MANAGE CHANGE

Milisa Sammaciccia Ismail, MEd.Change Leadership For The

Differentiated Educational Environment

AREA OF CHANGE

The area of change indentified is to increase math scores through the implementation of differentiated instruction and increased training through an on-site Professional Learning Community (PLC).

Professional development will be provided and required and, grade level team leaders will be assigned.

Student’s areas of deficiency and strengths will be identified at the onset of the school year, rather than being addressed, as was the standard previously, as problems are presented. Pre-assessment, formative and summative assessments skills will be utilized.

Prescribed targeted instruction will be shaped and outlined by the PLC Learning paths will be adjusted accordingly based on pre-assessments

and formative assessments.

STUDENTS, STAFF & SETTING Students: elementary school grades K-5. The students create a mosaic of

diversity that is reflected in the school and classroom environments respectively. Because of cookie-cutter teaching methods, students are increasingly displaying boredom, standardized test scores are not on grade level and they are showing strong tendencies towards disengagement in the learning environment. Most of the student’s are from economically disadvantaged homes.

Staff: teachers are lacking the skills needed to create an environment of differentiated learning to meet the needs of diversity within the classroom setting. Teaching methods are reflective of a "one-size-fits-all" pedagogy that is no longer effective to optimizing educational and learning opportunities, goals and objectives. Individual student abilities, skills and knowledge are all being overlooked because of this antiquated approach.

Setting: this is a public elementary school in an urban neighborhood. The school itself is a Magnet school where technology, math, science and language arts are exemplified; however, reductions in State mandated assessments, (called the Florida Comprehensive Assessment Test (FCAT)) have shifted the instructional focus towards long-term progress.

GOALS & OBJECTIVES

Goals: students at Bay Point Elementary will develop a broader baseline of computation skills, have the ability to use numbers and numerical relationships for expansion of problem-solving. Students will be able to effectively communicate their reasoning in solving mathematical equations and problems. Overall student achievement scores will be increased to proficient and/or advanced.

Objectives: skill gaps are identified to identify individual student learning needs and lesson plans are reorganized through differentiated instruction “to meet each student at his or her individual instructional level, and motive and challenge each student to perform to the best of [their] ability” (Bannockburn Elementary, 2009). To ensure that all teaching staff have access to content knowledge, assessment and instructional adjustment techniques.

PLAN OF ACTION

Pre-assessments will be administered in all classes to identify skill level and knowledge base at the onset of each unit of learning.

Extension activities will be aligned to targeted skill areas identified using various formative assessments and unit level summative assessments.

After-school math labs will be made available for students to attend voluntarily to receive additional assistance and guidance in content areas.

Ensure that student engagement is fostered in the classroom setting. Utilization of benchmark assessment data to adjust differentiated

instruction accordingly. Using data, teachers will monitor and adjust instruction and do timely

interventions for identified underachieving students They will benefit from: -Extended time -Modified instruction -Small group instruction -Team teaching

STRATEGIC PLANNING

By September 15th, 2011, all students (100%) will be assessed for skill level and knowledge base through pre-assessment tests.

Instruction will be adjusted to meet the needs of the differentiated classrooms at the closure of each and every summative unit assessment.

Teaching staff will receive on-going and continual support, guidance and instruction through the Professional Learning Community (PLC)

By March 15th, 2012, 50% of our students will score at or above a level of “advanced” in-school developed formative assessments (prior to the administration of the State required FCAT).

By March 15th, 2012, not more than 5% of our students will score below a level of “proficient” on in-school developed formative assessments (prior to the administration of the State required FCAT).

Culture and environment shall foster motivation and encouragement. Teaching staff shall be available on rotation to assist in the extended math

lab.

ASSESSMENT

Individualized classroom assessments (formative) will be applied and reviewed.

Math unit assessments (summative) will be administered to all grade levels.

Flexible grouping processes will be used after the pre-assessment is administered at the onset of each mathematical unit.

State required assessment (Florida Comprehensive Assessment Test) will be administered as required by law.

RESOURCES NEEDED

Materials needed within the classroom: Interactive SmartBoards Computer accessibility in all classrooms Data projectors

Time required by teaching staff & administration will be for weekly collaborative meetings with the grade-level team leaders and monthly with all teaching staff through the PLC.

“Technology will enable teachers and administrators…to share ideas, strategies, and tools with one another in ways that will dramatically increase the number of collaborative links among [the participants]” (Abdal-Haqq, 1996).

PROFESSIONAL DEVELOPMENT

Analysis of previous student achievement via data charts will be compiled as an overview and shared at grade-level meetings.

Professional training will be implemented on effective analysis of applied assessments: pre-assessments, formative and summative.

Training will focus on flexible groupings, tiered lessons, math centers and anchor activities.

Training in differentiated instruction will be implemented at all grade-levels.

Utilize job-embedded learning through “developing a deeper understanding of content and increasing teachers’ knowledge base; supporting implementation of curricular, instructional, and assessment initiatives; providing coherence and focus to school growth and improvement; focusing on a specific, targeted school wide need; continuing the professional dialogue about teaching and learning” (p. 11). Ensure that alignment in the professional development is truly job-embedded and results driven to maximize student potential.

Training and use of multiple intelligences in the classroom environment to optimize student learning style and potential.

PROFESSIONAL DEVELOPMENTCONTINUED…

Instructional techniques will be provided in the areas of compacting, grouping and adjustable assignments.

Weekly team meetings will be scheduled to discuss instructional intervention strategies and share methodology and processes.

Flexible grouping techniques will be utilized after the pre-assessment of each unit.

LEADERSHIP IMPACT

The impact of effective leadership will be profound on the proposed changes.

Demonstrating the effectiveness of the changes and witnessing results driven methods will help to minimize resistance to implementation and processes.

Maintaining maximum levels of interaction, feedback, empowerment and collaboration will reduce anxiety and increase cooperation and trust levels.

Through the use of teamwork in achieving the goals and objectives there derives a level of personal ability to orchestrate individual accomplishments towards the critical needs identified.

RESOURCES

Abdal-Haqq, I. (1996). Making time for teacher professional development. Washington, DC: ERIC Clearinghouse on Teaching and Teacher Education. (ERIC Document Reproduction Service No. ED 400 259). Retrieved from http://www.ed.gov/databases/

ERIC_Digests/ed400259.html

 

Bannockburn elementary school. (2009). Retrieved from http://www.montgomeryschoolsmd.org/uploadedFiles/schools/bannockburnes/aboutus/SIP0910.pdf

 

Gregory, G. (2008). Differentiated instructional strategies in practice:  training, implementation, and supervision (2nd ed.). Thousand Oaks, CA:  Corwin Press.  ISBN:  9781412936521

 

Leadership Academy – Skills. (n.d.) Educational Impact. Retrieved from http://programs.educationalimpact.com/topics/index.cfm?ses=653157&&videoNum=1&CFID=4595432&CFTOKEN=71425425

Willow Run Community Schools, (2010). School improvement plan. Retrieved from http://www.wrcs.k12.mi.us/Schools/WRMS

/WRMSMain.html