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Regarding differentiation in Math for HA students...

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Regarding differentiation in Math for HA students...

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At PES, I envision this happening during Math Success time. Not only can we create smaller groups, but we can use information from NWEA's reports, NWEA's Learning Continuum, and NWEA's Rit to Khan feature to create a series of learning opportunities that meet students where they are. If all the students are at the same instructional level, the classroom teacher working with those high ability students in Math Success can do some whole-group instruction on that skill.

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At PES, this was a focus at all grade levels. As we were scheduling for the 16-17 school year, we were, for the most part, able to limit the spread. We'll need to seek feedback from teachers prior to scheduling for 17-18 regarding this.

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1. Decide on a framework for cluster group classrooms--what will small group/whole group instruction look like in each classroom? What percentage of time will HA students work on differentiated curriculum?
(High Ability Building Committees can complete this by mid October, 2016)
2. Reevaluate how class lists are made--can classrooms only have a spread of 2 ability groups (HA and average, or average and low)? Or could students across the grade level switch classrooms for that instructional time? (Administrators will make this decision before the end of the 2016-17 school year)
3. Decide on goals for HA students at each grade level that align with Indiana's HA standards. (HA committees in each building can meet in October 2016 to pull together ideas at the building level. We could have a larger meeting with cluster teachers from both buildings present in November to share our ideas and come up with goals shared by the entire district.)
4. Decide on curriculum and materials to be used at each grade level that will help students reach those goals.
(The HA committee will need to meet from both buildings, possibly with multiple grade levels present. It would be good to have release time to work on this. We could have primary meet at one time and intermediate a different time. We would also need to consult with experts on what materials are available. It would be good to have materials and resources selected by May 2017.)
5. Develop a scope and sequence for each grade level that includes the goals, curriculum, and resources that have been chosen. It should also include the amount of time needed to cover the material. (Once materials are selected, HA cluster teachers from both buildings need to work together on this. They may find dates over the summer to work on it. It may be something that needs to continue into the 2017-18 school year)

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Although students identified as having high ability are placed in the same classroom at a grade level in order to facilitate differentiated instruction, teachers still have a wide range of learners within the classroom. The small number of identified students within a larger mixed ability classroom presents a challenge. Teachers differentiate to varying extents within these mixed ability classrooms with the majority of time and differentiation occurring with students who struggle. The responsibility for the content of the learning experiences for all assigned students currently lies with each teacher. When differentiated content for high ability students is determined entirely by the individual teacher, the differentiation can be easily lost if the teacher changes. An articulated plan developed at the district level, with teacher input, would map what high ability students at each grade would be expected to learn, provide specific resources for the teachers at those grade levels to draw upon, and provide the framework for the district to support through professional development.

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It was unclear how often or what percentage of total time in a subject area elementary high ability students were able to work on lessons differentiated for their ability or instructional level.

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Students will need more than skill in performing calculations or solving equations according to a pattern. Solving more complex problems and problems that do not follow the typical pattern will allow identified students to practice their skills while also exercising their high quantitative reasoning abilities. These students are the ones that need to be prepared to study for career fields in medicine, engineering, technology, and science, if that is where their interest lies. The advanced courses they will need will require a very strong foundation in math. This is a different level of math instruction than that for which grade-level textbooks are constructed, but it is the level these students need to be prepared for success.

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The math materials considered will need to include a more in-depth approach than what is likely provided within the adopted series. The materials needed for students identified with high ability will include both work above grade level as well as a focus on understanding why procedures and answers are logical.

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If the district chooses to develop a differentiated curriculum and instruction plan for math, professional development on the instructional models and materials will be needed.

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Allow students identified as having high ability in math the opportunity to work on a curriculum that is at least one-year advanced and that includes a heavy emphasis on problem solving.