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In person, it was great. Online, it was difficult to tell if it was benefitting the kids due to support of parents.

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Online - not effective
In person - somewhat effective, depending on if small groups were allowed/available

The changing of students between online and in-person made it even more challenging to get to know students and what level they were. It was almost impossible to figure out because of the inconsistencies

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On a surface level, we saw evidence of differentiated student assignments online and in-person. It wasn't necessarily consistent, and we are unsure how we are tracking student data.

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In DL there was more small group/intervention happening - even if not all kids came.  F2F we lost some of the interventionists and interventions.  It was also hard to know what to do with COVID strategies and groups.

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In person- effective when finding resources, small group instruction was virtually non-existent
DL- time consuming to create differentiated Seesaw activities, challenging when students did not come to small groups

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Due the parameters of covid, we could not effectively meet with small groups on a regular basis in-person.

Having Dreambox and Lexia, provided differentiation.

Also having to switch teachers mid-year we prioritized community building and SEL.

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We provided interventions for DL and IP with different outcomes/effectiveness depending on the attendance of the student.

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We provided interventions for DL and IP with different outcomes/effectiveness depending on the attendance of the student.

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As a team, in DL, we had differentiated math and reading groups, we used our AE effectively and was able to deliver differentiated instruction to all students with consistent attendance

# data[].attributes.subject
As a team, in DL, we had differentiated math and reading groups, we used our AE effectively and was able to deliver differentiated instruction to all students with consistent attendance

# data[].attributes.body
DL - inconsistent attendance and hard to see where they are at.
IP - We did the best we could with Covid protocol. We could not do small groups at first and now we can and the confusion really hurt our planning.

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Using pre and post assessments regularly to monitor student growth

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Was it monitored? We are not aware of any place that differentiation was monitored in classrooms.

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we need more time and resources to create the lessons

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We feel that everything was out of our control. We did our best to adapt, as did the students. There is nothing we could re-do.

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Plan - clear and defined. How are we going to meet the needs of students socially and academically? Some students haven't been to school consistently in a year and a half.
We want students grouped by need instead of grade. Flexible classrooms.

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Wasn't implemented well due to lack and inconsistent communication

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We used data to implement differentiated groups; inconsistent follow-up.

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We used data to implement differentiated groups; inconsistent follow-up.

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Online- It was a lot of work, but once you had a template it was effective and were able to differentiate each day.
In-Person- It was difficult to differentiate with attendance/quarantining/interventionists being pulled to sub/etc.

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PLCs looked at student data and artifacts. Teams adjusted instruction strategies based on this data.

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It would have been really helpful this year to have strong district-level guidance to provide the vision and resources for and examples of  differentiated instruction during DL/IP transitions.

# data[].attributes.subject
It would have been really helpful this year to have strong district-level guidance to provide the vision and resources for and examples of  differentiated instruction during DL/IP transitions.

# data[].attributes.body
More time right out the gate would have been helpful. Once we had async Weds, we were able to differentiate even more.

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more training and support about small groups and differentiation. Consistency across the classrooms.

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Ongoing assessments to determine groups based on new knowledge.

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get more teachers involved in learning walks and peer observations. Find creative ways to protect time for that

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The backwards planning days given to us were extremely helpful and valuable in regards to planning for differentiated instruction

# data[].attributes.subject
The backwards planning days given to us were extremely helpful and valuable in regards to planning for differentiated instruction

# data[].attributes.body
Learning walks! More staff meetings to talk about differentiation and create consistency.

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Define differentiation, how fluid it is, how to assess and determine flexible groups. Provide guidelines and examples of differentiated lessons. Embed it in professioinal learning communities, look at student work and determine next steps.
Stronger focus on critical thinking with support from district.

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More consistent followup in regards to short-term and long-term planning

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Continue with backwards planning

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Is the only way to differentiate in small groups?

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more interventionists