1. DIFFERENTIATION TIES TO THE OHIO TEACHER EVALUATION SYSTEM Judy Chaffins, judy.chaffins@allencountyesc.org

2. Why Is It Important to Understand Differentiation? It is a part of the Ohio Teacher Evaluation System (OTES) and you will be measured by it. It is a part of the Ohio Teacher Evaluation System (OTES) and you will be measured by it. It is part of the Ohio Report Card in the form of value-added. It is part of the Ohio Report Card in the form of value-added. It is a part of 21 st Century Learning and Teaching. It is a part of 21 st Century Learning and Teaching. 2

3. Definition Differentiation is simply planning to meet the needs of all learners in your classroom earlier, more often, and with more success. Differentiation is simply planning to meet the needs of all learners in your classroom earlier, more often, and with more success. It is creating a classroom in which teaching and learning can proceed predictably and productively. It is creating a classroom in which teaching and learning can proceed predictably and productively. It is to support the maximum development of each individual and the group as a whole. It is to support the maximum development of each individual and the group as a whole. 3

4. 4 To ensure a fair selection, you all get the same test. You must all climb that tree.

5. 5

6. Differentiation Is Not New 6

7. THE CHALLENGE THE CHALLENGE The reality is this: the spread of needs in general education classrooms is huge. Given the economic realities of the past eight or so years, most general education classrooms are larger, not smaller. Teachers know that in a class of 28, there is likely to be a huge range of skills, abilities, and needs. And it’s more challenging to implement strong differentiated lessons and activities for 28 or 30 kids than it is for 18 or 20. 7 Posted by Tricia Ebner on Thursday, 02/05/2015Tricia Ebner Differentiation: The Current Puzzle Tricia Ebner’s Blog

8. Of course, most teachers are going to do their very best. That’s who we are. When kids need something, we do what we can to help meet that need—whether it’s adjusting or adapting classwork, or providing lunch money so they aren’t hungry all afternoon. We work hard. 8 Posted by Tricia Ebner on Thursday, 02/05/2015Tricia Ebner Differentiation: The Current Puzzle Tricia Ebner’s Blog

9. Those of us who have been striving to routinely implement differentiated strategies in our general education classrooms probably know better than any of us that this approach is not the cure-all for education’s woes. It can be useful for certain students and certain lessons, but it is not a “magic bullet” in education. 9 Posted by Tricia Ebner on Thursday, 02/05/2015Tricia Ebner Differentiation: The Current Puzzle Tricia Ebner’s Blog

10. However, there are times and places when it’s effective and useful. Classroom teachers need to carefully consider their students, their students' needs, the standards they're working with, and how best to bring all that together. 10 Posted by Tricia Ebner on Thursday, 02/05/2015Tricia Ebner Differentiation: The Current Puzzle Tricia Ebner’s Blog

11. 11

12. Teachers’ Goal To help each learner take the next appropriate step in learning…novice, master, in-between? 12

13. IneffectiveDevelopingSkilledAccomplished DIFFERENTIATION (Standard 1: Students; Standard 4: Instruction) Sources of Evidence: Pre-Conference Classroom Walkthroughs/Informal Observations The teacher does not attempt to make the lesson accessible and challenging for most students, or attempts are developmentally inappropriate. The teacher relies on a single strategy or alternate set of materials to make the lesson accessible to most students through some students may not be able to access certain parts of the lesson and/or some may not be challenged. The teacher supports the learning needs of students through a variety of strategies, materials, and/or pacing that make learning accessible and challenging for the group. The teacher matches strategies, materials, and/or pacing to students’ individual needs, to make learning accessible and challenging for all students in the classroom. The teacher effectively uses independent, collaborative and whole-class instruction to support individual learning goals and provides varied options for how students will demonstrate mastery. Evidence OTES Rubric – Differentiation Domain 13

14. IneffectiveDevelopingSkilledAccomplished DIFFERENTIATION (Standard 1: Students; Standard 4: Instruction) Sources of Evidence: Pre-Conference Classroom Walkthroughs/Informal Observations The teacher does not attempt to make the lesson accessible and challenging for most students, or attempts are developmentally inappropriate. The teacher relies on a single strategy or alternate set of materials to make the lesson accessible to most students through some students may not be able to access certain parts of the lesson and/or some may not be challenged. The teacher supports the learning needs of students through a variety of strategies, materials, and/or pacing that make learning accessible and challenging for the group. The teacher matches strategies, materials, and/or pacing to students’ individual needs, to make learning accessible and challenging for all students in the classroom. The teacher effectively uses independent, collaborative and whole-class instruction to support individual learning goals and provides varied options for how students will demonstrate mastery. Evidence OTES Rubric – Differentiation Domain 14

15. Pre-Conference Sample Questions - Differentiation How will the instructional strategies address all students’ learning needs? How will the instructional strategies address all students’ learning needs? How will the lesson engage and challenge students of all levels? How will the lesson engage and challenge students of all levels? How will developmental gaps be addressed? How will developmental gaps be addressed? 15

16. Post-Conference Sample Questions - Differentiation How did the instructional strategies address all students’ learning needs? How did the instructional strategies address all students’ learning needs? How did the lesson engage and challenge students of all levels? How did the lesson engage and challenge students of all levels? How were developmental gaps addressed? How were developmental gaps addressed? Why is it important to provide varied options for student mastery? Why is it important to provide varied options for student mastery? 16

17. IneffectiveDevelopingSkilledAccomplished F OCUS FOR L EARNING (Standard 4: Instruction) Sources of Evidence: Pre-Conference The teacher does not demonstrate a clear focus for student learning. Learning objectives are too general to guide lesson planning & are inappropriate for the students, and/or do not reference the Ohio standards. The teacher communicates focus for student learning, develops learning objectives that are appropriate for students & reference the Ohio standards but do not include measureable goals. The teacher demonstrates a focus for student learning, with appropriate learning objectives that include measurable goal(s) for students learning aligned with the Ohio standards. The teacher demonstrates the importance of the goal & its appropriateness for students. The teacher establishes challenging & measurable goal(s) for student learning that aligns with the Ohio standards & reflect a range of student learner needs. The teacher demonstrates how the goal(s) fit into the broader unit, course, & school goals for content learning & skills. Evidence OTES Rubric – Focus for Learning 17

18. IneffectiveDevelopingSkilledAccomplished F OCUS FOR L EARNING (Standard 4: Instruction) Sources of Evidence: Pre-Conference The teacher does not demonstrate a clear focus for student learning. Learning objectives are too general to guide lesson planning & are inappropriate for the students, and/or do not reference the Ohio standards. The teacher communicates focus for student learning, develops learning objectives that are appropriate for students & reference the Ohio standards but do not include measureable goals. The teacher demonstrates a focus for student learning, with appropriate learning objectives that include measurable goal(s) for students learning aligned with the Ohio standards. The teacher demonstrates the importance of the goal & its appropriateness for students. The teacher establishes challenging & measurable goal(s) for student learning that aligns with the Ohio standards & reflect a range of student learner needs. The teacher demonstrates how the goal(s) fit into the broader unit, course, & school goals for content learning & skills. Evidence OTES Rubric – Focus for Learning 18

19. IneffectiveDeveloping Skilled Accomplished A SSESSMENT D ATA (Standard 3: Assessment) Sources of Evidence: Pre-Conference The teacher does not plan for the assessment of student learning or does not analyze student learning data to inform lesson plans. The teacher does not use or only uses one measure of student performance. The teacher explains the characteristics, uses, & limitations of various diagnostic, formative, & summative assessments but does not consistently incorporate this knowledge into lesson planning. The teacher uses more than one measure of student performance but does not appropriately vary assessment approaches, or the teacher may have difficulty analyzing data to effectively inform instructional planning & delivery. The teacher demonstrates an understanding that assessment is a means of evaluating & supporting student learning routines effectively incorporating diagnostic, formative, and/or summative assessments into lesson planning. The teacher employs a variety of formal & informal assessment techniques to collect evidence of students’ knowledge & skills & analyzes data to effectively inform instructional planning & delivery. The teacher purposely plans assessments & differentiates assessment choices to match the full range of student needs, abilities, & learning styles, incorporating a range of appropriate diagnostic, formative, & summative assessments into lesson plans. Student learning needs are accurately identified through an analysis of student data; the teacher uses assessment data to identify student strengths & areas for student growth. Evidence OTES Rubric – Assessment Data 19

20. IneffectiveDeveloping Skilled Accomplished A SSESSMENT D ATA (Standard 3: Assessment) Sources of Evidence: Pre-Conference The teacher does not plan for the assessment of student learning or does not analyze student learning data to inform lesson plans. The teacher does not use or only uses one measure of student performance. The teacher explains the characteristics, uses, & limitations of various diagnostic, formative, & summative assessments but does not consistently incorporate this knowledge into lesson planning. The teacher uses more than one measure of student performance but does not appropriately vary assessment approaches, or the teacher may have difficulty analyzing data to effectively inform instructional planning & delivery. The teacher demonstrates an understanding that assessment is a means of evaluating & supporting student learning routines effectively incorporating diagnostic, formative, and/or summative assessments into lesson planning. The teacher employs a variety of formal & informal assessment techniques to collect evidence of students’ knowledge & skills & analyzes data to effectively inform instructional planning & delivery. The teacher purposely plans assessments & differentiates assessment choices to match the full range of student needs, abilities, & learning styles, incorporating a range of appropriate diagnostic, formative, & summative assessments into lesson plans. Student learning needs are accurately identified through an analysis of student data; the teacher uses assessment data to identify student strengths & areas for student growth. Evidence OTES Rubric – Assessment Data 20

21. Assessment Assessment for – teachers use to measure achievement (formative from teacher viewpoint) Assessment for – teachers use to measure achievement (formative from teacher viewpoint) Assessment of – teachers use to plan instruction (summative) Assessment of – teachers use to plan instruction (summative) Assessment as – students use to become more aware of their own growth relative to important learning targets, develop skills to enhance their own success, and to help their peers (formative-from student viewpoint) Assessment as – students use to become more aware of their own growth relative to important learning targets, develop skills to enhance their own success, and to help their peers (formative-from student viewpoint) 21

22. Classroom Assessment The process of collecting, synthesizing, and interpreting information in a classroom for the purpose of aiding a teacher’s decision making. The process of collecting, synthesizing, and interpreting information in a classroom for the purpose of aiding a teacher’s decision making. Formative – ongoing (guide, mentor, direct & encourage student growth – the cook tastes the soup: adjustment) Formative – ongoing (guide, mentor, direct & encourage student growth – the cook tastes the soup: adjustment) Summative – point in time snapshot (measure & evaluate student outcomes-the guests taste the soup: finality and judgment) Summative – point in time snapshot (measure & evaluate student outcomes-the guests taste the soup: finality and judgment) 22

23. Pre-Assessment  Finding the right “entry” point for each learning experience (flexible grouping) Is the child a novice, skilled or a master? Can he/she swim? … shallow end of the pool, putting his/her face in the water; Can he/she swim? … shallow end of the pool, putting his/her face in the water; Does he/she need instruction? …learning strokes; Does he/she need instruction? …learning strokes; Does he/she need advanced instruction? …learning how to improve his/her strokes Does he/she need advanced instruction? …learning how to improve his/her strokes 23

24. Professional Comparisons A doctor needs to make an accurate diagnosis in order to help the patient. A doctor needs to make an accurate diagnosis in order to help the patient. A lawyer needs to make an accurate assessment of a client’s needs in order to create the appropriate legal step for the client. A lawyer needs to make an accurate assessment of a client’s needs in order to create the appropriate legal step for the client. An engineer needs the appropriate measurements and data to develop an appropriate plan for a project. An engineer needs the appropriate measurements and data to develop an appropriate plan for a project. 24

25. Rubric – Prior Content Knowledge/Sequence/Connections IneffectiveDevelopingSkilledAccomplished PRIOR CONTENT KNOWLEDGE/SEQUE NCE/CONNECTIONS (Standard 1: Students; Standard 2: Content; Standard 4: Instruction) Sources of Evidence: Pre-Conference The teacher’s lesson does not build on or connect to students’ prior knowledge, or the teacher may give an explanation that is illogical or inaccurate as to how the content connects to previous and future learning. The teacher makes an attempt to connect the lesson to students’ prior knowledge, to previous lessons or future learning but is not completely successful. The teacher makes clear & coherent connections with students’ prior knowledge and future learning—both explicitly to students & within the lesson. The teacher plans & sequences instruction to include the important content, concepts, & processes in school & district curriculum priorities & in state standards. The teacher uses the input & contributions of families, colleagues, and other professionals in understanding each learner’s prior knowledge & supporting their development. The teacher makes meaningful & relevant connections between lesson content & other disciplines & real-world experiences & careers as well as prepares opportunities for students to apply learning from different content areas to solve problems. The teacher plans & sequences instruction that reflects an understanding of the prerequisite relationships among the important content, concepts, & processes in school & district curriculum priorities & in state standards as well as multiple pathways for learning depending on student needs. The teacher accurately explains how the lesson fits within the structure of the discipline. Evidence 25

26. Rubric – Prior Content Knowledge/Sequence/Connections IneffectiveDevelopingSkilledAccomplished PRIOR CONTENT KNOWLEDGE/SEQUE NCE/CONNECTIONS (Standard 1: Students; Standard 2: Content; Standard 4: Instruction) Sources of Evidence: Pre-Conference The teacher’s lesson does not build on or connect to students’ prior knowledge, or the teacher may give an explanation that is illogical or inaccurate as to how the content connects to previous and future learning. The teacher makes an attempt to connect the lesson to students’ prior knowledge, to previous lessons or future learning but is not completely successful. The teacher makes clear & coherent connections with students’ prior knowledge and future learning—both explicitly to students & within the lesson. The teacher plans & sequences instruction to include the important content, concepts, & processes in school & district curriculum priorities & in state standards. The teacher uses the input & contributions of families, colleagues, and other professionals in understanding each learner’s prior knowledge & supporting their development. The teacher makes meaningful & relevant connections between lesson content & other disciplines & real-world experiences & careers as well as prepares opportunities for students to apply learning from different content areas to solve problems. The teacher plans & sequences instruction that reflects an understanding of the prerequisite relationships among the important content, concepts, & processes in school & district curriculum priorities & in state standards as well as multiple pathways for learning depending on student needs. The teacher accurately explains how the lesson fits within the structure of the discipline. Evidence 26

27. IneffectiveDevelopingSkilledAccomplished KNOWLEDGE OF STUDENTS (Standard 1: Students) Sources of Evidence: Analysis of Students Data Pre-Conference The teacher demonstrates a lack of familiarity with students’ backgrounds and has made no attempts to find this information. The teachers’ plan for instruction does not demonstrate an understanding of students’ development, preferred learning styles, and/or student backgrounds/prior experiences. The teacher demonstrates some familiarity with students’ background knowledge & experiences & describes one procedure used to obtain this information. The teachers’ instructional plan draws upon a partial analysis of students’ development, readiness for learning, preferred learning styles, or backgrounds & prior experiences and/or the plan is inappropriately tailored to the specific population of students in the classroom. The teacher demonstrates familiarity with students’ background knowledge & experiences & describes multiple procedures used to obtain this information. The teacher’s instructional plan draws upon an accurate analysis of the students’ development, readiness for learning, preferred learning styles, & backgrounds & prior experiences. The teacher demonstrates an understanding of with the purpose & value of learning about students’ background experiences, demonstrates familiarity with each student’s background knowledge & experiences, & describes multiple procedures used to obtain this information. The teacher’s analysis of student data (student development, students learning & preferred learning styles, & student backgrounds/prior experiences) accurately connect the data to specific instructional strategies & plans. The teacher plans for & can articulate specific strategies, content, & delivery that will meet the needs of individual students & groups of students. Evidence OTES Rubric – Knowledge of Students 27

28. IneffectiveDevelopingSkilledAccomplished KNOWLEDGE OF STUDENTS (Standard 1: Students) Sources of Evidence: Analysis of Students Data Pre-Conference The teacher demonstrates a lack of familiarity with students’ backgrounds and has made no attempts to find this information. The teachers’ plan for instruction does not demonstrate an understanding of students’ development, preferred learning styles, and/or student backgrounds/prior experiences. The teacher demonstrates some familiarity with students’ background knowledge & experiences & describes one procedure used to obtain this information. The teachers’ instructional plan draws upon a partial analysis of students’ development, readiness for learning, preferred learning styles, or backgrounds & prior experiences and/or the plan is inappropriately tailored to the specific population of students in the classroom. The teacher demonstrates familiarity with students’ background knowledge & experiences & describes multiple procedures used to obtain this information. The teacher’s instructional plan draws upon an accurate analysis of the students’ development, readiness for learning, preferred learning styles, & backgrounds & prior experiences. The teacher demonstrates an understanding of with the purpose & value of learning about students’ background experiences, demonstrates familiarity with each student’s background knowledge & experiences, & describes multiple procedures used to obtain this information. The teacher’s analysis of student data (student development, students learning & preferred learning styles, & student backgrounds/prior experiences) accurately connect the data to specific instructional strategies & plans. The teacher plans for & can articulate specific strategies, content, & delivery that will meet the needs of individual students & groups of students. Evidence OTES Rubric – Knowledge of Students 28

29. Differentiation is based upon three main areas: Content Content Process Process Product Product Via Via Readiness Readiness Interest Interest Learning Style Learning Style 29 He’s not like the other kids. THE POWER OF DIFFERENTIATION.

30. Readiness is a student's current understanding and knowledge towards a unit or topic of study. The potential to learn is influenced by our prior knowledge and connection to the new material. Student readiness will vary among any group of students. Readiness = is a student's current understanding and knowledge towards a unit or topic of study. The potential to learn is influenced by our prior knowledge and connection to the new material. Student readiness will vary among any group of students. When we differentiate tasks according to a student's readiness we are creating tasks that are a closer match to a student's skill level and understanding of the topic. 30

31. Interest = involves the purposeful use of course content; instructional processes, end products and/or classroom environments that attend to the particular interests of the student. For many students, technology provides opportunities to engage their interests. Authentic tasks involving technology can provide a variety of activities, processes and learning environments that are differentiated according to the interests of students. 31

32. Learning Styles = learning preferences - auditory, visual, kinesthetic, musical, mathematical, logical, social, extroversion, introversion, left-brained, right-brained, and so on 32

33. Activity: Break into groups of 4-6 when I give the signal. Groups need to consist of: 1 high school teacher 1 middle school teacher 1-2 elementary teachers 1 “other” teacher (music, special needs, etc.) 33

34. Topic for discussion in these groups: Share one differentiation strategy you currently use in your classroom and explain why you use it. You will have 10 minutes for this discussion. At the signal, you will have one person type in one idea the group has chosen to be recorded on the computer to share with all. Identify the grade for the idea. 34

35. Non-Negotiables of Differentiated Instruction Provide respectful work for students, grounded in high-quality curriculum (not MOTS: more of the same). Provide respectful work for students, grounded in high-quality curriculum (not MOTS: more of the same). Create community and connections in the classroom with attention to student readiness, interests, and learner profiles. Create community and connections in the classroom with attention to student readiness, interests, and learner profiles. Use flexible grouping and flexible pacing. Use flexible grouping and flexible pacing. Engage in on-going assessment and use the results to adjust instruction. Engage in on-going assessment and use the results to adjust instruction. 35