1. Addressing the Mixed-Ability Classroom in Confinement Settings

2. Your name Where you work – Program, Location, Detention or Corrections One thing you want to learn as a result of this training Introductions

3. Goal To improve educational outcomes for youth in confinement.

4. Objectives At the end of this training session, you will be able to: Build student and class profiles using available data for differentiated instruction. State the importance of implementing standards and balancing student needs and influences of the confinement setting. Apply the principles of differentiated instruction in your confinement setting. Plan a focused curriculum using the KUD model. Implement a variety of instructional strategies to differentiate instruction based on student needs.

5. Agenda 1.Introduction 2.Relationships are Key 3.Student Profiles 4.Standards 5.KUD 6.Class Profiles 7.Differentiation 8.Instructional Strategies for Differentiation 9.Next Steps

6. What is the number 1 factor that affects student achievement?

7. You!!!

8. Understanding Effect Sizes 0.00 or less = Negative effect 0.00 – 0.20 = Negligible, unclear effects 0.20 – 0.40 = Small-moderate effects 0.40 – 0.60 = Strong effects 0.60 – 2.00 = Extreme positive effects These are just one way of understanding the value of educational/classroom factors. There are others. Effect size is a standardized measure of the relative size of the gain (or loss) of an intervention.

9. Reality Check from the Research Source: Classroom Management That Works by Robert J. Marzano, Jana S. Marzano and Debra J. Pickering (2003) and Hattie, JA (2010) Visible Learning for Teachers Teacher Student Relationships = 0.72

10. What Research Tells Us About the Effects of Poverty (vs. Teaching) on Achievement Avg. Effect Size of Low SES is 0.57 (with a ranking of 32 nd of 138 factors (Hattie, 2009, Sirin, 2005) Avg. Effect Size of Teachers is 0.98 Wenglinsky, H. (2002) Education Policy Analysis Archives, 10(12). Effect of Title 1 Teachers on Student Achievement is 1.5 - 3.5X greater! Nye, Konstantopoulos, & Hedges, (2004)

11. Activity Select the following roles for members of your group: Scribe Timekeeper Spokesperson Facilitator Turn to pages 3-5. Read the three stories. Discuss in your table groups. List what works for each teacher. List the concerns you still have about each classroom. 10 minutes to complete

12. Student Profiles

13. What data do you initially get?

14. What additional data would you like to get?

15. Types of Data Demographic Student Process Student Learning Perceptions

16. What is your favorite subject? How do you learn best? What do you like to do outside of school? Do you prefer working in a group or alone? Questions to Ask

17. Standards

18. 1.Local 2.State 3.Common Core 4.Mixed 5.None of the above

19. Spiral Curriculum An approach to education that introduces key concepts to students at a young age and covers these concepts repeatedly, with increasing degrees of complexity.

20. KUD

21. “To begin with the end in mind means you start with a clear understanding of your destination. It means to know where you are going so that you better understand where you are now so that the steps you take are always in the right direction.” Stephen Covey

22. KUD Learning Goals KNOW: Definitions of K, U and D; misconceptions related to writing KUDs UNDERSTAND: Effective differentiated curriculum and instruction is united by clear learning goals. We must understand where we are heading in order to know if we are heading in the right direction. DO: Practice identifying KUD statements collaboratively in small groups.

23. Know These are the: Facts Vocabulary Dates Places Names Examples you want your students to memorize. “Teaching facts in isolation is like trying to pump water uphill” Carol Tomlinson

24. Understand Major Concepts and Essential Truths “The Big Idea” This is the core to the meaning of the lesson or unit. These are what connect the parts of a subject to the student’s life and to other subjects. These are not things we can memorize. It is through understanding that we teach our students to truly grasp the “point” of the lesson or experience “ I want my students to understand that…”

25. Able to DO Skills Behavioral Objectives Outcomes These are usually verb and/or phrases

26. KUD Summary Know Facts, Vocab Understand The Big Ideas Do Skills

27. More About KUD KNOWs are not just the standard. Often the standard contains more then KNOWs. If teachers struggle with difference between their KNOW and UNDERSTAND then often the lesson is too easy. It lacks those essential truths. The DO is not what will happen in a lesson or what the teacher will do. KUDs should be written so that if you are differentiating, all students will be addressing the same learning goals.

28. Activity - KUD Select the following roles for members of your group: Scribe Timekeeper Spokesperson Facilitator Turn to page 18. As a group decide if each is a K, U or D 10 minutes to complete

29. Standard Students will describe the main topics or ideas in communications they read and view KnowUnderstand that… Be able to Do The main idea is the most important thing the paragraph says about the topic.. An author always has a point to make. Much of what an author writes revolves around the point. Identify and describe the main topics or ideas in what is read and viewed.

30. Activity – Standards into KUD Rotate the roles for members of your group Scribe Timekeeper Spokesperson Facilitator Turn to pages 20 and 21. As a group break the standard into KUDs. 15 minutes to complete.

31. KUD Learning Goals KNOW: Definitions of K, U and D; misconceptions related to writing KUDs UNDERSTAND: Effective differentiated curriculum and instruction is united by clear learning goals. We must understand where we are heading in order to know if we are heading in the right direction. DO: Practice identifying KUD statements collaboratively in small groups.

32. Class Profiles

33. Activity – A Typical Classroom Look at the student profiles for your setting (detention or corrections) Discuss in small groups what this means to you as the teacher. Discuss what additional data you would like to have. Create a class profile for this class. Put the profile on a flipchart and post it. 15 minutes to complete

34. Differentiation

35. Differentiation Video Part 1

36. Differentiation Video Part 2

37. Differentiation Video Part 3

38. Instructional Strategies

39. A Sampling of Instructional Strategies Flexible Grouping Questions Student Choice Activities

40. In a variety of configurations Individual Small group Whole group In homogeneous groups and heterogeneous groups Based on their varied: Readiness levels Interests Learning Profiles Flexible Grouping Refers to students working over time…

41. Sometimes student select work groups Sometimes teacher selects work groups Sometimes group assignments are random Sometimes group assignments are purposeful Flexible Grouping

42. Choose new roles: Timekeeper, Scribe, Reporter, Facilitator Read the article Discuss how you would use flexible grouping Think about: Readiness Interest Learning Profile 10 minutes to prepare Activity – Flexible Grouping

43. www.newsela.com

46. Questioning

47. Make the questions purposeful – they need to lead to a desired outcome.

48. Use more open-ended questions.

49. Ask only one question at a time.

50. Layer your questions – start with a good general question and then move to more specific.

51. Ask controversial or polarizing questions – this encourages thinking and looking at issues from different sides.

52. Ask questions that connect the material to the student’s experiences.

53. Anticipate different responses than you planned – particularly in our setting.

54. Give an extended wait time after asking the question. Our kids may need extra time to process the information.

55. Let students write their answers. Not all students are verbal.

56. Create a culture where students feel it is safe to respond.

57. Write YOUR questions down!

58. Best Questions Often Begin With: Why? How? What? Should? Could?

59. Activity - Questioning Change roles: Timekeeper, Scribe, Reporter, Facilitator Discuss your purpose Write a question for each objective 10 minutes to prepare

60. Student Choice

61. Why give students a choice in the classroom?

62. Student Choices Content Process Product

63. Activity – Student Choice Switch roles – facilitator, timekeeper, scribe, reporter Brainstorm student choices Write on flipchart 3 minutes for task Post on wall

64. “All of us tend to be happiest and most effective when we have some say about what we are doing. If we are instead just told what to do ( or in the case of schooling, deprived of any opportunity to make decisions about what (or how) we’re learning, achievement tends to drop- right along with excitement about what we are doing.” A. Kohn: The Schools Our Children Deserve

65. Next Steps

66. Relationships are Key Student Profiles Standards KUD Class Profiles Differentiation Instructional Strategies for Differentiation Let’s Review the Key Concepts of the Training...