1. © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Session 11 Grouping and Placement: Making Classrooms Work

2. © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Objective We will be able to identify the factors involved when considering flexible grouping options. 2

3. © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Collecting the Data CKLA data collection process: 1.collect results for individual students 2.place collective results for class on a class summary sheet 3.evaluate the results using placing and grouping guidelines to assign each child a group level based instructional need 3 Note: all tools are included in teacher materials

4. © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Determining Grouping: A Three-Step Process Step 1: Examine the class data. Step 2: Evaluate grouping options (noting benefits and barriers). Step 3:Make a final selection for a grouping strategy. 4

5. © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Step 1: Examine the Data Categorized by administered tests Student scores Grouping designations 5

6. © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Interpreting Scores: Individual Child Designations In first and second grade, there are formal charts to help use assessment data. In K, the ‘group’ designation is more qualitative and based on trends of unit assessments. 6

7. © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ General Guidance for K Group 1: Child is well prepared (outstanding, strong) for the next step (e.g., in K for Unit 6; for 1 st and 2 nd, assessment determines how prepared child is for grade-level material). Group 2: Child is adequately prepared for the next step (but may have some vulnerability and/or need targeted practice/targeted reinforcement to manage the next step). Group 3: Child has questionable preparation for the next step. This child may require significantly slowing pace and/or may not be prepared for the grade-level material without significant support. 7

8. © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Checking Case Data Against Grouping Designation Examine grouping designation  Planning and Grouping Sheet (H)  Examining Student Data Record Sheet (Step 1) TW p.  For Grades 1, and 2 use placement charts in back of assessment packet  For Grade K, use criteria on bottom of K Planning and Grouping sheet. 8

9. © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Determining Grouping: A Three-Step Process Step 1: Examine the class data. Step 2: Evaluate grouping options (noting benefits and barriers). Step 3:Make a final selection for a grouping strategy. 9

10. © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Step 2: Evaluate the Options Consider three different approaches for grouping students Derived from observations in field  3 instructional groups per class  3 classrooms per grade 10 (H)

11. © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Step 2: Evaluate the Options Directions for activity: Work in grade-level group to evaluate the scenarios Use the Evaluate Barriers and Benefits of Grouping Options Record Sheet (Part 2) Choose 2 questions to walkthrough scenarios 11 TW. p. H

12. © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Determining Grouping: A Three-Step Process Step 1: Examine the class data. Step 2: Evaluate grouping options (noting benefits and barriers). Step 3:Make a final selection for a grouping strategy. 12

13. © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Step 3: Choose An Approach: Team Brainstorming (A) Team Brainstorming: Instructional Teams:  Based on your reflection of the three options, and considering your school(s), which option would be the best fit?  Be ready to share your preferred choice and why 13 Note: This does not need to be the final decision – but what you are leaning toward at this point in time

14. © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Step 3: Choose An Approach: Gathering New Ideas (B) Gathering New Ideas: Stand and network with an individual from another school/district:  A – Share the option you chose and rationale  B – Share the option you chose and rationale  Open Exchange – ask each other questions about choice 14

15. © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Step 3: Choose An Approach: Team Decision (C) Team Decision: Share Ideas gathered during networking Decide on grouping option Note:  What are the benefits of this option?  What are the barriers? Graph your Decision Debriefing of grouping option decisions 15

16. © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ K 1 2 Class 1 Class 2 Individual Classrooms Have Diverse Student Needs 16

17. © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Classroom Level Grouping Narrows the Range of Needs to Be Addressed During Instruction and Practice K 1 2 Class 1 Class 2 17

18. © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Grade Level Grouping Further Narrows the Range of Needs To Be Addressed During Instruction & Practice K 1 2 Class 1 Class 2 18

19. © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ K12 Class 1 Class 2 Grouping Across All Grades Allows for Even Tighter Groups with Similar Needs 19

20. © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Providing Appropriate Dosage & Exposure Avoiding Common Traps

21. © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Trying to Do or Keep Too Much Time is the Most Precious Classroom Resource Change is Hard Consider the Overlap  Intersection of Goals of Instruction and ELA components 21

22. © 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Reflection Do you feel you would be able to apply the grouping option chosen in your school? Why or why not? If not, do you feel you have a sense of any trade-offs that you may be making and how to be strategic in managing these?