes will be assigned to cover their class </li></ul><ul><li>Palm pilots will be supplied for testing and monitoring assistance </li></ul>
  8. 8. <ul><li>Regroup students according to the data collected </li></ul><ul><li>Adjust strategy instruction </li></ul><ul><li>Appeal to different learning styles </li></ul><ul><li>Critique the presentation of material </li></ul><ul><li>Collaboration with colleagues </li></ul>Adjust the Approach as Conditions Change
  9. 9. We Know We Can, We Know We Can <ul><li>Evidence stream: Show the team (students, parents, administrators, and teachers) time and time again that change is happening </li></ul><ul><li>Keep your promises </li></ul><ul><li>Renegotiate as necessary – if it’s not working, fix it </li></ul><ul><li>Be supportive and open to criticism </li></ul><ul><li>Share resources </li></ul><ul><li>Peer Modeling – old and new </li></ul><ul><li>Mentoring </li></ul>
  10. 10. Negativity... Prevent It before it Begins <ul><li>Set the stage by meeting with parents and teachers: </li></ul><ul><li>Share and clarify the vision with students, parents, colleagues, and administration </li></ul><ul><li>Remove barriers that may cause apprehension by interpreting data </li></ul><ul><li>Report gains collected from student data for oral reading fluency and comprehension </li></ul>
  11. 11. <ul><li>Trainings are provided to all educators to enhance their ability for implementing differentiated instruction in their classroom. </li></ul><ul><li>Reading gaps are closed accomplishing mastery of oral reading fluency and comprehension </li></ul><ul><li>Students are proficient, passionate readers </li></ul>Program Outcomes