Resource Guide for the Standards and Rubric for School Improvement

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Standard One:
School and District Leadership



Standard Two:
Curriculum, Instruction, And Professional Development

2.1 Alignment With Standards
2.2 Monitoring Curriculum
2.3 Communication With Stakeholders
2.4 Common Academic Core
2.5 Monitoring and Evaluation
2.6 Instructional Planning
2.7 Instructional Materials
2.8 Technology Integration
2.9 Differentiated Instruction
2.10 Research-Based Strategies
2.11 Long-term Professional Growth
2.12 Teachers Role in Student Success
2.13 Continuous Professional Development
2.14 Evaluation Process
2.15 Content Knowledge



Standard Three:
Classroom And School Assessments



Standard Four:
School Culture, Climate, And Communication



ADE Calendar of Events



Best Practices Academies

2.9 Differentiated Instruction

Differentiated instruction (i.e., adjustment of concept, level of difficulty, strategy for instruction, amount of work, time allowed, product or performance that demonstrates learning) is used to meet the learning needs of all students.

One size never fits all, one size fits one.

(Tom Peters,
quoted in The Big Picture: Education is Everyone’s Business by Dennis Litsky & Samantha Gabrelle)

Suggested Evidence
  • Observation
  • Lesson plans
Level of Performance: Exceeds Standards
  • All teachers consistently use pre-assessment as a basis for differentiation of instruction in all content areas.
  • Differentiation of instruction is observable in all classrooms.
  • Classroom observations indicate a well-planned blend of whole group, small group, and individual instruction.
  • All teachers consistently perform error analyses of their students’ summative assessments and use the results as a basis for re-teaching all content areas.
  • Target re-teaching of objectives is occurring in all content areas in most classrooms.

Related Resources

Tools
The Definition of Differentiating Instruction   
The Association for Supervision and Curriculum Development briefly discusses the definition of differentiated instruction and how it can assist in creating engaging instruction.
Author: C. Tomlinson
Publication Date: 1999
Publisher: Association for Supervision and Curriculum Development (ASCD)


Articles
NEW! Academic Literacy Instruction for Adolescents: A Guidance Document from the Center on Instruction   
This document developed by the Center on Instruction's Reading, Special Education and ELL Strands makes recommendations for improving literacy-related instruction in the content areas or across the entire school day, interventions for students reading below grade level, and recommendations for supporting literacy development in adolescent English language learners.
Author: Joseph K. Torgeson et al.
Publication Date: 2007
Publisher: Center on Instruction

NEW! Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle and High Schools   
Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle and High Schools, commissioned by Carnegie Corporation of New York and published by the Alliance for Excellent Education, discusses eleven specific teaching techniques that research suggests will help improve the writing abilities of the country’s 4th- to 12th-grade students.
Author: Steve Graham and Dolores Perin
Publication Date: 2007
Publisher: Alliance for Excellent Education

NEW! Extensive Reading Interventions in Grades K-3: From Research to Practice   
This report summarizes available data on the effects of extensive reading interventions (comprising at least 100 instructional sessions) and related implications for practice.
Author: Nancy Scammacca, Sharon Vaughn, Greg Roberts, Jeanne Wanzek and Joseph K. Torgesen
Publication Date: 2007
Publisher: Center on Instruction

NEW! Interventions for Adolescent Struggling Readers: A Meta-Analysis with Implications for Practice   
This report focuses on interventions designed to improve students' use of reading comprehension strategies. It also considers the impact of interventions that target improved reading vocabulary, accurate decoding of unfamiliar words in text, and increased reading fluency.
Author: Nancy Scammacca, Greg Roberts, Sharon Vaughn, Meaghan Edmonds, Jade Wexler
Publication Date: 2007
Publisher: Center on Instruction

Assessing Student Engagement Rates   
This article defines student engagement and describes various methods used to measure it, both in empirical research studies and at the classroom level.
Author: Chapman, Elaine
Publication Date: 2003
Publisher: Educational Resources Information Center (ERIC)

Contexts for Engagement and Motivation in Reading   
This article discusses engaged reading and instructional contexts that foster reading engagement and motivation.
Author: John T. Guthrie
Publication Date: 2001
Publisher: Reading Online

Differentiating Instruction For Advanced Learners In the Mixed-Ability Middle School Classroom   
This article provides an outline of some vital principles for differentiating instruction, with an emphasis on the learning needs of academically advanced learners.
Author: Carol Ann Tomlinson
Publication Date: 1995, October
Publisher: Educational Resources Information Center (ERIC)

Differentiating Instruction: Finding Manageable Ways to Meet Individual Needs   
Asserting that differentiation of instruction is a challenge worth meeting, the authors describe strategies that teachers devoted to this belief are using to make it a reality in curriculum content, process, and products at both the elementary and secondary levels.
Publication Date: 2000, Winter
Publisher: Association for Supervision and Curriculum Development (ASCD)

Differentiation in Diverse Settings: A Consultants Experiences in Two Similar School Districts   
Dr. Tomlinson describes how two districts and their leadership pursue different approaches to addressing the issues of implementing differentiated instruction throughout their schools. Particular attention is given to outlining an effective leadership plan for success in meeting the needs of diverse learners through differentiation.
Author: Carol Ann Tomlinson
Publication Date: August, 2004
Publisher: American Association of School Administrators

Differentiation of Instruction in the Elementary Grades   
The author describes what makes differential instruction successful and how best to accomplish it with specific directives for elementary school teachers.
Author: Carol Ann Tomlinson
Publication Date: 2000, August
Publisher: Educational Resources Information Center (ERIC)

Groupwork in Diverse Classrooms: A Casebook for Educators   (to edit this resource, contact WestEd)
Author: Shulman, J.H., Lotan, R.A., Whitcomb, J.A. (Eds.)
Publication Date: 1998
Publisher: Teachers College Press

How To Use Differentiated Instruction with Students with Developmental Disabilities in the General Education Classroom   
This book discusses how educators can achieve inclusive classrooms that give students with different abilities the maximum opportunity for growth. It provides frameworks for planning learning environments, content, process, and products that enable students with learning challenges to succeed with meaningful curriculum.
Author: Barbara Gartin, Nikki Murdick, Marica Imbeau, Darlene Perner
Publication Date: 2002
Publisher: Council for Exceptional Children

Maximizing Learning in Inclusive Classrooms   
Drawing heavily from strategies used in special education, this article discusses how teachers can help all students make better sense of the curriculum by using a variety of organizational, graphic and mnemonic aids.
Author: Rick Allen
Publication Date: 2003, Spring
Publisher: Association for Supervision and Curriculum Development (ASCD)

Meeting the Curricular Needs of Academically Low-Achieving Students in Middle Grade Mathematics   
This article discusses a study in which the researchers contrasted two curricula for teaching challenging mathematics to students who were at risk for special education in mathematics.
Author: John Woodward and Cyrus Brown
Publication Date: 2006
Publisher: The Journal of Special Education

Preparing Teachers for Differentiated Instruction   
This article offers a summary of research concerning differentiation.
Author: John H. Holloway
Publication Date: 2000
Publisher: Association for Supervision and Curriculum Development (ASCD)

Q&A: What’s the Big Deal with Graphic Organizers?   
This article discusses the benefits of graphic organizers and how they can be used in a classroom setting.
Author: Edwin Ellis
Publication Date: 2004
Publisher: Edwin Press

Quality Curriculum and Instruction for Highly Able Students   
Dr. Carol Ann Tomlinson describes how the highly able learner begins their journey further down the learning curve then their similar age peers. Curriculum and instruction must be modified to meet the needs of these “advanced learners” to challenge them and provide opportunity for growth.
Author: Carol Ann Tomlinson
Publication Date: Spring, 2005
Publisher: The Ohio State University

Reading Next: A Vision for Action and Research in Middle and High School Literacy   
The authors outline 15 key elements of an effective literacy intervention, and call on public and private stakeholders to invest in the literacy of middle and high school students today, while simultaneously building the knowledge base.
Author: Gina Biancarosa and Catherine Snow
Publication Date: 2004
Publisher: Alliance for Excellent Education

Reconcilable Differences? Standards-Based Teaching and Differentiation   
Publication Date: 2000, September
Publisher: Association for Supervision and Curriculum Development (ASCD)

Teaching Science: Meeting the Academic Needs of Culturally and Linguistically Diverse Students   
This article discusses ways for teachers to address the academic needs of students who are culturally and linguistically diverse.
Author: Lynne E. Houtz
Publication Date: 2004
Publisher: HighBeam Research

Using Instructional Design Strategies To Foster Curiosity   
This article discusses strategies that can foster engagement by increasing student curiosity in lesson content.
Author: Marilyn P. Arnone
Publication Date: 2003
Publisher: Educational Resources Information Center (ERIC)


Useful Links
NEW! Educational Java™ Programs   
This site was started in November of 1997 with the purpose of providing Java™ Applets that can be used as tools to help and enhance the education of children both at school and at home.(Description take directly from the site)
Publication Date: 1997-1999
Publisher: Arcytech

NEW! National Library of Virtual Math Manipulatives   
The National Library of Virtual Manipulatives is a NSF supported project that began in 1999 to develop a library of uniquely interactive web-based virtual manipulatives or concept tutorials, mostly in the form of Java applets, for mathematics instruction (K-12 emphasis). The project includes dissemination and extensive internal and external evaluation. (Description taken directly from the site)
Publication Date: 1999-2007
Publisher: Utah State University

NEW! NCTM Illuminations   
This site provides dozens of virtual math manipulatives with lessons divided by grade level and aligned to NCTM standards. Lessons are detailed and include activity sheets.
Publication Date: 2000-2008
Publisher: National Council of Teachers of Mathematics

NEW! Pattern Block Activities on the Web   
Dr. Margo Lynn Mankus shares her mathematics lessons, activities and blackline masters for manipulatives.
Publication Date: 1998
Publisher: Margo Lynn Mankus

Differentiated Instruction for Math   
This brief discusses the keys to differentiation, as well as provides six strategies to incorporating differentiated instruction in the math classroom.
Publication Date: 2004
Publisher: The Access Center

Differentiated Instruction: Effective Classroom Practices Report   
This report discusses strategies on how to implement the differentiated instruction model in the classroom, as well as explains some theory behind this method.
Author: Tracey Hall
Publication Date: 2002
Publisher: National Center on Accessing the General Curriculum

How to Differentiate Instruction   
Articles in this issue of Educational Leadership focus on providing differentiated instruction for various student populations in a range of contexts.

Note: The issue may be read on the ASCD Web site. Use the URL above to locate the article by date in the Archived Issues section of the Educational Leadership area.
Publication Date: 2000, September
Publisher: Association for Supervision and Curriculum Development (ASCD)

National Center on Accessing the General Curriculum   
This website defines differentiated instruction and provides links to articles and books on the subject.
Publisher: Center for Applied Special Technology

Teaching All Students   
Published by the Association for Supervision and Curriculum Development, the October issue contains articles that provide a comprehensive look at issues related to differentiating instruction.

Note: The full-text article may be read for free on the ASCD Web site. Use the URL above to locate the article by date in the Archived Issues section of the Educational Leadership area.
Publication Date: 2003, October
Publisher: Association for Supervision and Curriculum Development (ASCD)


Other Resources
Succeeding with Standards: Linking Curriculum, Assessment and Action Planning   
The authors describe the processes and strategies necessary to implement a systemwide standards-based program. Chapter 3, "Defining Effective Practices for Attainment of Standards" includes sample instructional guidelines which address the issue of appropriate instruction. An essential component of making appropriate instruction available to all students is access. The authors describe access to content, instruction, knowledgeable instructors, suitable resources, time, and to a safe and healthy environment. Chapters in the book include: Curriculum and Assessment Plan, Comprehensive Assessment System, Action Planning, Reporting in Relation to Standards, Professional Development and Getting Started. The appendix includes a Learning Opportunity Survey for Teachers and a Sample School District Plan.

Note: The book is available for purchase from the ASCD Web site. Use the URL above to locate the book.
Author: Judy F. Carr and Douglas E. Harris
Publication Date: 2001
Publisher: Association for Supervision and Curriculum Development (ASCD)

The Differentiated Classroom – Responding to the Needs of All Learners   
The author offers a comprehensive look at differentiated instruction beginning with samples from effective differentiated classrooms. The author identifies the elements of differentiation, instructional strategies that support differentiation, and learning environments that support differentiation. Key principles of a Differentiated Classroom are: (1) The teacher is clear about what matters in subject matter. (2) The teacher understands, appreciates, and builds upon student differences. (3) Assessment and instruction are inseparable. (4) The teacher adjusts content, process, and product in response to student readiness, interests, and learning profile. (5) All students participate in respectful work. (6) Students and teachers are collaborators in learning. (7) Goals of a differentiated classroom are maximum growth and individual success. (8) Flexibility is the hallmark of a differentiated classroom.

Note: The book is available for purchase from the ASCD Web site. Use the URL above to locate the book.
Author: Carol Ann Tomlinson
Publication Date: 1999
Publisher: Association for Supervision and Curriculum Development (ASCD)

The Keys to Effective Schools - NEA   
This book contains 10 chapters by different authors addressing issues related to effective schools. Chapter 2, “The Learner-Centered Principles: Their Value for Teachers and Teaching” by P. Karen Murphy and Patricia A. Alexander describes the American Psychological Association’s Principles of Learning. The 14 Principles represent a synthesis of what is known about learners and optimal learning from a psychological perspective. The Principles are focused on the individual student and on what psychological research reveals about optimal learning. The 14 Principles of Learning are a useful tool to increase our understanding of how students learn.

Note: The book is available for purchase from the Corwin Press, Inc. Web site. Use the URL above to locate the book.
Author: Willis D. Hawley with Donald L. Rollie
Publication Date: 2002
Publisher: Corwin Press, Inc.




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