Using Data to Differentiate

Instruction

by

Annette Dodson
Glenmount Elementary Middle
School
A School
with Pride,
Potential,
and
Purpose.
 Our School Vision

Our vision is a school

community where students
feel challenged, trusted, and
successful, and learning is
meaningful, productive, and
engaging.
“Tell meandI will forget,
showmeandI might
remember, involvemeand
I will understand.” -
Confucius
Ready or Not…The World is Different
• Work is different…
• Tools are different…
• Communication is different…
• Information is different…
• Kids are different…
• Learning is different…
• Teaching is different…

AND LEADING MUST BE DIFFERENT!

 When it comes to our
students and learning . . .
one size
does
not fit
all!
Differentiated Instruction
Podcast

what_is_di.m4v
Differentiated Instruction. . .
• is proactive
• is more qualitative than quantitative
• provides multiple approaches to
content
• is student centered
• is a blend of whole-class, group, and
individual instruction
• is rooted in assessment
 Differentiated Instruction
Pre-assessment Questions
• How do I currently meet students’
varying learning needs in my
classroom?
• What makes my classroom a good fit
for students who either struggle to
learn or learn with ease?
• How do I already address different
learning profiles and interests?
• How do I vary student groupings?
 When using data to plan
Differentiated Instruction it is
important to remember that…
• all students do not learn the same way

• good teachers adapt to students’

different learning styles
 Student-Dependent Ways to
Differentiate
• By Readiness:
Readiness students’ interest point
relative to a
particular
understanding or skill
• By Learning Profile: students’ particular
way of
learning
• By Interest: students’ attraction, curiosity,
and passion for a
 Teacher-Dependent Ways to
Differentiate
• Content: Multiple options for taking in
information

• Process: Multiple options for making

sense of the ideas

• Product: Multiple options for

expressing what they know

 “Differentiation is rooted in
assessment.
A teacher who understands the
need for teaching and learning
to be a good match for
students looks for every
opportunity to know her
students better” (Tomlinson, 4).
 The Power of Data
With data, we are able to. . .
• Assess current and future needs of
students
• Decide what to change
• Determine if goals are being met
• Engage in continuous school
improvement
• Identify root causes of problems
• Promote accountability
 Using Data to Create
Differentiated Instruction
• Teachers can use performance data
from :
-Standardized Tests
-Benchmark Assessments
-Classroom Assessments
-Daily Work with Students
 Benchmark Assessments
• Benchmarks are a point of reference
from which something can be
measured. The Benchmark Tests are
used to measure students’ ability levels
in reading and math. Teachers are able
to analyze the data gathered from
Benchmark Tests and use it to
determine their students' strengths and
weaknesses, thus tailoring their
instruction to meet the needs.
Online Assessment Reporting
(OARS)
OARS is a web-based data management tool
that facilitates the collection, reporting, and
analysis of periodic assessments. OARS
helps districts meet the requirements of No
Child Left Behind (NCLB) legislation by
making assessment results readily available.
Teachers are able to modify instruction
based on assessment results, and school
and district administrators can plan
appropriate professional development and
support.
 OARS guides districts to improve
instruction and student achievement by . . .
• providing instant assessment data
• providing teachers with information on where
to focus their support
• identifying students who may need
interventions
• providing school administrators with
information needed for supervision of
instruction
• helping to identify areas of need for Grade-
Level Team Meetings
• providing teachers with information to share
with parents at parent-teacher conferences.
 OARS
• www.oarsaccess.net
% of Students Proficient or Above Benchmark Reading
70
60
50
Test 1 Diagnostic
40 Regular
Test 2 Assessment
30
Test 3 Mock MSA
20
10
0
3

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4

8
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 Benchmark Mathematics
% of Students Proficient or Above
50
45
40
35
30 Test 1 Diagnostic

25 Test 2 Regular
Assessment
20 Test 3 Mock MSA
15
10
5
0
3

8
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 Framework for Teaching and
Learning
• Using the assessment data teachers
are able to gain insight into the
strengths and needs of their students
before they begin planning their
lessons or units.

• Begin planning to meet the diverse

needs of your students.
 MyGuide Personal Learning
Program
The MyGuide process uses summative
data from the school districts to
develop personalized instructional
material for each student based on
their test results. The material is
delivered in an easy-to-use online and
print-on-demand model.
 MyGuide Personal Learning
Program

http://info.grow.net
 Resources
• The Differentiated Instruction Classroom:
Responding to the Needs of All Learners by
Carol Ann Tomlin
• Web 2.0 –
www.teachertube.com/Differentiatedinstruction

• http://dipodcast.edublogs.org
• www.oarsaccess.org
• http://info.grow.net
Questions?