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I observed Ms. Riggs second period math class. Differentiation was evident throughout the lesson. In the beginning with the activator Ms. Riggs walked around providing individual help to students and actually not helping a student because she knew he could do it on his own. While she went over and discussed the activator she also addressed where students had got stuck and what they had forgotten to do. Also, all students are provided an activator sheet for the week. They had it on the Promethean board and they had their own sheets too. After the students needed to review for a test so they had to teach a problem to the class. They had several choices for the final product from creating a poster to a slide on google slides to project on the Promethean board. In addition they was flexibility with the groups. They could work with partners or on their own. Students enjoyed the opportunity to be the teacher and teach others.

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I observed Ms. Flores' class during second period.  The differentiation was evident in both the lesson I observed, and the lesson progression from yesterday and for tomorrow.  Specifically, the students were differentiated according to readiness/Lexile for the articles they were reading.  In addition, the students were differentiated according to both readiness and choice in the organizers they were using for their persuasive essay.  I was particularly impressed by the student's self-awareness of their needs in selecting their organizers.  I had taught some of the students last year, and the organizers they selected for themselves were consisted with the ones I would have selected for them based on readiness.

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I observed Ms. Flores' class during second period.  The differentiation was evident in both the lesson I observed, and the lesson progression from yesterday and for tomorrow.  Specifically, the students were differentiated according to readiness/Lexile for the articles they were reading.  In addition, the students were differentiated according to both readiness and choice in the organizers they were using for their persuasive essay.  I was particularly impressed by the student's self-awareness of their needs in selecting their organizers.  I had taught some of the students last year, and the organizers they selected for themselves were consisted with the ones I would have selected for them based on readiness.

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I observed Mrs. J's 2nd period health class. The students were watching a first aid video and completed a worksheet based on the information they learned. Mrs. J had two different versions of the worksheet and she assigned these to the students. The worksheets were organized by the same sections as the video, making it easier for students to find the answers. Mrs. J paused the video at key moments and reviewed/expanded on the concepts they had just watched. She helped point out some of the answers, saying "watch this" etc. to help students focus on important details. Mrs. J walked around to support individual students as they were writing. She offered breaks to a student who needed it. Lots of great class support and individual student support throughout!
Mrs. J reviewed next steps including a practical lesson, in which students will practice bandages. This is great because some of the students might be more tactile learners!

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I observed Vanessa Varela's Beginning Strings class during 7th period.  She has 19 students playing 4 different instrument types.  She tuned many of the instruments at the beginning of the class and had what measures in a song that they should be reviewing while she conducted the tuning.  They are preparing for a concert.  She has the number of rehearsals left until the concert posted on the board. She reviews the notes for everyone prior to starting. This helped those struggling students to review and know what to play. As they play she  calls out the fingering and the rests.  She also uses clapping to help the students stay on beat.
She plays the piece herself and asks students to identify mistakes that she is making.  She uses repetition to give students the time rehearsing and emphasizes that they need to collaborate so they all sound like an orchestra.  She gives the students the option to play and speak the notes or just play as they practice picking.  She also speaks the notes as they go which helps all the students succeed. She gives special directions to those playing the bass violin which is a little different. Awesome lesson!

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I observed Ms. Poulin's 3rd period Algebra support class: a mix of students who have Poulin, Kasayan, and Kollo for Algebra and need extra support so they have a double period. The students had to solve various algebraic problems. They had a choice between doing the Progress Check Review #2 packet individually at their desk OR roaming the room to the stations. Ms. Poulin roamed the room and supported her students as needed. As students completed the task they were required to complete a preview lesson activity "Math in Sports" where kids used Chromebooks to watch sports clips and respond to various questions. The kids who got to this point were very engaged with this, At the end of class, Ms. Poulin reviewed all the answers and walked the students through the process of solving the equations. Her expectations were high and explicit, explaining to the kids precisely the information they needed to include to earn full credit.

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I had an opportunity to observe Ms. Lopez's period 1 supported math class.  Students could choose their math assignment from three categories. The categories were: mild, spicy, and extra spicy.  The spice level determined the level of difficulty.  All students were familiar with the process of choosing their assignment, and all students were actively participating and engaged in the lesson.

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Mr. Ferrantes's class were grouped based on readiness (3 levels).  They were assigned tiered readings assignments on Mansa Musa.   After completing the tiered readings assignments for homework with questions, students were asked to draw the story of Mansa Musa’s pilgrimage to Mecca with their table groups (all students of the same reading level).  They used poster paper to make a 4 paneled drawing without using words.  Students then did a gallery walk

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When visiting Mah's 3rd period class, she was conducting a lab that had each student actively involved. She had cards on the desk to designate jobs for students to do. The lab was self-paced which allowed each group to work at their own pace and collect the data they will need to answer questions about the lab.

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When viewing  Yvonne's period 3 class, the students were engaged in an activity that allowed all levels to participate at a high level.  Students were partnered and were up and moving in a very engaging lesson on reflexes.  Many levels of learning were present. Her room is organized so that the students are at a table with cards that designate what role each student has. Roles rotate so that each student is engaged and participating.

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Brock                                     When visiting Kathy's 2nd period WS, I saw many opportunities for students to improve their learning.  Kathy afforded assistance to all students and encouraged them to ask questions and broaden their connections to the topic.  Students also used Google Classroom to take a test, accessing learning styles.

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Brock                                     When visiting Kathy's 2nd period WS, I saw many opportunities for students to improve their learning.  Kathy afforded assistance to all students and encouraged them to ask questions and broaden their connections to the topic.  Students also used Google Classroom to take a test, accessing learning styles.

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When visiting Maura's 7th grade advanced English class, she differentiated by having a total of 6 books for students to choose from to read. She broke both the kids and the books up into three levels based on their Lexile scores. Of the 6 books, students could choose from 3  that fit into the range of their score. The day's activity was for students to analyze any two character's sense of place from the book they chose to read.