1A: Intensify opportunities to consistently deliver instruction that is differentiated to meet all students’ needs.
Summary of major milestones:
The Student Learning Committee was formed in 2018 to focus on instructional practices. Through research and staff feedback, the committee worked on developing a definition for differentiation for Woodland District 50. They also conducted a needs assessment survey of staff in collaboration with the Teaching and Learning Department.
Recent Accomplishments July - Dec 2019:
- Differentiation: A survey was sent to all certified staff members asking for input on what differentiation looks like in the classroom. Using the survey results, the district’s definition of differentiation is “Educators using student data to inform and plan flexible, targeted instruction aligned to the standards in order to engage students in learning outcomes.” Lessons taught to all Woodland students should include assessment results and activities which include student voice and choice.
- Goals for Year Two: The committee then set two goals for continued work during the second year of the plan.
1. Develop a student learning survey for Woodland staff to use to provide various instructional strategies tailored to student needs based on student choice and interest.
2. Focus on using ongoing assessments before, during, and after instruction to align with the district definition of differentiation.
- FRAMECAB Principles: To support the implementation of differentiated instruction (Goal 1A), this research-based model will be the center of future professional development training for all certified staff beginning with an overview of the framework and training in formative assessment. For reference, the framework represents the eight guiding principles of Flexibility, Respectful Work, Attention to Student Differences, Modifications in Content, Process and Products of Instruction, Essential Concepts as the Core of Differentiation, Collaboration Between Teacher and Students, Assessment and Instruction Interconnectedness, Belonging.
- Continued Research: The committee is further researching assessment and instruction interconnectedness through a variety of assessment models. This research supports the strategic plan goal to establish an improved system for measuring and reporting individual student learning. Using common formative assessments (data that supports common learning) all staff at Woodland will utilize data to align their teaching practices with the common definition of differentiation that was developed by the committee.
Now that a definition of differentiation has been developed and training is being designed, staff will begin to implement the instructional practice expectations. The committee will also offer Professional Development opportunities to implement the FRAMECAB principles and focus on selecting assessments based on student feedback.
Strategic Plan Accomplishments and Coming Attractions Report, Jan. 23, 2020