1. Board of Education Presentation Differentiated Instruction Committee
We are so pleased with the community’s attendance tonight- welcome!
We know that students differ from one another in size, shape, and social development. We also know that students also learn differently. Teachers can no longer teach a lesson and hope that everyone gets it. Teachers must consider each child based on his or her needs, readiness, preferences and interests.
Differentiation is a philosophy that enables teachers to plan strategically in order to meet the needs of the diverse learners in today’s classrooms.
Garden City Public Schools
June 14, 2011

2. District Committee Members
Administrators
Teachers
Lori Palladino
Eryn Maher
Sarah Kashetta
Marissa Pollicino
Kevin Pollitt
Michelle Ciquera
Amanda Tarazi
Dr. Paris Zaferiou
Dr. Teresa Prendergast
Susan Lee
Linda Norton
Jean Ricotta
Eileen Vota
Parents
Nancy Basel
Stella Cristoforo
Joellen Crowley
Beth McVicar
A committee comprised of administrators, teachers and parent representatives was established to conduct an assessment of the status of DI in the Garden City classrooms and to develop an action plan for improvement.
Thanks to PTA and SEPTA
SEPTA – Nancy Basel, Beth McVicar
PTA– Stella Cristoforo, Joellen Crowley
What an excellent group of professionals! Paris Zef—ar—E-U
Teacher grade levels- K, 1, 3, computers, 5, 6, 7 science
PLC- world languages, 6, support personnel

3. Middle School Professional Learning Community
Dina Reilly
Maria Cafaro
Judith Hecker
Ellen Wohlberg
Dr. Nancy Mannion
Patricia McCartin
Elaine Freerick
Nancy Menges
Susan Cohen
Susan Brown
Science- Parricia McCartin, Ellen Wohlberg (Gr 6 & ELA)
English- Maria Cafaro, Elaine Freerick
World Language- Judith Hecker, Dina Reilly
Support- Dr. Mannion, Susan Brown
Special Education- Susan Cohen
Music- Nancy Menges

4. Charge of the Committee
To conduct a comprehensive assessment of the status of differentiated instruction in classrooms and to develop an action plan for improvement.
Review of research on differentiated instruction
Develop a teacher survey on current classroom practices
Create parent and student interest surveys
Define ‘differentiated instruction’
Conduct parent focus groups
Participate in staff development initiatives and professional learning communities
Present findings and recommendations to the Board of Education in June
DI Committee met numerous times throughout the winter and spring.
Committee reviewed the work of sub-committees
Show draft copy of pamphlet highlighting research and best practices
Hofstra University professors conduct workshop for new teachers (Bruce Torff) and Differentiated Instruction Committee (Donna Levinson) Expand presentations next year for staff)– What DI looks like in practice
Teacher surveys were developed and administered to primary and elementary staff focusing on current practices, staff development needs
Parent & student surveys will be administered in the fall (Learning styles, student interest surveys, student readiness)
Teacher and administrators attended workshops and conferences led by national presenters and a Professional Learning Community was established at the middle school– (classroom teachers + language, music, special education + support staff)
Development of a Differentiated Instructional Strategies Handbook for middle school teachers– will highlight work during BOE presentation

5. Committee Members at Work

6. Goal: Review of the Research on Differentiated Instruction
The first step in this process was to conduct a review of the research in order to identify best practices. This included inviting Hofstra University professors to GC to conduct workshops to our new teachers and their mentors, and to the DI Committee.
Committee members have been reviewing the work of Carol Ann Tomlinson, a leader in the field of DI, and attending workshops and conferences to glean the most current information.
I’d like to introduce Susie Lee, Lori Palladino, and Paris Zef-ar-E-U

7. Differentiation is responsive teaching rather than one-size
fits-all teaching
On a simple level, differentiated instruction is teaching with student variance in mind.
It means starting where the kids are rather than adopting a standardized approach to teaching that seems to presume that all learners of a given age or grade are essentially alike.
Thus differentiated instruction is “responsive” teaching rather than “one-size-fits-all” teaching.
Honoring your students' preferences and desires while teaching the district's curriculum/content. 

8. show what they have learned
“It means teachers proactively plan
varied approaches to what
students need to learn, how they
will learn it, and/or how they will
show what they have learned
in order to increase the likelihood
that each student will learn
as much as he or she can, as
efficiently as possible.”
Carol Ann Tomlinson
Gurus of DI – Carol Ann Tomlinson, Grant Wiggins, Carolyn Chapman, etc

9. Differentiated Instruction Defined
“Differentiated instruction is a teaching philosophy based on the premise that teachers should adapt instruction to student differences. Rather than marching students through the curriculum lockstep, teachers should modify their instruction to meet students’ varying readiness levels, learning preferences, and interests. Therefore, the teacher proactively plans a variety of ways to ‘get at’ and express learning.”
Carol Ann Tomlinson

10. Differentiated Classroom Traditional Classroom
Comparing Classrooms
Differentiated Classroom
Many learning profile options provided
Many instructional arrangements used
Student readiness, interest, and learning profile shape instruction
Use of essential skills to make sense of and understand key concepts and principles as focus of learning
Multi-option assignments are frequently used
Flexible use of time based on student need
Multiple materials provided
Multiple perspectives on ideas and events are sought
Teacher is a facilitator encouraging self-reliant learning
Students are assessed multiple ways
Focus on multiple intelligences
Excellence is defined by individual growth from a starting point
Traditional Classroom
Relatively few profile options taken into account
Whole-class instruction dominates
Coverage of texts and curriculum guides drive instruction
Mastery of facts and skills out-of-context are the focus of learning
Single option assignments are the norm
Time is relatively inflexible
A single text prevails
Single interpretations of ideas and events
The teacher directs student behavior
A single form of assessment is often used
A relatively narrow sense of intelligence prevails
A single definition of excellence exists
Differentiation means more appropriate instruction. Leading to a better match between a child’s budding talent and the nurturance provided
Differentiation can be accomplished by opening up our instruction to allow for different pathways to learning the content.
It is a blend of whole class, small group, and individual instruction.
Adapting materials and activities for groups of students, teaching small flexible learning groups and offering students choices are common practices in a differentiated classroom
The Differentiated Classroom by Carol Ann Tomlinson

11. Differentiated Instruction Strategies
Moderate Differentiation
Choices of books
Homework options
Use of reading buddies
Varied journal prompts
Varied pacing with anchor options
Student-teaching goal setting
Work alone / together
Whole-to-part and part-to-whole explorations
Flexible seating
Varied computer programs
Varied supplementary materials
Options for varied modes of expression
Varying scaffolding on same organizer
Think-Pair-Share by readiness, interest, learning profile
Use of collaboration, independence, and cooperation
Open-ended activities
Mini-workshops to re-teach or extend skills
Jigsaw
Explorations by interests
Games to practice mastery of information
Multiple levels of questions
Intensive Differentiation
Tiered activities and labs
Tiered products
Independent studies
Multiple texts
Alternative assessments
Learning contracts
Multiple-intelligence options
Compacting
Spelling by readiness
Varying organizers
Lectures coupled with graphic organizers
Interest groups
Tiered centers
Interest centers
Literature circles
Stations
Group Investigation
Teams, Games, and Tournaments
Problem-Based Learning
Graduated rubrics
Flexible reading formats
Student-centered writing formats
Curriculum compacting -provides for the student who is very capable and knowledgeable in a particular topic in a subject area. It is a way of maximizing time for the more advanced learner. Because of prior experience, interests and opportunities, students may bring to the topic prior knowledge and skills that have been acquired over time.
Compacting may be used on occasion in order to enrich their curricula, enhance their thinking, and help them develop into more self-directed learners.
After the pre-assessment, the teacher analyzes the data & identifies what the student already knows and has mastered & what the student still needs to learn. This additional knowledge or skill may be acquired by – independent study, homework assignments, online learning, collaborating with a mentor or learning buddy.Students may choose or be offered– an investigation or research project, an ill-structured problem to solve, a special assignment.
Successful intelligence includes the aspects of being analytical, practical and creative, not just knowing or surface-level knowledge– Enhance understanding and obtain added perspective on a subject matter.
Jigsaw Method- effective strategy used with students once they have the social skills to deal with several members in a group as well as the skills to work independently. In ‘expert groups’ students access info or learn new material that they will in turn teach to the base group.

12. Goal: Define “Differentiated Instruction”

13. GARDEN CITY SCHOOL DISTRICT Mission Statement
The Garden City School District seeks to create an environment for learning which enables each student the opportunity to grow as an individual as well as a group member while striving to achieve the optimal level of academic, social and personal success.
Students will thrive in a learning environment that is developmentally appropriate, individualized and challenging.
Our goal and responsibility is to help each student develop an enthusiasm for learning, a respect for self and others, and the skills to become a creative independent thinker and problem solver.
Wanted to define DI as it aligns with district mission statement
Meet the needs of the individual versus the group (personal success)
Safe environment, tapping the interest and readiness levels of students
Optimal levels for personal success- with an enjoyment of learning

14. Garden City Definition for Differentiated Instruction
Differentiated instruction is based upon the principle that all children learn best when the instruction is responsive to the uniqueness of each student.
The intent is to maximize each child’s opportunities for growth and individual success, by addressing their academic abilities, learning styles and interests.
In order to challenge students at their readiness levels, the instructional process will focus on what students need to learn (content), how they learn it (process), and how they demonstrate their understanding (product).
We wanted the definition to be clear, concise– incorporating the elements of DI and how it is implemented in the classroom
Principles that guide Differentiated Instruction
The teacher attends to student differences
Assessment and instruction are seamless and inseparable
The teacher has the option to modify the CONTENT, PROCESS, MATERIALS, PRODUCTS
Challenge and allow for opportunities for success for all learners

15. Differentiated Instruction
is a teacher’s response to learner’s needs
guided by general principles of differentiation, such as
respectful tasks
ongoing assessment
and adjustment
flexible grouping
Teachers can differentiate
Content
Process
Product
Clear Learning Goals --- with an Appropriate Degree of Challenge
What students need to learn (content), how they learn it (process), and how they demonstrate their understanding (product)
CONTENT– what the teacher wants students to learn and the materials or mechanisms through which that is accomplished--multiple texts, resources, technology, compacting
PROCESS- activities designed to ensure students use key skills to make sense out of essential ideas and information-- tiered assignments, flexible grouping-academic, interest, readiness, varied study skills-graphic organizers
PRODUCT- vehicles through which students demonstrate and extend what they have learned– test, projest, essay,
INSTRUCTIONAL STRATEGIES--Varied texts, supplemental materials, literature circles, tiered lessons, tiered centers, tiered products, small group instruction, varied homework, compacting, varied journal prompts, varied questioning strategies
Multiple intelligences…Jigsaw……Graphic Organizers…RAFTS
Compacting…Tiered assignments…Leveled texts…Complex Instruction… Learning Centers
Diagram is in the pamphlet
Interest
Learning
Profile
Readiness
through a range of instructional strategies

16. What Differentiated Instruction…
IS NOT
Individual instruction
Chaotic or new
Just another way to provide homogenous instruction (you do use flexible grouping instead)
Just modifying grading systems and reducing work loads
More work for the "good" students and less and different for the "poor" students IS
Differentiated instruction is more QUALITATIVE than quantitative
Differentiated instruction provides MULTIPLE approaches to content, process, and product
Differentiated instruction is STUDENT CENTERED
Differentiated instruction is a BLEND of whole class, group, and individual instruction
Differentiated instruction is "ORGANIC"
Key Characteristics of a Differentiated Classroom- high expectations for all students
It is student centered……Shifting emphasis from the teacher and instruction …….To the student and learning…
This means redefining the role of the teacher
QUALITATIVE--Don’t assign more of the same thing to an advanced student- almost punitive (high achieving students)
STUDENT CENTERED– learning experiences are student engaged, relevant and interesting
BLEND of whole class- common understanding-shared discussion and review. Teacher works with whole class, sometimes small groups, sometimes with individuals
ORGANIC– teachers continuously learn about how their students learn. A way of life in the classroom
INDIVIDUALIZED INSTRUCTION- instead offer several avenues for learning,
FLEXIBLE GROUPING-- Accommodate students who are strong in some areas and weaker in others.
Differentiation means more appropriate instruction. Leading to a better match between a child’s budding talent and the nurturance provided
Differentiation can be accomplished by opening up our instruction to allow for different pathways to learning the content.
It is a blend of whole class, small group, and individual instruction.
Adapting materials and activities for groups of students, teaching small flexible learning groups and offering students choices are common practices in a differentiated classroom
How to Differentiate Instruction in Mixed-Ability Classrooms by Carol Ann Tomlinson

17. Goal: Participate in Staff Development Initiatives and Professional Learning Communities

18. Staff Development Opportunities 2010-11
Connecting Content and Kids: Differentiated Instruction and Understanding by Design with Carol Ann Tomlinson and Jay McTighe
Differentiated Instruction In The Math Classroom with National Presenter Dr. Nanci Smith
Current, Best Strategies for Challenging and Motivating your Gifted Students
Charlotte Danielson’s Framework for Teaching: An Overview
Teaching Gifted Students in the Classroom
Current, Best Strategies for Challenging and Motivating Your Gifted Students
Teachers College Reading and Writing Project
Critical Thinking Instruction: How to Teach Problem Solving Skills to All Students
Inclusion and the Differentiated Classroom
Mutually supportive connections between Understanding by Design and Differentiation.
A review of the Framework for teaching-- analyzing educational research, state standards and a constructivist approach to learning, focusing on the four domains Planning and preparation, the classroom environment, instuction, and professional responsibilities.
Differentiated Instruction In The Math Classroom with National Presenter Dr. Nanci Smith

19. Staff Development Opportunities 2011-12
Differentiation for Gifted Learners in the Classroom (BOCES)
Differentiating Math Instruction for Multiple Intelligences (Consultant John Hinton)
Bridging the Mathematical Gap- Strategies for Differentiating Math Instruction (SCOPE)
Differentiated Instruction in Action: Tiered Activities and Center Based Learning (Marissa Pollicino)
Reaching Your Accelerated Students: Differentiation for Higher Achievers (Rich Madden)
Maximizing Student Potential: Learning Styles and Multiple Intelligences in a Differentiated Classroom (Patricia Roberts)
Collegial Circle: Brain Stations for Students (Dolores Volpe)
Leaders must develop a solid understanding of differentiated instruction so that they can present it coherently to teaches and provide committed school-level leadership. Provide high quality professional development as well as time to collaborate, plan and implement differentiation.
Marissa Pollicino-- We will focus on multiple intelligences and differentiating the content, process, and product within the classroom. Participants will discuss and create lessons or units incorporating differentiation strategies such as flexible grouping, tiered lessons, student self-assessment, stations, product options, and rafting. Participants should bring grade level/content materials such as teacher's editions, binders, files, etc. as they will have time to create differentiated lessons and/or units during the class.  Bring your colleagues so you can work as a team!
Maximizing Student Potential: Learning Styles and Multiple Intelligences in a Differentiated Classroom
Explore strategies for identifying students’ interests, learning styles and multiple intelligences in a differentiated classroom. Participants will identify their own multiple intelligences and learn how to incorporate these and other strategies in planning differentiated lessons.

20. What is the Garden City Middle School Professional Learning Community?
A collaborative professional community of faculty and staff whose goal is to ensure effective teaching and learning practices which address the needs of diverse learners in the classroom at their developmental level.
Cross section of staff members whose focus is to help implement school and district goals at the middle school level.

21. How Has the Middle School P.L.C. Implemented the District’s Goal?
Conducted faculty survey assessing the knowledge of differentiated instructional strategies and practices.
Reviewed the data compiled from teacher surveys.
Facilitated a workshop encouraging teachers to share effective differentiated strategies among each other.
Developed a reference book for teacher use as a resource for lesson development templates.

22. How has the P.L.C. Implemented the District’s Goal? (cont’d)
Organized a menu of relevant professional development ideas for teachers on differentiated instructional continuum.
Facilitated a teacher resource room showcasing various differentiated instructional resources, ancillary materials, websites and knowledge sharing among faculty members.

23. Goal: Develop Teacher Survey on Current Classroom Practices

24. Teacher Differentiated Instruction Survey
A survey was administered to primary and elementary teachers in April 2011 to identify current classroom practices pertaining to differentiation. The results of the survey will be used to determine alignment with best practices.
Teachers were asked:
to identify their familiarity and usage with various DI strategies, techniques or methods.
to identify the content area for which the district could support teachers in differentiating instruction.
to recommend specific materials, web sites, professional books or other resources.
how they tailored instruction to meet the needs of accelerated or struggling students.
to identify ways the district could support teachers in working towards the goal of offering differentiated instruction for all students.
Excellent response rate to the survey- 100% teacher participation from primary and elementary teachers
106 teachers responded to the survey

25. Teacher Familiarity and Usage with Various DI strategies
Teaching strategy or technique
Familiar/Very Familiar
Use Occasionally/ Regularly
Flexible Grouping
88%
86%
Depth and Complexity Extensions
79%
45%
Tiered Lessons
82%
Compacting
50%
60%
Questioning Strategies
93%
92%
Student self assessment
66%
61%
Peer Critiques
65%
56%
Centers or stations
Pre-assessment
91%
83%
Product Options
73%
75%
RAFTing
36%
19%
Not familiar- Somewhat familiar- Familiar- Very Familiar
Do Not Use- Have Tried once or twice- Use Occasionally- Use regularly
Teachers were asked to rate their level of familiarity pertaining to different types of teaching strategies.
RAFTing is a technique that can be used in any subject area to help vary writing assignments and increase the writing proficiency of students
As students develop into independent writers, each will learn to recognize: his/her role as the writer (point of view)
who the audience is
what the format of the assignment should be (essay, interview, story, letter)
the specific topic on which he/she must focus (the main idea and supporting details in a piece)

26. Survey Responses
In the last three years, 89% of teachers have attended a workshop on differentiated instruction; 59% have attended a workshop pertaining to special education; 12% of the teachers reported attending a workshop in gifted education.
55% of the teachers would like additional support in differentiating mathematics instruction
Teachers were interested in staff development initiatives focusing on specific DI strategies
the development of tiered lessons,
the compacting of curriculum,
different product options
‘RAFTING’
student self-assessments

27. Teaching Methodologies Used to Meet the Needs of Accelerated Students
Differentiated reading groups, writing assignments, homework assignments
Flexible grouping
Use of ‘just right books’ during reading time
Higher level questioning, open-ended questions
Extension or enrichment activities
Tiered assignments
Product options
Research based projects

28. Teaching Methodologies Used to Meet the Needs of Struggling Students
Small group, one-to-one instruction
Flexible grouping
Modified assignments
Scaffolding, questioning techniques, visuals, reinforcement materials
Use of manipulatives
Questioning strategies
Re-teach and pre-teach strategies
Product options

29. Ways to Support Teachers in Meeting the Goal of Offering DI for All Students
Schedule time for grade-level workshops, collegial circles for discussion and preparation of materials, peer modeling of lessons
Purchase materials and professional resources to support teacher professional development
Offer staff development opportunities on differentiated instruction strategies for accelerated students
Attend local and state conferences
Reduce classroom ‘pull-outs’ so that additional ‘whole-class’ instruction could take place

30. DIFFERENTIATED INSTRUCTION CONTINUUM
Not Differentiated
Highly
Differentiated
“One-Size-Fits-All”
Assessment
Flexible Grouping
Learning Profile
Tiered Activities
Curriculum Compacting
Learning Contracts
Adjusting Questions
Anchor Activities
Learning Centers/Stations
Problem-Based Learning
Not Differentiated– Reactive, fixed, closed Fully Differentiated– Proactive, fluid, open
Differentiation does not equal individualization. In a differentiated classroom, the teacher does not attempt to individualize instruction and materials for every student. teachers are not expected to customize each and every lesson for each and every student.
While individualized instruction is a powerful approach to teaching and learning, the reality in most classrooms is that it is far from doable – too many students with not enough time.
If on occasion we vary the teaching and learning modes, if we offer some student choice, if we design tiered assignments, or if we employ flexible, temporary grouping, we will be addressing the varying needs of the individual students in our classes.
Flexible grouping- based on academic ability, student interest, learning styles
Compacting- streamline instruction so that kids are not asked to work with content/processes already mastered
Adjust Questions- direct higher order questions to students who can handle them, adjust accordingly for kids with greater needs
Anchor Activities- Journal writing, class projects, accelerated reading, computer work, (after completed work, w/o teacher direction)
EVERYONE
IS ON
THE JOURNEY !

31. Goal: Create Parent and Student Interest Surveys
The committee created student and parent surveys to assist teachers in understanding their students learning styles, needs and interests. We also want to examine students’ readiness levels, but also their interests, and their learning profiles, because children learn differently.
Teachers must make every effort to know learners in order to meet their diverse needs. Just as clothing designers must know about the mant fabrics and styles to create a garment to suit the wearer, so in classrooms we teachers must know about our learners so that we may find the strengths and uniqueness of each child.

32. OPTIONS FOR DIFFERENTIATION OF INSTRUCTION
To Differentiate Instruction By Readiness
To Differentiate Instruction By Interest
To Differentiate Instruction by Learning Profile
A readiness level is a student’s entry point relative to a particular understanding or skill
vary difficulty level of text & supplementary materials
adjust task familiarity
vary direct instruction by small group
adjust proximity of ideas to student experience
An interest level is a child’s affinity, curiosity, or passion for a particular topic.
give choice of mode of expressing learning
use interest-based mentoring of adults or more expert-like peers
give choice of tasks and products (including student designed options)
give broad access to varied materials & technologies
A learning profile is how we learn. It may be shaped by intelligence preferences, gender, culture, or learning style (visual, auditory, kinesthetic, concrete, abstract)
create an environment with flexible learning spaces and options
allow working alone or working with peers
use part-to-whole and whole-to-part approaches
useful instructional strategies:
- tiered activities
tiered products
compacting
learning contracts
tiered tasks/alternative forms of assessment
interest centers
enrichment clusters
group investigation
choice boards
multi-ability cooperative tasks
interest groups
To differentiate in response to student readiness, a teacher constructs tasks or provides learning choices at different levels of difficulty
To differentiate in response to student interest, a teacher aligns key skills and materails for understanding from the curriculum with topics or pursuits that intrigue students.
To differentiate in response to students’ learning profiles, a teacher addresses learning styles, student talent, or multiple intelligence profiles.
CA Tomlinson, UVa ‘97

33. Parent Surveys
Parent can help teachers understand the learning profiles of their children. Parents will reflect upon and give examples pertaining to the following statements:
My child is a “self-starter” who works well alone, needing few directions and little supervision.
My child works toward his/her personal goals and expects to see results from his/her work.
My child continues to work on a project even when faced with temporary defeats and slow results.
My child thinks “outside the box” when approaching a problem or topic.
My child uses imaginative ways of doing things with or without suggestions.
My child prefers working or playing alone rather than doing something “just to go along with the gang.”
Teachers realize the important role parents play in helping a teacher know the students better. Parents will always have greater depth of knowledge about their children than a teacher can ever hope to attain. However, teachers have greater breadth of knowledge about students of a particular age and in a particular subject.
In order to provide students with an opportunity to develop his/her individual strengths and creative thinking abilities. Supplement our curriculum with experiences that are interesting, challenging and enjoyable to individual children.
Please provide specific examples of your child’s interests or activities.

34. Student Surveys When you study for a test, would you rather…
Student surveys are age appropriate questions focusing on learning styles and interests. At the primary level, students will create a “me map” highlighting things they are good at or like.
When you study for a test, would you rather…
If you are not able to complete something, it is because…
When you read for fun, do you prefer…
Usually, when I have free time I…
The types of things that we do in class I really like are…
My hobbies are…
I am uncomfortable when people ask me to…
The classes I enjoy the most are… because…
I prefer to work….. by myself, with a partner or in a small group
Important to determine whether students are auditory learner, tactile learners, kinesthetic learners
If you are not able to complete something, is it because –you forgot, you got distracted, you are bored, you need help
Where do you like to sit in class--- near the door, by the wall, back, front, near a window

35. Goal: Conduct Parent Focus Groups

36. Parent Focus Groups April 28, 2011
The purpose of this focus group was to obtain perceptions, opinions and feedback from parents about our instructional process. After an initial large group presentation, parents were divided into small groups and asked to respond to several questions pertaining to DI as it relates to our academic program.
A draft of our brochure concerning the elements of DI was mailed to participating parents for review.
With the help our primary and elementary PTA directors, a guest list was established and we were delighted to have more than 50 parents in attendance.
Thank parents for participating in the focus group presentation. Many of you are here this evening, and we appreciated your input and comments pertaining to our instructional practices. Efforts like this helps us to enhance opportunities for communication between the home and school.
68 parents responded, 50 parents attended.

37. Benefits of a Focus Group
A focus group is a carefully planned discussion to obtain perceptions, opinions, beliefs and attitudes regarding a defined interest area.
Way of collecting information from a group of people in a short time
A tool for collecting information about people’s attitudes and perceptions
Evaluate program/service effectiveness, strengths and weaknesses
Assess needs and gaps
Guide program development
It’s basically a way to reach out to parents for feedback and comment.
Benefits/strengths of focus group discussions
Provides insight- listen to/validate parent experiences
Provides an opportunity to learn more about a predetermined topic or issue .

38. Structure of the Focus Groups
Six focus groups comprised of parents, an administrator and a teacher
Participants were asked to respond to a series of questions and to respect the views of all participants
Comments from each of the groups were compiled
The DI Committee reviewed comments and discussed their implications
Parent feedback was considered when making committee recommendations to the Board of Education
We want to create a thoughtful, permissive atmosphere that is respectful to all participants
Analyze answers or insights obtained from the focus groups by highlighting the main themes, issues, problems or questions that arose from the focus groups
Parent participation and feedback assisted us in formulating our recommendations to enhance our instructional practices.

39. Focus Group Discussions  
What aspects of learning is your child most excited about?
   Hands-on activities, projects, group work, real world applications, use of computers, manipulatives, art, science, writing, reading, math
How do you know if your child’s teacher is aware of his/her academic needs, strengths and areas of interest?
Phone calls, s, individual student feedback, parent questionnaires or surveys about child
How might a teacher (and/or the district) help you understand how he/she is differentiating the instruction for your child?
  Explain how teacher utilizes DI during Back-to-School Night, ongoing communication of child’s progress, use of website, newsletters, weekly assessments, updates, assurance of grade level consistency
What does differentiated instruction mean for your child?
Child is being appropriately challenged, enthusiastic about learning, not bored, happy, maximizes potential, teacher inspires child to learn
Introductions- name, number of children, child’s grade, and school(s)
Have we missed anything?

40. Focus Group Discussions (cont’d)
Which content area(s) do parents believe we differentiate most often?
Primary literacy, spelling, reading, writing, elementary science labs
In which content area(s) could we explore further differentiation?
Use of centers in grade two, primary level math, literacy in the upper elementary levels, social studies
How might we enhance the instructional program to best meet your child’s needs?
Grammar instruction, use of centers, compacting curriculum, greater consistency across the grade levels, enhanced and ongoing communication
Of all the things we discussed today, what to you is the most important?
Communication-use of newsletters, grade level consistency, want teachers to employ best practices, encourage sharing of ideas with colleagues, foster positive relationships between teacher, child and parent

41. In the last few years, we have made a concerted effort to enhance classroom practices, particularly in the areas of reading, writing, and science.
Now we want to extend our focus towards the area of differentiated instruction.
Where do we go from here?

42. Middle School Recommendations
Volunteer peer observations
Continue adding differentiated instructional materials to Middle School Teacher’s Resource Room
Informal knowledge sharing
Turn key staff development focusing on differentiated practices for teachers
Develop a booklet for paraprofessionals supporting a differentiated model in the classroom

43. Recommendations
Offer in-service courses and staff development opportunities focusing on differentiated practices and mathematics instruction for teachers as noted in teacher surveys
Share resources developed by the middle school PLC and the district committee with K-8 classroom teachers
Distribute the newly created pamphlet Differentiated Instruction: Enhances Academic Performance for ALL to parents during Back-to-School Night. Classroom teachers will discuss how differentiation occurs in their classrooms
Expand primary and elementary school professional libraries to include differentiated instructional resources
Develop curriculum guides for grades 2-5; distribute to parents during Back-To-School Night
Administer parent and student interest surveys in the fall to assist teachers in understanding their students’ learning styles, needs and interests.
Show parents how a differentiated classroom acknowledges and builds on their child’s strengths, provides opportunities to bolster weaker areas, keeps track of individual growth and promotes engagement and excitement.
Use a variety of ways to help parents understand that we a building a curriculum and way of instruction that includes the sam egoals they desire for their youngsters. For example, class letters, newsletters, parent conferences and student evaluations help to achieve these goals.
Parent-teacher partnerships are important to differentiated classrooms. A parent always knows a child more deeply than a teacher possibly can. There’s much for the teacher to learn from that depth of knowledge. On the other hand, a teacher knows a child in ways that a parent cannot.
Looking at a child from both parent and teacher viewpoints increases the chances of helping a child reach his full potential. A wise teacher teaches parents as well as children. They eagerly seek opportunites to learnfrom parents as well.
Continue district goal of differentiated instruction
Additional staff development focusing on DI strategies for accelerated students

44. Recommendations
Invite Hofstra University professors to conduct workshops to faculty, focusing on what differentiated instruction looks like in practice
Attend AGATE Fall Conference (or similar conferences) promoting gifted and talented education
Increase efforts to provide parents with opportunities to communicate with teachers about curricula, student progress and classroom activities.
Provide parents with opportunities to participate in future focus group initiatives
Continue partnership with literacy consultant to enhance elementary balanced literacy instruction
Refine elementary school schedules to maximize whole class instructional time
Communicate district expectations for differentiated instruction to teachers
AGATE is a non-profit organization of concerned parents, educators and advocates designed to promote the education and welfare of gifted and talented learners in New York State. CON_FRAT_UTE
Strengthen means of communication amongst the school, classroom teacher and parents
Effective administrators are sources of both light and heat. They help teachers see the benefits of new initiatives while simultaneously insisting on progress.
People change because they either see the light of because they feel the heat.
Helping teachers develop an understanding of their professional responsibility to engage each individual in meaningful learning is at the core of moving toward differentiated classrooms.
Danielson’s framework for thinking about teacher development in four domains of teaching: planning and preparation, classroom environment, instruction and professional responsibilities- such as communicating with families, reflecting on teaching, growing professionally and contributing to the school and district.

45. Differentiation is a Way of Thinking About Teaching and Learning
Teaching is about learning and Differentiation is a way of life that enriches the educational experience for both teachers and students.
Every teacher hopes to leave a lasting impression on their students.
Take this opportunity to thank our teachers, parents and administrators for their participation in this process, and to the Board and the community for its support as we work towards the goal of differentiated learning.
Thank you for your participation and continued support