1. April 10, 2013
Planning Period PD

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 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.
▪ Based on correct responses, participants will be split up into 2
groups
▪ Us WEEKLY is used solely for modeling purposes

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.  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.  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.  “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.  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.  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.  When DI for Readiness is intentionally used
and monitored to address students who are
not reaching the learning objectives, it
becomes an intervention.

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/activity
3. Growth is monitored
▪ Formative and post-assessments are used to monitor growth
▪ Mid-quarter/quarter grades

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.  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.  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.  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.  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.  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.  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. Know Understand Do
Basic molar conversions The students will understand Group 1: Work on basic
from g  mol and mol that % concentration is problems in order to
g calculated using the equation reinforce concept of molarity
Differentiate parts of a Mass of solute and % concentration
solution (i.e. solute and Mass of solution *100 Group 2: Work on
solvent) intermediate problems that
Methods of making a stress molarity and %
solution of known The students will understand concentration
concentration 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.  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.  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.  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.  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.  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.  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.  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.  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.  Teachers that provided DI by Readiness
lessons:
 Virginia Condon, Jennifer Setzke, Jessica Roessler,
Ben Lafontaine (American Studies)
 Jaime Bronuskas (Chemistry)
 Alysia Lambert (Music)

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. 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. Thank you for attending!!!