Supporting learners who struggle, challenging those who excel, and maintaining high standards for al

Differentiating instruction to assure that learners at all levels are demonstrating growth is something that is very important to me. Doing this effectively requires teachers to identify levels of understanding relative to core skills, then target students for appropriate interventions or enrichment, and critically self reflect on not only student learning, but their own teaching practices in order to increase student achievement for all students.

Over the past four years, we have developed a list of high yield strategies that have become “Non-negotiables” in our building. Teachers write daily lesson plans that include carefully written objectives focused on lesson-sized chunks of learning, strategies to support English Language Learners, and carefully selected Checks for Understanding that measure student learning at the end of each lesson. That data is then used immediately to inform instruction for the next day.

Data from grade level common formative assessments is analyzed during a three-hour block that we call Collaboration and Planning time. Teachers use this time to unpack power standards, create exemplars of student work, establish clear learning targets, and plan for the upcoming week. They also use this time to identify students who need additional support, and then divide them into groups for the remediation/enrichment time that has been built into our master schedule.

Our goal is to make every minute matter, even for those students who are already performing at high levels. Teachers have unpacked the standards and created Proficiency Scales with performance levels that include indicators that exceed grade level proficiency. Students who consistently demonstrate understanding of core skills that is beyond what is expected are invited to a “Challenge” group taught by a teacher with a Gifted and Talented endorsement. This class focuses on STEM, problem solving, and communication skills.