Key Assessment: Part I

Identification of Learning Problem

General Audience
The primary audience consists of certified teachers working in early childhood within a school.
Any part of the staff who works to educate or support students learning will get the training. All
certified teachers should get the training to ensure everyone is working together and has a similar
goal.
Problem Identification
Douglas County schools have adopted Common Core Georgia Performance Standards to provide
set curriculum for students and teachers. These standards are more detailed and allow for higher
student achievement. In order to seek higher achievement for all of our students we have to know
how to reach each individual child. Douglas County has also allowed schools to switch their
teacher evaluation system to TeacherKeys. This evaluation system has strands focusing solely on
differentiated instruction.
We now are being asked to put in place higher expectations for all learners, and teachers are
being evaluated to make sure they are doing so. Differentiation must be used to ensure every
learner is being taught in a way which they understand, but there has not been any training
provided to teachers to give them the proper knowledge on HOW to do this.
There should be consistent trainings and tools where teachers can access new information on
differentiation and the best ways to implement it in their classrooms. Too many teachers have not
used differentiation, used it minimally, or used it incorrectly because of lack of training.
Instructional Goals

Analyze the goals and principles of a differentiated classroom.

Analyze the purpose and types of assessments in a differentiated learning environment.
Create and work with flexible grouping to support differentiated assignments.

Key Assessment: Part II

Learner Analysis
Introduction
The targeted groups of educators are certified teachers at Sweetwater Elementary School in Douglasville,
Georgia. The teachers range in ages from 25 to 62 with most teachers being in their 30s. There are 38
females and 7 males which consists of general education teachers, physical education teachers, and extra
student support staff members (such as ESOL and Speech). The staff is made up of 77% Caucasian, 20%
African American, and 3% other. Sweetwater is a Title I school, meaning 97% or more of our students
receive free or reduced lunch. This makes teaching students with this demographic a more stressful
environment for teachers. This makes Sweetwater have a high turnover rate of teachers. For example,
each year Sweetwater has had an average of 10 teachers leave as the year ends. With training on
differentiation the teachers should feel more confident in reaching the schools diverse learners, which in
turn should result in a lower turnover rate.

Entry Skills and Prior Knowledge

Understanding of each of their students needs

Understanding of what differentiation is
Basic computer skills
o Navigation through TKES website (Evaluation System)
o Can open links and download documents
Recognize their weaknesses with differentiation

This information was obtained through a survey used to understand where Sweetwater staff felt
comfortable or uncomfortable with differentiation. More than 85% surveyed felt that they could improve
their knowledge of differentiation in order to increase scores of students. Also, more than 90% of the staff
surveyed needed guidance in how to prepare every day lessons using differentiation. The staff was also
questioned in casual interviews, which proved the survey responses to be valid.

Attitudes Towards Professional Learning in Differentiation

The majority of the staff knows that differentiation is important for student learning and for teacher
evaluations. 37 out of 45 staff members felt that professional learning is often times used to train staff on
content that does not focus on their individual needs. Almost all of the staff interviewed agreed that in
order to focus on our individual needs, we have to take it among ourselves to meet those needs. Over 83%
of the staff agreed that individual training on differentiating their own classroom would be more
beneficial than most of the professional learning opportunities we have had thus far.

Educational Ability Levels

All of the staff that will be completing the training are Georgia certified teachers with a Bachelors Degree
or higher with a focus in early childhood education. This allows us to know that these teachers have been
through at least 4 years at a university, they have gained at least two years of experience in the field of
teaching, and they have mastered content skills needed to teach students in the K-5 environment. Also,
all of the staff have been in their positions for at least 4 months so they should have obtained information
needed on each of their students up to this point.

General Learning Preferences

The staff presented the issue of having to be off site in order to receive the professional learning
opportunities we are given. Most requested the opportunities be available online, during planning
opportunities, or optional opportunities to attend trainings when they feel it would be beneficial.

Attitude Toward Students and School

The majority of staff expressed the feeling of being overwhelmed by the diverse students that come to
Sweetwater because of the lack of focus on their diversity. Through interviews with the staff I learned that
majority of the staff felt the students did not put forth their best efforts because of expectations set at
home. This also lead into discussions about Sweetwater as a school and the gaps the staff felt exist within
the school. Almost all of the staff agreed that expectations needed to be set higher by all educators in the
school. They felt that the staff should be more welcoming to new ideas, other staff members, and new
methods of teaching. 31 of the staff members felt that Sweetwater does not focus on each individual
student and their needs, but focuses more on the scores of the diverse groups as a whole.

Group Characteristics
Sweetwater Elementary is located in a rapidly changing county right outside of Atlanta, Georgia. Data
collected in 2012 has the population being around 134,000. The median household income was around
49,000. The county consists of approximately 49% Caucasian, 38% African American, 8% Hispanic, and
2% two or more races. Community involvement makes a difference in a school, so knowing our
community makes a difference for teachers, expectations of students, and involvement of parents. 74% of
the staff live in the Douglas County area and fall into the above categories. The other staff members were
made aware of our community and the above statistics to ensure every staff member being interviewed
was aware of the area our students are being raised in.

Part III
Task Analysis
I conducted my task analysis by using a topic analysis to ensure I used only information relevant
to my topic since there are so many aspects of different teaching methods. In order for the select
teachers to complete the training I wanted to provide a detailed outline of what they should know
about differentiation. I consider myself to be the subject matter expert because of my own
training experiences with differentiation and two years experience with incorporating it into my
own classroom. I referred to a differentiation flow chart to ensure I included all knowledge
needed to go beyond the basic definition. The outline goes through definitions, principles of
differentiation, ways to differentiate, and strategies for teachers and students. You will find the
completed outline below:
1.0 Define Differentiation
1.1 A teachers response to learners needs
1.1.1 More support
1.1.2 Allow more time
1.1.3 Vary assessments
1.1.4 Provide choice
1.2 General principles of differentiation
1.2.1 Provide respectful tasks
1.2.2 Quality curriculum presented
1.2.3 Teach up (High Expectations)
1.2.4 Flexible grouping (Change according to tasks)
1.2.5 Continual assessment
1.2.6 Build the community
1.3 Differentiation through different aspects of the classroom
1.3.1 Content being taught
1.3.2 Process of distributing content
1.3.3 Product being created through the lesson
1.3.4 Affect made on students
1.3.5 Actual learning environment
1.4 Looking at students to be successful
1.4.1 Readiness of students
1.4.2 Interest of students
1.4.3 Individual learning profiles
2.0 Instructional Strategies to Incorporate Differentiation
2.1 Organize student learning
2.1.1 Graphic organizers available during lecture or assessment
2.1.2 Make leveled assignments easy to follow (provide outlines)
2.2 Provide choice to target interests
2.2.1 Choice boards to target varying levels of learners
2.2.2 Provide examples of different ways to complete assessments

2.2.3 Allow room for different products to be created

2.3 Learning Contracts
2.3.1 Set high expectations with students
2.3.2 Conference often with students to discuss progress
2.3.3 Give the student a say in their education
2.3.4 Hold students accountable for success
2.4 Tiering
2.4.1 Level assignments based on independent level of learning
2.4.2 Provide extended thinking tasks
2.4.3 Give support through appropriate expectations for each student
3.0 Differentiation in the Classroom
3.1 Student Data
3.1.1 Determine independent level of each student
3.1.2 Develop interest surveys for students
3.1.3 Compare data of different content areas
3.1.4 Create flexible grouping based on student level, content data, interest, and
learner types
3.2 Small Group Instruction
3.2.1 Determine which grouping is necessary
3.2.2 Decide which content will be presented
3.2.3 Create lesson and assessment to meet the needs of the group
3.2.4 Engage each group through different ways of presentation
3.3 Whole Group Instruction
3.3.1 Provide graphic organizers for struggling learners
3.3.2 Allow time for note taking
3.3.3 Provide different ways to present the content (audio, visual, hands-on)
3.3.4 Set expectations for how information should be presented in assessment
3.3.5 Allow students more than one way to be assessed on the content
3.4 Assessments
3.4.1 Provide rubrics, expectations, and examples of completed assessments
3.4.2 Have varying types of assessments
3.4.2.1 Formative
3.4.2.2 Summative
3.4.3 Grade assessments based on student ability
3.4.4 Discuss outcomes with each student to determine gaps in learning

Part IV
Instructional Objectives
Terminal Objective 1: To analyze the goals and principles of a differentiated classroom
Enabling Objectives:
1A. To understand the goals of teachers that differentiate

1B. To explain the principles of differentiation

Terminal Objective 2: To analyze the purpose and types of assessments in a differentiated

learning environment
Enabling Objectives:
2A. To recognize why assessments are given
2B. To understand there are different types of assessments to be used

Terminal Objective 3: To create and work with flexible grouping to support differentiated
assignments
Enabling Objectives:
3A. How to create flexible grouping based on students
3B. Understand ways to alter teaching to work with different groups of students

Classification of Instructional Objectives:

Content

Performance
Recall
2B
1A, 2A
1B
3A, 3B

Fact
Concept
Principles
Procedure
Interpersonal
Attitude

Application
1,2
3

Relationship between Instructional Objectives and TEKS:

Instructional Objectives
1
1A
1B

TEKS (Teacher Evaluation Tool)

Performance Standard 2: The teacher plans
using state and local school district
curricula and standards, effective strategies,
resources, and data to address the
differentiated needs of all students.
Performance Standard 5: The teacher

2A
2B

systematically chooses a variety of

diagnostic, formative, and summative
assessment strategies and instruments that
are valid and appropriate for the content
and student population.
Performance Standard 3: The teacher
promotes student learning by using
research-based instructional strategies
related to the content to engage students in
active learning and to facilitate the students
acquisition of key knowledge and skills.

3
3A
3B

Part V
Development of Assessments
Instructional
Strategies

Goals

Objectives

UDL

Lesson 1: Teachers will create

a list of goals and principles

Describe appropriate goals

and basic principles of

Objective 1: The teacher will

analyze goals and principles of a

Teachers are using visual

models, prior experience,

de

using models and discussions

in the training.

differentiation.

Lesson 2: Teachers construct

tier-leveled tasks for students
to meet a given standard.

Create flexible groups and

work with students while
differentiating their
instruction.

Lesson 3: Teachers
understand types of
assessments and how to use
them with differentiation.

Recognize and construct test

examples for varying leveled
learners.

differentiated classroom.
Objective 1A: The teacher will
understand the goals they should
have when differentiating
Objective 1B: The teacher will
be able to explain differentiation
principles
Objective 3: The teacher will
create flexible groups and work
with them to support
differentiation.
Objective 3A: The
teacher will learn how to create
flexible groups
Objective 3B: The teacher will
learn different strategies to use
with different student groups
based on their ability.
Objective 2: The teacher will
analyze the purpose and types of
assessments that accompany
differentiation.
Objective 2A: The teacher will
recognize why assessments are
given
Objective 2B: The teacher will
understand the importance of
offering different types of

and peer discussion to

generate ideas.

ea

Video provided along with

discussion and feedback

Tie

Graphic organizer
provided and visual
examples of assessment
questions in text

Di
(t

assessments.

Lesson 1 Assessment
Some in-class examples that may be listed: (must note principle and example)
To focus on quality curriculum, I give each student the same standard that is expected of them.
In order to differentiate, I may have one student meet the standard by defining terms while
another might be completing an online presentation. Either way they are both gaining the same
knowledge.
To focus on flexible grouping I always adjust my groups based on achievement. Once I have my
groups created then I discover ways to meet each groups needs. I may do a matching game with
one group, but another I might have complete a venn-diagram.
UDL- Principles will be available for trainees to look at while creating their examples for those
who are unable to recall.

Lesson 2 Assessment
Teachers are given different standards (based on what they teach) so they will look different, but
the format should be similar to below:
Below level: Define, give examples, explain, etc. might be the key words used in their task
On level: Find, explain, compare and contrast, etc. might be key words used in their task
Above level: Construct, analyze, create, support, etc. might be key words used to address higher
order thinking skills for the task here.
UDL- Standard is given to the trainee to address a standard they have already taught. Assessment
is based on prior experiences. Format will be given to each individual to guide them through the
process.
Lesson 3 Assessment
Teachers should create a list of test questions for below, on, and above level learners. Should be
in a chart similar to the one below:
Below
What does _______ mean?

On
Above
Which is the opposite
Complete the chart below to
meaning of the word
sequence events.
__________?
Which are the correct
Find the explicit details in the Write a paragraph to persuade
examples for ____________? passage.
the reader to _________.
Which word does not belong
Explain in 2 sentences how it
Create two test questions that
in this category?
works.
could be added to this test.
UDL- Chart will be given with first row of examples filled in to set expectations.

Part VI
Content Sequencing and Instructional Strategies
Below you will find the instructional sequence being used to train educators on the differentiated
method of teaching:
Instructional Sequence
Sequence
1
2
3

Description
Analyze the goals and principles of a differentiated classroom
Create flexible groupings and work with them to support
differentiated assignments
Analyze the purpose and types of assessments in a differentiated
learning environment

Objective
1
3
2

This sequence reflects the sequence each educator would typically use differentiation in their
classroom. The sequence focuses on recognizing the goals, creating the differentiated learning,
and finally assessing the students. This order of information would allow for the educators to
adjust instruction or strategies within the appropriate stage of planning instruction. This sequence
is used as a scaffolding method for planning.
Lesson 1: Goals and Principles of Differentiation
Objective 1: The teacher will analyze goals and principles of a differentiated classroom.
Objective 1A: The teacher will understand the goals they should have when
differentiating
Objective 1B: The teacher will be able to explain differentiation principles
Initial Presentation: Have teachers discuss goals they have for their students. Share ideas among
others in the training through a discussion. Then create a list with important goals we have for
our students.
Generative Strategy: Teachers will be put into discussion groups. They will review the
Differentiation Model to note the principles listed. They will generate a list of examples of things
they do in the classroom to support each principle. As a whole group discussion, all teachers
share their responses with one another. Model is provided to make access to material easier for
teachers to locate.
Lesson 2: Create and Work with Flexible Grouping while Differentiating
Objective 3: The teacher will create flexible groups and work with them to support
differentiation.
Objective 3A: The teacher will learn how to create flexible groups
Objective 3B: The teacher will learn different strategies to use with different student
groups based on their ability.
Initial Presentation: Teachers will brainstorm ways that we determine student achievement. After,
we will discuss the top 3 and create groups based off of a faux pre-test. Then, we will finally
discuss how this data could help us group our students often. Also, include brainstorm ideas
listed that would not work well and why.
Generative Strategy: Have teachers watch the Flexible Grouping video to get a good idea on
what flexible grouping looks like. The teachers will then look at a standard chosen for them.
They will create a task for their students to complete with their group member based on that

standard. They then have to tier their task for struggling, on-level, and above-level students.
We will share each task and give feedback. Video is provided to ensure all teachers have an audio
example of flexible grouping and the same information is obtained.
Lesson 3: Analyzing purposes and types of assessments
Objective 2: The teacher will analyze the purpose and types of assessments that accompany
differentiation.
Objective 2A: The teacher will recognize why assessments are given
Objective 2B: The teacher will understand the importance of offering different types of
assessments.
Motivational Strategy: Ask the teacher to describe a classroom where students werent assessed
on what they learned. What would the main differences be? How would students be grouped? All
responses continue in a discussion.
Initial Presentation: Using a graphic organizer provided to them have the teachers list types of
assessments they give. The assessments then should be placed in one of three columns- daily,
weekly, or monthly. The teacher will then discuss why certain assessments are given at different
times. Also, discuss how they decide when to give the assessment.
Generative Strategy: Groups read pages 280-286 in Designing Effective Instruction to highlight
what they feel are the most important pieces of making an assessment. The list then goes onto the
discussion board. Then teachers create their own poor and better examples of test questions.
Challenge them to tweak the assessment based on lower and above level students. Visual learners
are able to read through the text to clear up any misconceptions and allow for visual examples as
well.

Reference List
Lesson 1:
Tomlinson, C. (2010). Differentiation. Retrieved from http://www.diffcentral.com/model.html
Lesson 2:
Video. (n.d.). Retrieved from http://www.youtube.com/watch?v=1ob4eGz04G4
Lesson 3:
Morrison, G. (2013). Designing effective instruction. (7th ed., pp. 280-286). Hoboken, NJ: John
Wiley & Sons. Retrieved from http://www.coursesmart.com/9781118359990/firstsection

Part VII
Design of Instruction

Instructional
Strategies

Goals

Objectives

UDL

Lesson 1: Teachers will create a

list of goals and principles using
models and discussions in the
training.

Describe appropriate goals

and basic principles of
differentiation.

Objective 1: The teacher will

analyze goals and principles of
a differentiated classroom.
Objective 1A: The teacher will
understand the goals they
should have when
differentiating
Objective 1B: The teacher will

Teachers are using

visual models, prior
experience, and peer
discussion to generate
ideas.

List o
know

Lesson 2: Teachers construct

tier-leveled tasks for students to
meet a given standard.

Create flexible groups and

work with students while
differentiating their
instruction.

Lesson 3: Teachers understand

types of assessments and how to
use them with differentiation.

Recognize and construct

test examples for varying
leveled learners.

be able to explain
differentiation principles
Objective 3: The teacher will
create flexible groups and
work with them to support
differentiation.
Objective 3A: The
teacher will learn how to create
flexible groups
Objective 3B: The teacher will
learn different strategies to use
with different student groups
based on their ability.
Objective 2: The teacher will
analyze the purpose and types
of assessments that accompany
differentiation.
Objective 2A: The teacher will
recognize why assessments are
given
Objective 2B: The teacher will
understand the importance of
offering different types of

Video provided along

with discussion and
feedback

Tier-

Graphic organizer
provided and visual
examples of assessment
questions in text

Diff
(ta

assessments.

Part VIII
Formative Evaluation Plan
To collect learner evaluations on the online training module I will ask that each individual
complete a survey. I feel a survey will provide the appropriate feedback. Since I am the subject
matter expert of the training, a colleague will serve as my peer-reviewer.
Circle the response you fill best describes the training you received.
Did you feel the concepts presented were the most important when learning about
differentiation?
Yes No Maybe
Was each concept addressed and explained well?
Yes No Maybe
Do you feel that each task that you completed helped you understand the concept better?
Yes No Maybe

Did the assessments you completed help you understand ways to differentiate in your own
classroom easier?
Yes No Maybe
Do you feel more confident about incorporating differentiation in your instruction?
Yes No Maybe
Are there still things confusing you about differentiation in the classroom?
Yes No Maybe
Do you feel confident in creating tiered tasks for your students?
Yes No Maybe
Do you feel confident in creating tiered assessments for your students?
Yes

No Maybe

Was the training able to provide you with valuable information on differentiation?
Yes No

Maybe

Each survey question focuses on a concept discussed during the online training. This
format will allow me to analyze the responses by concept which will allow for easier adjustment
of the module. Also, the responses will allow me to target individual weaknesses versus a
weakness in the training. If more than 50% of responses have maybe or no for one of the
questions then I will have to adjust that portion of the lesson/module. If 50% or less of responses
have maybe or no then I will take into consideration that it may be an individual weakness.