2. Use GradeCam to assess the group of participants
about their pop culture knowledge
▪ This would be a formative assessment given during a unit on Pop
Culture based on the KUD below
Know Understand Do
celebrities in the Understand that comprehend and
news UsWeekly is a valuable analyze articles to
tool to acquire pop obtain pop culture
culture knowledge in
information
order to stay current
with celebrity culture.
▪ Based on correct responses, participants will be split up into 2
groups
▪ Us WEEKLY is used solely for modeling purposes
3. Review the concepts of RtI
Understand the connection between
Differentiated Instruction by Readiness and
RtI
Analyze three examples of Intervening via
Differentiation by Readiness
4. We are not the Differentiation Team!
If you have any questions about differentiation or
any of the differentiated lessons discussed today,
please contact a member of the Differentiation
Team.
Each department has a representative that is
willing and able to answer your questions!
5. Strategies
The combination of research-based methods or
activities designed to teach the learning objective.
Interventions
Program, actions, or strategies specifically
designed to address an identified deficiency and
monitored to ensure outcome improvement .
(Taken from LTHS PLC Glossary (p.7))
6. “Current knowledge, understanding, and skill
level a student has related to a particular
sequence of learning” (Tomlinson & Strickland 6).
Readiness is influenced by a student’s prior
learning and life experiences, attitudes about
school, and habits of mind (Tomlinson 3).
Goal of DI by Readiness:
“Make the work a little too difficult for students at a given
point in their growth- and then to provide the support they
need to succeed at a new level of challenge”
(Tomlinson & Strickland 6).
7. All groups MUST be challenged appropriately
with quality level tasks.
ZPD—Vygotsky’s Zone of Proximal Development
Scaffolding
All groups should be evaluated for their
understanding of the learning objective (KUD).
Not an evaluation of the task students are
completing, rather an evaluation of their
UNDERSTANDING!
8. Struggling learners need interventions to meet learning
objectives (KUD)
DI by Readiness can be used to facilitate the delivery of
an intervention to struggling students
Struggling learners make up the lowest level readiness
group
Example activities for struggling learners include:
Mini-lectures/mini-lessons
Guided practice and instructions
Analysis of supplemental materials
Peer review and peer teaching
9. When DI for Readiness is intentionally used
and monitored to address students who are
not reaching the learning objectives, it
becomes an intervention.
10. 1. Students who do not meet learning objectives
are identified as “struggling learners”.
2. DI by Readiness lesson is planned and
delivered
▪ Struggling learners are placed in the lowest-level group and
receive an intervention as their quality level task/activity
3. Growth is monitored
▪ Formative and post-assessments are used to monitor growth
▪ Mid-quarter/quarter grades
11. Pop culture activity
Know Understand Do
Celebrities in the Understand that Comprehend and
news UsWeekly is a valuable analyze articles to
tool to acquire pop obtain pop culture
culture knowledge in
information
order to stay current
with celebrity culture.
At your table you will find an activity to be completed based on your pop
culture quiz results.
Read the directions and complete the activity with your table.
Post assessment would be given to low level group after the activity,
the next day, or at a later time if the intervention is going to continue.
12. Identification
Pop Culture quiz was used to determine grouping
▪ This would have been given as a formative assessment during
a unit on pop culture
Intervention
Graphic organizer can be used in multiple ways to
help students acquire information
▪ While one group received the intervention, the other worked
on enrichment activity
Progress Monitoring
Post-assessment scores of low level group are used to
monitor the growth of students
13. Several teachers submitted their DI by Readiness
lessons and explained how an intervention was
able to take place during the lessons.
We will share with you examples from:
American Studies
Chemistry
Music
14. Know:
1) How to integrate quotes in a response
2) Reasons O’Brien averted the draft and then returned – English
3) Reasons anyone would support the war and reasons they
wouldn’t – History
Understand:
Students will understand that some quotes work better than
others to support an argument.
Do:
1) Write a summary about the draft properly integrating two key
phrases as support (Prep). Write a summary of an article from
Rolling Stone called “The Kill Team” while properly integrating two
key phrases as support(Accel)
2) Write a persuasive paragraph that explains what they would do
with regard to the draft and the Vietnam War while integrating
textual support and historical content.
15. Pre-assessment and Lesson
Pre-assessment given to determine readiness levels of
students for initial activities
▪ Read non-fiction article and wrote 5 sentence summary integrating two
quotes (handed in before the end of class)
▪ Based on written responses and the use of a rubric, students were
broken up into groups the next day
Small groups worked on specific areas of writing based on pre-
assessment
Identification
Students not making growth towards learning
objectives, based on formative assessments, move on to an
16. Intervention
Activities designed based on students’ areas of deficit
with integrating quotes in a response
▪ These are activities different than the initial lesson
▪ Remember, the intervention is teaching the student in a
different way, not just re-teaching the same lesson!
Teacher directed support given to struggling students
to help students recognize and rectify the deficiency
Took place over a week with plenty of opportunity for
students to practice writing and receive teacher
instruction/feedback
17. Progress Monitoring
Post-assessment was given to all students, with
specific attention to struggling students’ growth
Students had 30 minutes in class to write a
response integrating quotes
Rubric was used to determine the growth made
based on comparison to initial rubric
Rubric score was used as a grade for students
18. Know Understand Do
Basic molar conversions The students will understand Group 1: Work on basic
from g mol and mol that % concentration is problems in order to
g calculated using the equation reinforce concept of molarity
Differentiate parts of a Mass of solute and % concentration
solution (i.e. solute and Mass of solution *100 Group 2: Work on
solvent) intermediate problems that
Methods of making a stress molarity and %
solution of known The students will understand concentration
concentration that molarity is calculated Group 3: Apply knowledge
using of molarity and %
Mol of solute concentration in order to
Liters of sol’n make a solution of known
molarity and % concentration
19. Pre-assessment and Lesson
Students were given an exit slip (pre-assessment) the
day before the lesson took place
▪ Next day grouping-- Teacher tells students which group
they are in by writing a 1, 2, or 3 on their exit slips
▪ 1.5 or less correct were placed in group 1
▪ 2-3.5 correct were placed in group 2
▪ all 4 correct were placed in group 3
Identification
Students not making growth towards learning objectives,
based on formative assessments, move on to an intervention
20. Intervention
Teacher directed instruction with struggling
students in small group while moving around
room to help other groups as needed
▪ Teacher directed (mini-lesson; Q &A)
▪ Step-by-step instructions
▪ Close eye on the students needing intervention
21. Progress Monitoring
The post assessment was a lab, “Concentration of
a Solution”
All students worked on the lab and were required
to turn in their sheet showing the calculation of
the molarity and percent concentration of the
solution
Group 1’s scores were analyzed for progress made
towards learning objectives
22. Know:
Students will KNOW the grand staff, pitch letter
names, the origin of staff notation, Guido of
Arezzo, Medieval Era of Music.
Understand:
Students will UNDERSTAND how music is notated.
Do:
Students will (DO) identify all pitches on the grand
staff.
23. Identification:
Pre-assessment was given to determine readiness
levels regarding students’ knowledge about note
names on the grand staff
Pre-assessment data was used to develop tiered
tasks to meet all levels of learners
24. Intervention
Students not meeting the learning objectives
were to work on Task 1 of the tiered task
Students were provided with teacher directed
instruction in a small group
25. Progress Monitoring
Post-assessment was given to all students, with
specific attention to struggling students’ progress
The post-assessment was a final test used as a
grade
26. With these great lessons in mind, think of an
upcoming unit that you anticipate having
students that struggle with the material.
Talk with a partner about ways you could
Differentiate by Readiness to intervene with
the ‘struggling learners’.
27. Teachers that provided DI by Readiness
lessons:
Virginia Condon, Jennifer Setzke, Jessica Roessler,
Ben Lafontaine (American Studies)
Jaime Bronuskas (Chemistry)
Alysia Lambert (Music)
28. Concepts of RtI
Identify, plan and deliver intervention, progress
monitor growth
Connection between DI by Readiness and RtI
DI by Readiness is a method for implementing
interventions with struggling learners
Three GREAT examples were presented!
29. Buffum, A., Mattos, M., & Weber, C. (2009). Pyramid response
to intervention: RTI, professional learning communities, and
how to respond when kids don’t learn. Bloomington, IN:
Solution Tree Press.
Johnson, E., Smith, L., & Harris, M. (2009). How RTI works in
secondary schools. Thousand Oaks, CA: Corwin.
Tomlinson, C.A. & Strickland, C. A. (2005). Differentiation in
practice: A resource guide for differentiating curriculum –
Grades 9-12. ASCD: Alexandria, Virginia.
(2012). LTHS professional learning communities glossary.
LTHS: LaGrange, IL.
As participantswalk in they will pick up a manila folder with the following contents: -CPDU form -Pre-quiz on pop culture and GradeCam sheet -Sample American Studies, Chemistry, and Music differentiated lessonsParticipants should begin the pre-assessment as soon as possible and hand in to presenters to quickly grade. On the top of the GradeCam sheet, do not write their score. Either write JT (Justin Timberlake) if they score 5 or higher or write BW (Barbara Walters) if they score 4 or less. Do not let the groups know which group is which.Explain the KUD from this slide and talk about the sensitivity of grouping students in a way that does not stigmatize students based on scores.
Review the objectives with the participants. Explain that we are going to focus on DI by Readiness and Intervention, not DI by Interest or Learning Profile since those types of DI do not lead to classroom interventions.
You are members of the RtI Team, not the DI Team. If participants have questions that you are unable to answer, direct them to the DI Team members in their departments. We do not want to give out any incorrect information about DI.
This is just a review from the February Planning Period PD session. Focus on the difference between the two being that interventions are deliberately chosen for a student based on an identified deficiency and that the student’s progress is monitored.
Based on the Differentiation Team’s training, this is the information that the entire staff has already seen. The focus here is on Readiness.
Based on Vygotsky’s Zone of Proximal Development, teachers need to meet students where they are and provide scaffolded instruction for students to make gains. -Goldilocks and 3 Bears is a great example! Too hot/too cold is the same as too hard/too easy…students need it just right!Students are not evaluated on the tasks they complete during the lesson, but instead on their overall understanding. The Do leads to the Understanding which is evaluated during the post-assessment.
DI by Readiness is NOT an intervention in and of itself. It is what you do with the group that is struggling that is the intervention if and only if it is monitored!Example activities notes: -all activities listed can be done using small group instruction
Once you identify the students not meeting learning objectives, the low-level group of differentiation by readiness will begin an intervention based on objectives not met.
Point out the fact that all activities are aimed at teaching the KUD- the enrichment activity will enhance the understanding of the non-struggling students. Both groups receive a quality task.Teachers provide instruction, identify areas of weakness of students and teacher then adapts the instruction, not just restates the instruction.The pre-assessment is a check-in based on current unit/topic.
In all examples, teachers followed the steps necessary for differentiation by readiness and intervention.DI by Readiness: 1) Teacher must give pre-assessment to determine readiness levels 2) Create meaningful tasks for all readiness levels 3) Teach using best-practice instructionIntervention: 1) Identification of students not meeting learning objectives (formative assessments) 2) Determine research-based intervention for identified students 3) Progress monitor the growth towards the learning objectiveIn all examples, if students do not meet learning objectives after initial intervention, a second intervention would be necessary for those very few students. All students should be able to meet learning objectives (Enduring Understandings).
American Studies is a Junior Level class that combines US History and English III. Students were reading The Things They Carried by Tim O’Brien, learning about the Vietnam War, and studying how to effectively use quotes to support an argument.The K and U stayed the same for all students, but the D changed based on Prep or Accel students
Teacher directed instruction in lowest group while other 3 groups continued to improve. One-to-one instruction with approximately 3 students per class.
During week of intervention, low level students worked one-to-one with teacher and/or went through a peer edit with student from higher groups.
After post-assessment was graded, teacher continued to give shorter writing assignments to lower level students to continue progress monitor.Strengths: All students made gains, including the 3 in each class that struggled and went through the intervention.
K and U are the same for all studentsIn this example the D has been altered to challenge each group appropriatelyAll three groups MUST have quality tasks
Students were given the exit slip the day before the activity took place. I graded it looking for the correct answer to each question. Students who got 1.5 or less were placed in group 1, students who got 2-3.5 were placed in group 2 and students who got all 4 correct were placed in group 3. Since group 3 was actually working in the lab on the solution, I wanted to make sure they could do the calculations. In a class of 23 it worked out to 8 in group 1, 8 in group 3 and 7 in group 2. I put a one two or three on top of their paper, to signify what group each student was in. Based on formative assessments, students were allowed to move down in group if necessary. I ended up with more students in group 1.
Teacher has set expectations that at different points in the year students will be in different groups. Also, students know that when working in small groups they are expected to respect all groups and work on their assigned tasks.Teacher must set up the culture that small group work will be done in the class and students are expected to act appropriately and complete their assigned work.