Meeting the Needs of Diverse Learners

Painted Stone Elementary Shelbyville, KY

I can embrace ideas that will meet the needs of diverse learners.

I can apply one strategy at my school when I return.

Painted Stone Elementary

• The school was opened in 2002 and is currently home to 602 students.

• It is located within the city limits; drawing from the “country club” area, rural and inner city settings.

• 60% Free and Reduced; which qualifies

Painted Stone as a school-wide Title 1 Program

Andrew Carnegie“Teamwork is the ability to work together toward a common vision. The ability to direct individual accomplishments toward organizational objectives. It is the fuel that allows common people to attain uncommon results.”

Staff•Classroom Teachers

•Special Education Team

•Reading Recovery

•Special Areas Team

•Bilingual Instructional Assistants

Hispanic Population Growth

2003 2004 2005 2006 2007 2008 2009 2010 2011 20120

5

10

15

20

25

30

35

40

45

50

Years

Perc

enta

ges

State Assessment

2003 2004 2005 2006 2007 2008 2009 2010 20110

20

40

60

80

100

120

Academic Index

In-dex

Meeting the Needs of Diverse Learners

1. What do schools and classrooms look like when they are organized around the commitment to the achievement of high standards by all students?

2. What are the ways we can recognize, respect and respond to differences in learners?

3. How can we scaffold learning and extend it so that all learners are appropriately supported and challenged?

4. How do we use data to inform our instructional decisions?

Referenced by Paula Rutherford

High Expectations: BIG Goals

• Deconstructed Standards

• Mastery Learning• Common Assessments• Breakdown K-12• Student Goal Setting• Celebrations for

Growth• College Aspirations• Career Aspirations

College and Career Ready

We are the Class of 2024!

All Students will be ON or ABOVE grade level by May 20, 2013.

High Expectations: BIG Goals

“Children should not turn their work into a basket; that is telling them that we do not care.” -Carmen Coleman-Leslie Robertson

•What is quality work?

•Accepting only a students’ best

•Modeling from Teachers

•Leaving no student behind

High Expectations: Quality Work

High Expectations: Dress Code

• School-Wide Dress Code• Parent buy-in• Teacher supported• Various levels of Socio-

Economic Status• Focused on learning

High Expectations: Guidelines for Success

• School-Wide Behavior Management System

• Common Area Procedures• CHAMPS• Safe Schools Partner• Parent Communication

High Expectations: Celebrations

•Meeting BIG Goals•Attendance •Added Value•State Assessment Pep Rally•State Assessment

Recognitions•Accelerated Reader

Respond to Differences: Home Visits•Positive Relationships•Understanding Home Life•Flexibility•Cultural Respect

Respond to Differences: School Activities

•Choir•Student Leadership

Team•Yearbook Club•Running Club

• Odyssey of the Mind•Academic Team•STLP•Art Grant•Homework Help

Latino Night

•Latino Night•Arriba Niño's•Literacy Night•Art to Remember•Cookies with Santa

Respond to Differences: Culturally

Respond to Differences: LanguageEnglish/Spanish How do we overcome this?

• Translating Newsletters, Information, Notes

• DVD that shows English/Spanish strategies for Reading

• Parent/Teacher Conferences

Respond to Differences: Know Your Students•Meet them where they are•Parent Communication Logs•Perception as a learner•Extra Lesson (Waldorf)

Differentiate Learning: BrainboostersIntervention

Identifying specific standards or skills that students have not mastered.

Intentionally planning to provide instruction in various modes.

Assessing often to determine mastery of skills.

30 minutes Daily with small group instruction

Enrichment

Identifying specific standards or skills that student have already mastered.

Intentionally planning extensions for standards to deepen thinking and understanding.

Assessing often to determine higher order thinking.

30 minutes Daily

Embedded into Our Schedule

•Special Education Co-teaching•ELL Staff Co-teaching•Small group instruction

"Education is the key to developing an attitude of inclusion. The practice of inclusion provides the model of acceptance, belonging, participation, worth and dignity."Janis Jaffe-White and Reva Schafer, Toronto Family Network

Differentiate Learning: Inclusion

Differentiate Learning: Reading Recovery• Reading Recovery is proving to be as effective with ELLs as

with our Native Language Speakers in first grade.

• Comprehensive Intervention Model (CIM) is also proving to be an effective small group intervention.

Differentiate Learning: Real Life Experiences• Modeling• Scaffolding• Vocabulary • Picture Models

• Fieldtrips• Guest Speakers• Nature Walks• Songs

Differentiate Learning: Non-Fiction

Non-Fiction

• 50% of Instruction• Informational Skills• Focus on tracking our thinking;

building on our schema• Making real-life connections• Building Stamina• College and Career Preparation

Instructional Decisions: Data Teams

• Weekly Data; make adjustments• Proficiency is based on 90%

Plan

Instruct

AssessAnalyze

Intervention/

Enrichment

Instructional DecisionsRe-Teach Front-Loading• Ensure that students can

Master skills• Tweak what we are doing

• Vocabulary• Pictures• Background Knowledge• Learning Styles

Instructional Decisions: AssessmentsDistrict Assessments1. Measures of Academic Progress (MAP)2. Developmental Reading Assessment (DRA)3. Common Assessments4. ACCESS Test

Analyze and determine specific steps for students Des Cartes Independent Reading levels Language Education Plan Goals Determine Tiers of Intervention through RTI

ACCESS Data

1 2 3 4 5 60%

10%

20%

30%

40%

50%

60%

70%

80%

Kindergarten

KindergartenAccess level

Perc

ent s

tude

nts

in th

at le

vel

1 2 3 4 5 60%

5%

10%

15%

20%

25%

30%

35%

Fifth Grade

Fifth Grade

“Children who have grown up in a literate environment and have knowledge about books and print may seem easier to teach, but children who did not get such opportunities will learn these things very quickly if their brains are adept at taking on new experiences.”

-Marie Clay

Painted Stone ElementaryPursuing Standards of Excellence

•High Expectations•Respond to Differences•Differentiate Learning• Instructional Decisions

Painted Stone ElementaryMichelle Shipley, PrincipalMichelle.Shipley@shelby.kyschools.us

Heather Fallen, TeacherHeather.Fallen@shelby.kyschools.us

Beth Cook, TeacherBeth.Cook@shelby.kyschools.us