Lift: Push the Right Buttons

Entertaining and an Excellent Metaphor for differentiation

Pushing the right buttons to get lift in achievement.

Last week in PD you did some exercises in what differentiation is, when to do it and a little of how it's done.  We will be focusing on this during our academic time together on November 14th, December 5th, 12th and 19th.  We will work through the definition and get a solid foundation of how we will implement and learn with kids at the center of the work.

Now that we've covered the what and when it's time to explore the HOW.  

Creating the conditions to support students who have needs beyond the strong universal core is how we will move from 65% proficient as a building to meet our goals of 75% in reading and math.  Providing intentionally planned instruction will result in a dramatic increase with you make the most of the three elements we will be working on in professional development over the course of the next month.  

Three Elements to implement with fidelity:

1. A system of assessment:  Systems of assessment are designed strategically to offer information for specific purposes to your students.  These assessments include formative assessments (daily, weekly, monthly) that demonstrate what students know and what they may need.  I see many of you (Stacy B., Emily, Katie N., Kate L. Paige M.) with clipboards walking around as kids work and marking what they see next to their names.  These teachers know what they are assessing for and have the success criteria at their fingertips.  They can analyze this information quite quickly and then respond right away.
2. A consistent schedule:  Creating consistency is KEY to help create and effective learning environment. With a schedule of targeted student names, duration (length of lesson), and frequency (how often each week).  This schedule is based on student need from the system of assessment.  Recently I observed Amy as she met with her kids during CORE literacy.  She had the kids in groups by color with a schedule written on the whiteboard. It mentioned when they met, their target and assignment.  This type of organization optimized the environment and gave kids a clear path to support their work. 
3. A plan:  During guided instruction, the teacher prompts and facilitates students through small group learning activities that increase their understanding of the content.  In order to do this well teachers need a clear plan and path to move kids efficiently and quickly through the lesson so they can achieve.  Jessica Meleney was observed doing and intervention group with a group of students.  She used data to guide her decisions and met with the group for about 15 minutes.  Because these first grade students weren't able to read consistently she took them through a series of activities (phonemic awareness ie hearing and recording sounds, syllabication, phonics (CVC words) and then wrapped it up with a book that she assessed as the kids read.  It was paced well and students showed significant success.  

Pushing the right buttons to get lift in achievement is key to raising our achievement profile.  You have the skill and support to get through and make a difference in reading and math.  We will go slow to go fast and as we move you will begin to understand your influence and power to affect change.  You are the key!

Question for your PLC:

What is the current state of your team with the three elements of: system of assessment, schedule and planning?  How will you work together in both reading and math to maximize your efforts at differentiation?  Please label your response in the comment section.