Using Data and Technology to Support Differentiated Instruction

Dr. Barbara L. BranchDr. Barbara L. Branch

Branch ConsultingBranch Consulting

What we will do the first day

Responding to Data – Academic ConferencesWhat is Differentiation?What is Differentiation with Technology?The Net Generation

What we will do the second day

GeocachingTons of tools

Identify Knowledge and Skills To Be

Learned

Evaluate Student as a Learner – Identify Academic, Cultural., Language, Health,

etc. Needs

Deliver Instruction using a Variety of Instructional

Strategies to Meet Student Needs

Adjust and Deliver Instruction as Needed for

students to meet outcomes

Responsive Teaching Cycle

Plan Instruction Based on Outcomes, Curricula and Student Learning Needs

Responsive Teaching – Meeting the Needs of our Diverse Learners

Assess and MonitorUse assessment often to

determine effectiveness of instruction; Monitor student

learning

0780.0102.300 Responsive Teaching Graphics

Academic Conference…

What is it?Why do it?Who’s involved?When do you do it?How do you do it?How do you target Gifted

students in the process?

What is an Academic Conference ?

A reflective conversation, facilitated by the Principal, with the intent to increase every student’s achievement through an instructional response by examining:

demographic datasocial/ emotional dataacademic achievement data current classroom practices

What is an Academic Conference?It’s also a time to:

develop an action plan as an instructional response to data and analysis

establish targets for students, classes, and the grade level

identify needs, responsibilities, and resources

What is an Academic Conference?

Academic Conference• Facilitated by principal• Assesses grade level progress• Targets entire grade level• Evaluates entire assessment

period• Focuses on total child• Identifies resources and needs

for next 6 to 8 weeks

Grade Level Team Meeting

• Facilitated by grade level leader

• Focuses on individual child progress

• Targets 15-20 students• Looks at gaps in weekly

instruction• Establishes weekly goals• Lesson plans for next

instructional week

Why do an Academic Conference?

Institutionalize effective instructional strategies

Promote collegial conversations, planning, and support

Increase accountability Accelerate student achievementEnsure equity for all students

Who’s involved in theAcademic Conference?

Leader Principal

Participants Grade Level Team

Support Staff Vice Principal/ Curriculum Coordinator Data Coach EL and/or Title I Resource Teacher RSP Teacher Nurse, Speech, Psychologist, Counselor

When do you do anAcademic Conference?

Every 4 - 8 weeks

After strategic points in curriculum-embedded or district benchmark assessments

Full or half day configurations

How to plan for an Academic Conference

Agree upon core beliefsDefine roles and responsibilitiesTeach the process Understand the dataPlan and prep for the conferenceHold the Academic ConferenceImplement and monitor the action plan

Agree Upon Core Beliefs

All students can learnFailure is not acceptableTeachers serve all studentsEffective first instruction is the first line

of preventionAssessments will drive the instruction

Roles and ResponsibilitiesPrincipal

Before Set calendar, arrange for space, subs, and food Prepare charts and graphs created from the data and the

agenda Distribute pre-conference packet

During Lead the discussions

After Monitor the action plan Monitor classroom instruction

Roles and Responsibilities

Grade Level Team Before

Administer assessments Complete pre-conference packet

During Analyze data, reflect on the teaching through thoughtful questions,

identify student needs Identify content and prerequisite skills needed to master

standards Plan for adjusting instruction to meet student needs Set achievement goals for students, classes, and grade level

After Implement the action plan Monitor student progress

Teach the Process

Principal holds a meeting to teach the concept, process, and expectations of the Academic Conference

Principal reviews the data and information that will be used during the conference

Principal gets staff agreement and commitment on core beliefs, process, roles, responsibilities, and expectations

Understand the Data

Types of dataStudent demographics

Name, grade, gender, ethnicity, home language, EPL, social/emotional needs

Standardized assessmentsCA Standards Test (CST), CAT6

Measures Data Reports

Understand the Data

Plan and Prep for the Academic Conference

Principal Collect data Review data for patterns and trends Decide which thoughtful questions to ask Make the agenda Give teachers pre-conference packet

Plan and Prep for the Academic ConferenceGrade Level Team Members Review curriculum assessments for patterns and

trends Respond to the pre-conference packet Prepare to discuss students in-depth

current strategies and interventions, social/emotional needs, special interests

Gather materials assessment results - individual student frameworks information T.E.s

The First Academic Conference

1. Model how to chart social/ emotional needs, assessment data, and instructional strategies & interventions

2. Give team members time to chart their class data (approx. 30 to 45 min.)

3. Provide time for support staff to share information about individual students

The First Academic Conference

4. Discuss Overall Trends Social/ Emotional Needs Assessments Current Instructional Strategies Current Interventions

5. Develop action plan as an instructional response to the discussion

6. Set student, class, and grade level goals for the next reporting period

7. Review responsibilities on action plan

Thoughtful Questions about Students

Do we know who our various students are? What kinds of data are we collecting that could

inform us about the achievement of our learners? Are we disaggregating data for all students? What percentage of students perform at the

advanced level in their area of strength? Which Proficient students can be moved to

Advanced? Do we have high expectations for student with

recognized potential?

Subsequent Academic Conferences

1. Give team members time to chart and update their class data or bring data already recorded

• After the first conference, team members should bring date already recorded

2. Review action plan from previous conference, checking for student successes, goal attainments, and completed responsibilities

3. Provide time for support staff to share information about individual students

Subsequent Academic Conferences

4. Discuss Overall Trends Social/ Emotional Needs Assessments Current Instructional Strategies Current Interventions for all students

5. Develop action plan as an instructional response to the discussion

6. Set student, class, and grade level goals for the next reporting period

7. Review responsibilities on action plan

Implement the Action Plan

Follow through on responsibilitiesStudent groupings, interventions, referrals,

instructional strategies, staff development, home visits, etc.

Write or review lesson plans to reflect action plan items, as necessary

Review the plan and student progress at weekly grade level meetings

Monitor the Implementationof the Action Plan

Through walkthroughs and planned observations the principal should look for Student Engagement Student Groupings Effective Instructional Strategies Student Work Appropriate Differentiation for all students

The principal should provide feedback and ask reflective questions

Teachers should also observe student engagement and evaluate groupings

Teachers should review student work and weekly assessments

Academic Conference Process

1. Develop consensus

The faculty must reach consensus that every student can make significant academic progress

10 percent passionate10 percent active receivers70 percent majority passive receivers10 percent reluctant receivers

Grade level teams: key to equity & excellence: the Academic Conference model works to accelerate achievement and create an educational process at each grade level that is responsive, intentional and targeted; Leadership, Nov-Dec, 2002 by Michelle Karns

Academic Conferences

Manage the relationships Frame grade level expectations

StandardsBenchmarks

Process

Look for trends, patterns and outliers. Use the following questions as a guide.

1. What does the data say about student achievement?

2. What does the data say about instruction? How close is your class to meeting the grade level/teacher goal? How many students are performing at mastery?

3. How will you use the data to improve instruction? What specific strategies will you use to monitor instruction during the next six weeks?

Process

4. What are some of the challenges the team faces?

5. What resources will you need?

6. How do your English learner students compare to

English only students?

7. How do your sub-groups compare to English only

students?

8. How do your sub-groups compare to each other?

Where do people get stuck?

Using data is the means, not the end

If using data doesn’t resultin improved learning,

then it was awaste of time and money.

The Net Generation

They’re the first generation "bathed in bits," and they’re lapping their parents in digital acquisition. The only other time we've see such huge leaps in learning is when comparing language acquisition between immigrants and their children

Collaboration is another major hallmark of the Net Generation. However, Tapscott said, we have a tendency to squander or prohibit this strength in schools and workplaces.

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Tapscott on Changing Pedagogy for the Net Generation , March 07, 2010, http://ascd.typepad.com/blog/2010/03/tapscott.html

The Net Generation

"What do we do with this collaboration-geared generation? We stick them in a cubicle, supervise them like they're Dilbert, and take away their tools (i.e., blocking sites like Facebook and Youtube)." Tapscott calls this creating a generational firewall. "It says, 'We don't get you, we don't understand your tools, and we don't trust you to use them.'"

These firewalls ignore evidence that students are putting their online organizing expertise to positive, productive use. Look no further than student movements in Iran, student-led political organizing during the Obama campaign, and civic activity at an all-time high in the United States, for example.

So how do schools embrace the Net Generation?

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Tapscott on Changing Pedagogy for the Net Generation , March 07, 2010, http://ascd.typepad.com/blog/2010/03/tapscott.html

The Net Generation

"We can’t just throw technology in a classroom and expect good things," notes Tapscott. We need to move away from an outdated, broadcast-style of pedagogy (i.e., lecture and drilling) toward student-focused, multimodal learning, where "the teacher's no longer in the transmission of data business; she's in the customizing-learning-experiences-for-students business.“

To reshape pedagogy, Tapscott says that we must consider eight norms for the Net Generation: freedom, customization, scrutiny, integrity, collaboration, entertainment, speed, and innovation.

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Tapscott on Changing Pedagogy for the Net Generation , March 07, 2010, http://ascd.typepad.com/blog/2010/03/tapscott.html

The Net Generation

This generation doesn't silo skills or access the way past generations might have. Likewise, we need to break down false barriers among work, learning, collaboration, and fun. We need to make good on kids’ right to the learning tools of their time and embrace the potential for technology to facilitate our rebirth as teachers and learners, Tapscott continued.

"In the U.S., the smartest kids don't go to lectures," he said. "When these kids that have been online since adolescence hit colleges, sparks are going to fly."

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Tapscott on Changing Pedagogy for the Net Generation , March 07, 2010, http://ascd.typepad.com/blog/2010/03/tapscott.html