Student services final ppt

Student Services Division

Differentiation for Group Guidance and Student Services

October 9, 2012

SESSION II and III AGENDA

9:40 to 10:00 Review Article at Table Discuss Questions Report to Group Using Chart Paper

10:00 to 10:15 Large Group Presentation to Review KUD Explanation of Differentiation by Readiness (with examples)

10:15 to 10:30 Directions Provided for 2nd Activity Break into Small Groups (See Group Assignments) Connection to January Institute and March School Improvement Day

10:30-10:40 Break

10:40-11:05 Design Tiered Plan that Matches KUD

11:05-11:30 Share Tiered Lesson with Large Group

Objectives:

I will be able to:-Understand the importance of differentiating student

services (U)-Understand that there are a variety of students within

each group guidance audience or social work group (U)-Define differentiation by readiness (K)-Explain the factors impacting students’ readiness for

guidance (K)-Define tiering as a method of differentiating by readiness

and review an example(K)-Create a tiered group guidance/student services lesson

(D)

DIRECTIONS FOR ACTIVITY #1Please review the article that was emailed to

you last week

In your groups, discuss answers to the questions

Assign a note-taker to write answers on chart paper and be prepared to share with large group

ARTICLE GUIDING QUESTIONSDoes the Student Services Division currently use

differentiated strategies while delivering group services? In what ways?

What are ways we can further differentiate in our group guidance and social worker groups?

What is the concept of “Readiness” as it relates to differentiation? How can we determine readiness prior to our groups?

CURRENT LTHS STUDENT DATA

•This data is LTHS student data from a current, English III Prep Class. All students enrolled in this period are Juniors.

•Notice the variability and range of the GPA, Class Rank, and ACT Composite Scores, which can be utilized as indicators of student readiness.

Full 2.0 difference between lowest and highest GPA’s523 students separate the highest class rank from the lowestACT Composite Scores range from 13 to 26

GPA CLASS RANK P-ACT COMPOSITE SCORE

3.7 353 203.5 405 213.3 420 263.5 420 213.3 466 203.3 466 243 561 143 561 173 586 182.9 608 152.9 608 182.7 642 172.7 657 142.7 672 132.6 697 152.4 730 152.4 735 142.3 756 162.3 768 152 823 131.9 832 161.7 876 14

•This data is LTHS student data from a current, English III Accel Class. All students enrolled in this period are Juniors.

•Notice the variability and range of the GPA, Class Rank, and ACT Composite Scores, which can be utilized as indicators of student readiness.

Full 1.3 difference between lowest and highest GPA’s536 students separate the highest class rank from the lowestACT Composite Scores range from 15 to 34

•Can we assume that all students enrolled in any class, Prep, Accel, Special Ed or Otherwise, are at the same level of Readiness?

GPA CLASS RANK P-ACT COMPOSITE

SCORE

3.8 316 193.7 140 243.6 155 233.6 155 283.6 177 243.6 287 233.6 338 243.5 229 273.5 284 243.5 347 203.4 329 203.4 406 193.2 268 343.1 450 193.1 496 193.1 504 223.0 481 213.0 544 152.9 531 172.8 429 222.5 676 18

3 Ways to Differentiate

“What a student enjoys learning about, thinking about, and doing”(Tomlinson & Strickland, p.6)

“Current knowledge, understanding, and skill level a student has related to a particular sequence of learning”

(Tomlinson & Strickland, p.6).

“A student’s preferred mode of learning” (Tomlinson & Strickland, p.6).

DIFFERENTIATION BY INTEREST AND LEARNING STYLE

InterestIncreased Motivation Within Area of InterestPost-Secondary Options (college, trade school, military, etc)Using Interests/Activities for Social Work GroupingSocial/Emotional/Mental Health Status

Learning ProfileVary Presentation of Lessons to Address Multiple

Intelligences and/or Learning Styles i.e. Visual, Kinesthetic, Auditory

Ways to get the Information you Need to Differentiate by Readiness

ReadinessTranscripts/Grades

Academic Performance at Previous SchoolsAttendance DataBehavioral DataDecision Ed Information

MAP ScoresExplore, Plan, ACT, ACCESS Test ResultsRelevant Information about Home/Family/Medical

Circumstances

Differentiating by READINESSWhy? To appropriately

challenge all learners

Goal:“make the work alittle too difficult forstudents at a givenpoint in their growth-and then to providethe support they needto succeed at a newlevel of challenge”

When we differentiate byReadiness we should considerstudent:

“Attitude (toward school & topic)Experience with the topic (outside

of school or previous courses)Knowledge, understanding, and

skill with the topicPreconceptions about the topicOvergeneralizations about the topicGeneral communication, thinking,

& reasoning skills”Tomlinson & Strickland, p. 6 Strickland, p. 8-9

Tiering: A Method of Differentiating by Readiness

“Tiering is a process of adjusting the degree of difficulty of a question, task, or product to match a student’s current readiness level.”

Strickland, A Strategy for Readiness Differentiation

To Tier an Assignment:1) Determine the KUD statement2) Identify the readiness ranges

relative to the KUD goals3) Create an activity that is engaging

& rigorous4) Replicate the activity to address

differences in readiness• Use similar knowledge & skills• Yields the same understanding

5) Use assessment data to match the task to the student

Strickland, A Strategy for Readiness Differentiation

Tiering: A Method of Differentiating by Readiness

Commonality (in Tiers) Differences in Tiers

Builds understandingOffers challengeCenters on the same skillIs EngagingBegins where the students

are

Amount of structureNumber of facetsComplexityPace Level of independence

Strickland, A Strategy for Readiness Differentiation

TIERED GUIDANCE EXAMPLE

KUDKNOW

Career Paths

UNDERSTANDYou will be happier in

your career if you make a careful choice

that matches your skills and desired

lifestyle

DOCompare careers for

a given purpose

AdvancedIn a graphic organizer of your choice, compare and contrast two careers that interest you. Include at least 4 important variables for comparison. Be ready to justify your choice of variables. Which career would be the best match for YOU? Write a paragraph explaining your thoughts

On Grade Using the provided grid or another graphic organizer of your choice, compare two careers you find interesting along four key parameters. Consider points of comparison such as likely compensation, availability & location of jobs, characteristics of those who are successful in the field, and at least one other variable. Which career would be the best match for YOU?

BELOW GRADEWork with a partner on this task. Using the provided grid, investigate two careers you both find interesting. One person will be in charge of locating and filling out the information for each career. Note that some cells are already fill in for you. (Points of comparison are provided)

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DIRECTIONS FOR ACTIVITY #2In your grade-level teams, develop a differentiated group

guidance lesson Each grade level has been assigned a topic selected from their

classes’ group guidance curriculumThe Lesson should be differentiated by readiness and should

follow the tiered-lesson modelThe Lesson should arrive at the relevant K, U, and D that you

developed during Session ISupport Staff have been assigned to NC/SC School Avoidance

TeamsWithin your teams, develop a tiered student services response

to students exhibiting school avoidance

TEAMS AND TOPICS for ACTIVITY #2Freshmen Sophomores Juniors Seniors

Understanding Learning

Style

Stress Management and

Career Exploration

SOS and ACT Finalizing Post-

Secondary Plans

C. Grosrenaud N. Peterson P. King M. Stupak

T. Reid K. Elliott J. Bauer A. Ip

M. Liccardi L. Torres M. Ziroli M. Boyle

L. Musser J. WidingNC School Avoidance

SC School Avoidance

P. Locke M. Pacejka

B. Pulliam J. Cushing

A. Strickland E. Baker

J. Fanta K. Dostal

K. Costopoulos

SESSION II AND III WRAP-UP

Group Discussion on Differentiation by Readiness and Tiered-Lesson Creation

Questions?

THANK YOU FOR YOUR PARTICIPATION!!