Leveraging DI Through Curriculum Implementation Ron Ballentine Cindy Cosentino Halton District School Board cosentinoc@hdsb.ca ballentiner@hdsb.ca

2007-2010 DLP: Differentiation Learning Plan Pre-implementation Building Capacity Sustaining Capacity

Differentiation Learning Plan DLP: Differentiation Learning Plan Strengths: Allowed teachers to self-evaluate and select the session that best met their learning needs Allowed SPD leadership team to develop expertise Provided a foundation of understanding in the system Participants felt well-prepared to implement DI in their classroom

Differentiation Learning Plan DLP: Differentiation Learning Plan Areas to improve: Participants were often isolated, difficult to develop a culture of collaboration Challenging to provide ongoing support and follow-up Difficult to ensure the learning was job-embedded

Science Curriculum Implementation Plan Use the implementation of the revised science curriculum as a context for the learning 3 year plan

Year 1 2008-2009 Winter: Prepare the way Planning team (department heads) developed to look at new curriculum and to begin planning for roll-out Ministry training session

Year 1 2008-2009 Spring: Set the Stage Regional sessions each science department was brought to a training session Goals: introduce the new curriculum frame it within the philosophical shift in structure

Build Leadership Capacity Year 2 2009-2010 Build Leadership Capacity

Year 2 2009-2010 Leaders meetings-5 full day sessions Differentiated Instruction Literacy Assessment and evaluation Backward Design Facilitation skills

Year 2 2009-2010 Release time provided for in-school department time Department initiatives Cross-school meetings Differentiated to meet the needs of the department

Year 2 2009-2010 Lesson writing Development of teacher-developed lessons that model Differentiated Instruction STSE focus of curriculum A & E practices 2 examples included

DI Planner

Sharing teacher developed resources …Developing a culture of collaboration

Evaluation How did it go?

“I felt better prepared to use differentiated instruction while I worked to implement the new curriculum.” NA 1 2 3 4 5 Not applicable Strongly disagree Disagree Uncertain Agree Strongly Agree 95%

“The learning from Science Leaders Sessions has had a positive impact on the work I do in my classroom.” 95%

“The learning from Science Leaders Sessions has had a positive impact on the work I do in my role as a department head.” 90%

“The learning from these sessions has had a positive impact on the work of the other teachers in my department.” 82% agree/strongly agree

Consolidate and Sustain Capacity Year 3 2010-2011 Consolidate and Sustain Capacity

Year 3 2010-2011 Leaders meetings-4 half days Development of department goals to support SIPs Sharing of successes and challenges

What supports would be of assistance to you? More specific examples Exemplars that I could use in class More examples for academic/senior classes Demos of lessons More continued exemplars of what has worked well for other teachers Could we see some classes engaged in a differentiated lesson to see what it looks like in practice

Sharing of Ministry Resources Teaching Learning examples, DVD of lessons

DI and Growing Success Using DI as a context for all the work we are doing

Next steps? 50% chose PROCESS 68% chose READINESS Looking at the DI planner, what areas in KNOWLEDGE OF STUDENT and INSTRUCTIONAL RESPONSE Are you most interested in focusing on next? 50% chose PROCESS 68% chose READINESS

Year 3 2010-2011 April PD day Subject based, used to introduce Growing Success Science leaders are planning & organizing work sessions DI is at the core of the work

Year 3 2010-2011 Work Groups Continued use of differentiated lesson planner Develop strategies to meet the needs of different learners (Vernier) Smarter Science-differentiation in inquiry Focus on learning skills and community building

Would you recommend this model of department leader support for other curriculum areas? Yes, time to reflect and grow throughout the year (better than just a one time thing). Yes, it has allowed the Board to become smaller. What is happening in Acton is also occurring at Burlington Central. Absolutely, it enhances student learning through teacher professional dev. In specific areas i.e. science.

Would you recommend this model of department leader support for other curriculum areas? I would recommend this model for all curriculum areas because it forms a more focused time and the opportunity for sharing among leaders. Yes, to build consistency (with curriculum, A& E, DI) between Halton schools, this is very useful.

Administration Perspective? “The rollout of the revised science curriculum provided Halton the opportunity to simultaneously embed differentiated instruction into science courses. The evidence of our science teachers implementing a differentiated approach is readily apparent.”

Administration Perspective? "They provided more choice in products and process, adapt their delivery to student's readiness to learn and frequently rely on assessment practices to adjust their lesson delivery." " Our science teachers are adjusting very well to the implementation of the Growing Success policy document. The learning introduced through the revised curriculum rollout is again showing its value.”

Administration Perspective? “Our science teachers are adjusting very well to the implementation of the Growing Success policy document. The learning introduced through the revised curriculum rollout is again showing its value.”

Moving forward… This 3-year plan is being used by other curriculum areas as their documents are revised.

Questions?