The document outlines a plan to implement differentiated instruction and increase math scores at an elementary school. It identifies that pre-assessments will be used to determine student strengths and weaknesses. A Professional Learning Community will provide teacher training and support customized instruction. The goals are for students to improve math computation skills and achieve proficiency on standardized tests through differentiated lessons and assessments.

1. Milisa Sammaciccia Ismail, MEd.
Change Leadership For The
Differentiated Educational Environment

2.  The area of change indentified is to increase math scores through the
implementation of differentiated instruction and increased training
through an on-site Professional Learning Community (PLC).
 Professional development will be provided and required and, grade level
team leaders will be assigned.
 Student’s areas of deficiency and strengths will be identified at the onset
of the school year, rather than being addressed, as was the standard
previously, as problems are presented. Pre-assessment, formative and
summative assessments skills will be utilized.
 Prescribed targeted instruction will be shaped and outlined by the PLC
 Learning paths will be adjusted accordingly based on pre-assessments
and formative assessments.

3.  Students: elementary school grades K-5. The students create a mosaic of
diversity that is reflected in the school and classroom environments
respectively. Because of cookie-cutter teaching methods, students are
increasingly displaying boredom, standardized test scores are not on
grade level and they are showing strong tendencies towards
disengagement in the learning environment. Most of the student’s are
from economically disadvantaged homes.
 Staff: teachers are lacking the skills needed to create an environment of
differentiated learning to meet the needs of diversity within the classroom
setting. Teaching methods are reflective of a "one-size-fits-all" pedagogy
that is no longer effective to optimizing educational and learning
opportunities, goals and objectives. Individual student abilities, skills and
knowledge are all being overlooked because of this antiquated approach.
 Setting: this is a public elementary school in an urban neighborhood. The
school itself is a Magnet school where technology, math, science and
language arts are exemplified; however, reductions in State mandated
assessments, (called the Florida Comprehensive Assessment Test
(FCAT)) have shifted the instructional focus towards long-term progress.

4.  Goals: students at Bay Point Elementary will develop a broader baseline
of computation skills, have the ability to use numbers and numerical
relationships for expansion of problem-solving. Students will be able to
effectively communicate their reasoning in solving mathematical
equations and problems. Overall student achievement scores will be
increased to proficient and/or advanced.
 Objectives: skill gaps are identified to identify individual student
learning needs and lesson plans are reorganized through differentiated
instruction “to meet each student at his or her individual instructional
level, and motive and challenge each student to perform to the best of
[their] ability” (Bannockburn Elementary, 2009). To ensure that all
teaching staff have access to content knowledge, assessment and
instructional adjustment techniques.

5.  Pre-assessments will be administered in all classes to identify skill level
and knowledge base at the onset of each unit of learning.
 Extension activities will be aligned to targeted skill areas identified using
various formative assessments and unit level summative assessments.
 After-school math labs will be made available for students to attend
voluntarily to receive additional assistance and guidance in content areas.
 Ensure that student engagement is fostered in the classroom setting.
 Utilization of benchmark assessment data to adjust differentiated
instruction accordingly.
 Using data, teachers will monitor and adjust instruction and do timely
interventions for identified underachieving students They will benefit
from:
 -Extended time
 -Modified instruction
 -Small group instruction
 -Team teaching

6.  By September 15th, 2011, all students (100%) will be assessed for skill
level and knowledge base through pre-assessment tests.
 Instruction will be adjusted to meet the needs of the differentiated
classrooms at the closure of each and every summative unit assessment.
 Teaching staff will receive on-going and continual support, guidance and
instruction through the Professional Learning Community (PLC)
 By March 15th, 2012, 50% of our students will score at or above a level
of “advanced” in-school developed formative assessments (prior to the
administration of the State required FCAT).
 By March 15th, 2012, not more than 5% of our students will score below
a level of “proficient” on in-school developed formative assessments
(prior to the administration of the State required FCAT).
 Culture and environment shall foster motivation and encouragement.
 Teaching staff shall be available on rotation to assist in the extended math
lab.

7.  Individualized classroom assessments (formative) will be applied and
reviewed.
 Math unit assessments (summative) will be administered to all grade
levels.
 Flexible grouping processes will be used after the pre-assessment is
administered at the onset of each mathematical unit.
 State required assessment (Florida Comprehensive Assessment Test) will
be administered as required by law.

8.  Materials needed within the classroom:
 Interactive SmartBoards
 Computer accessibility in all classrooms
 Data projectors
 Time required by teaching staff & administration will be for weekly
collaborative meetings with the grade-level team leaders and monthly
with all teaching staff through the PLC.
 “Technology will enable teachers and administrators…to share ideas,
strategies, and tools with one another in ways that will dramatically
increase the number of collaborative links among [the participants]”
(Abdal-Haqq, 1996).

9.  Analysis of previous student achievement via data charts will be
compiled as an overview and shared at grade-level meetings.
 Professional training will be implemented on effective analysis of applied
assessments: pre-assessments, formative and summative.
 Training will focus on flexible groupings, tiered lessons, math centers and
anchor activities.
 Training in differentiated instruction will be implemented at all grade-
levels.
 Utilize job-embedded learning through “developing a deeper
understanding of content and increasing teachers’ knowledge base;
supporting implementation of curricular, instructional, and assessment
initiatives; providing coherence and focus to school growth and
improvement; focusing on a specific, targeted school wide need;
continuing the professional dialogue about teaching and learning” (p. 11).
Ensure that alignment in the professional development is truly job-
embedded and results driven to maximize student potential.
 Training and use of multiple intelligences in the classroom environment
to optimize student learning style and potential.

10.  Instructional techniques will be provided in the areas of compacting,
grouping and adjustable assignments.
 Weekly team meetings will be scheduled to discuss instructional
intervention strategies and share methodology and processes.
 Flexible grouping techniques will be utilized after the pre-assessment of
each unit.

11.  The impact of effective leadership will be profound on the proposed
changes.
 Demonstrating the effectiveness of the changes and witnessing results
driven methods will help to minimize resistance to implementation and
processes.
 Maintaining maximum levels of interaction, feedback, empowerment and
collaboration will reduce anxiety and increase cooperation and trust
levels.
 Through the use of teamwork in achieving the goals and objectives there
derives a level of personal ability to orchestrate individual
accomplishments towards the critical needs identified.

12. Abdal-Haqq, I. (1996). Making time for teacher professional development.
Washington, DC: ERIC Clearinghouse on Teaching and Teacher Education. (ERIC
Document Reproduction Service No. ED 400 259). Retrieved from
http://www.ed.gov/databases/
ERIC_Digests/ed400259.html
Bannockburn elementary school. (2009). Retrieved from
http://www.montgomeryschoolsmd.org/uploadedFiles/schools/bannockburnes/abo
utus/SIP0910.pdf
Gregory, G. (2008). Differentiated instructional strategies in practice: training,
implementation, and supervision (2nd ed.). Thousand Oaks, CA: Corwin
Press. ISBN: 9781412936521
Leadership Academy – Skills. (n.d.) Educational Impact. Retrieved from
http://programs.educationalimpact.com/topics/index.cfm?ses=653157&&videoNu
m=1&CFID=4595432&CFTOKEN=71425425
Willow Run Community Schools, (2010). School improvement plan. Retrieved from
http://www.wrcs.k12.mi.us/Schools/WRMS
/WRMSMain.html