Tiering

1. Tiering Info, SLE application EDI Group by grade/content alike so groups can share

2. PLC: Professional Learning Communities4 Crucial Questions What do we want each studentto learn, know, or be able to do? Preparing Sorting & Analyzing SLE, Iowa Core Scaffold & Deconstructing Rubrics, SMART goals What evidence do we have of the learning? Formative and Summative Assessments Student Self –Assessment Identifying Learning Needs Differentiating Instruction How will we respond when some students don’t learn? Differentiated Strategies Considering: Interest, Profile, and Readiness and Content, Process, Product, Learning Environment How will we respond to those who have already learned?

3. Cassandra Erkens, 2008 AnamCara Consulting, Inc http://www.anamcaraconsulting.com Role of Assessment

4. Reflection If…then… • Individual Profile • Interests • Readiness • Content • Process • Product • Learning Environment Be thinking about how you might tier activities.

5. Not Differentiated Differentiated Instruction Continuum Highly Differentiated “One-Size-Fits-All” Assessment Learning Profile Tiered Activities Curriculum Compacting Learning Contracts Independent Study Flexible Grouping Anchor Activities Learning Centers/Stations Problem-Based Learning Project-Based Learning

6. Instruction can be differentiated for individual profiles, interests, and readiness by adjusting: • Content– what students will learn and the materials that represent that learning • Process – methods students use to make sense of the content • Product – how students will demonstrate what they know, understand or are able to do • Learning Environment– the culture and surroundings in which students learn best

7. SDE’s Tiering Definition Tiering is a strategy that enables educators to address one concept at multiple levels of complexity based on students’ readiness levels in order to ensure student success.

8. Remember… “More Complex” does not mean more work and “Fair” is not always equal.

9. Tiering IS… • Driven by assessment • Providing opportunities for all students to learn the same concepts at varying levels of complexity • Ensuring the content standards are met for all students

10. An IEP for each student Choice for students Tracking Used every day Tiering is NOT: X X X X

11. Unpack the Standards

12. CONCEPT:Story Setting

13. ALL STUDENTS WILL: Be given a story to read Be required to take notes on the characters and setting Be required to make a poster Tiering Example: Story Setting

14. Just Right: Think about the setting in the story you have read. Using words and pictures, create a poster that shows how the setting affects the characters and their actions in the story. Less Complex Task (Loosened): Think about the setting in the story you have read. Using words and pictures, create a poster that shows the setting of your story. CONCEPT: Story Setting

15. Reference Material Task Structure Demonstration of Understanding Tiering Example: Story Setting What was varied in the tiered assignments?

16. Tiering Example: Story Setting What was constant in the tiered assignments? • The concept of Story Setting • Reading a text • Taking notes and applying knowledge • The product: creating a poster to show what they learned

17. Let’s try it!With your table team, try adding a tier assignment on the next 2 slides.

18. EXAMPLE: READINGElementary More Complex Task (Tightened): With your group, examine two newspaper advertisements, paying special attention to the word choice. Design your own advertisement to promote your new product, a homework-completing robot, and be prepared to explain why you chose the words you did. Just Right: With your group, examine two newspaper advertisements. Circle words that are used to persuade the consumer. Which advertisement did a better job persuading you? Why? Less Complex Task (Loosened): CONCEPT: Reading comprehension of persuasive text LOOSEN IT

19. More Complex Task (Tightened): Just Right: Think about the setting in the story you have read. Using words and pictures, create a poster that shows how the setting affects the characters and their actions in the story. Less Complex Task (Loosened): Think about the setting in the story you have read. Using words and pictures, create a poster that shows the setting of your story. EXAMPLE: LANGUAGE ARTSElementary CONCEPT: Story elements (Setting) TIGHTEN IT

20. Each task is centered on the same concept. Level of complexity varies to address different readiness levels. In all of the examples, the students should feel okay about working on them because the tasks were similar. Key Concepts of Tiering

21. When should I tier? • When some have it and some don’t • As needed

22. Lessons tiered according to the readiness of the student will consist of ____ or more levels, but the work required for each level should be equally engaging and challenging. The reason to tier is to meet the learners where they are with an appropriately leveled activity that is __________ on the learning objective. You cannot effectively tier unless you have ______________ to back your decisions on how you grouped your students and how you created the tiers. Important Points two centered assessments

23. Important Points share You might consider having students _ their work among the tiers so that they can learn from each other. All students need to be involved in respectful, , and challenging work. There should be support for every tier. engaging teacher

24. Tiering is not “watering down” the standards. The goal is for all students to master the ____________________. Treat tiered assignments as just part of what goes on in the classroom from time to time. Do not make an _____ out of tiered assignments. When a student questions why assignments are different for different groups of students, respond by stressing that this is what is best for everyone today. Important Points grade-level standards issue

25. It is important to explain to the whole class before tiering begins that “____ is not ______.” Fair is providing what a student needs. Students need to understand that all of them have strengths and all have growth opportunities. Let students know they are all working on the same content, they are just approaching it differently. Important Points equal fair

26. Use _______ grouping. Students should move in and out of groups based on assessments for each lesson or unit. Try to make the tasks _________ across the tiers. It is important when tiering tasks to change the _______ of the assignment and not the workload. Activities across the tiers should vary in complexity. Important Points flexible similar nature

27. Required degree of thinking Level of abstraction or depth Degree of structure Learning resources Degree of teacher assistance and support Factors that can influence complexity of a tiered lesson:

28. The standards and learning targets along the way Ways to assess students to determine their readiness Ways to design various activities at different levels of complexity Ways to manage the flexible groups Other What do I need to know in order to plan a tiered lesson?

29. Activity – (Partners by content or grade) • Choose an SLE (scaffold as needed) • Write a tiered activity for the SLE • Use Depth of Knowledge framework to examine the activity. • What is the level of thinking required for each tier? • How can you create each tier with a high level of complexity? • Re-write if needed. • Share with other teams

30. Team Planning • Choose a SLE based on student data showing a need for differentiation within core. • As a team, define proficiency and scaffold as needed. • Create a tiered activity using the scaffold. • Share with other grade level teams.

31. Extra Tiering Slides – Add One Element • Use if you want to practice. • Use as examples • Use Normal View to see responses in notes section of PowerPoint

32. More Complex Task (Tightened): Just Right: Students are given a pile of “jewels” from a craft store. The students are to identify all the patterns they can make with the jewels. Less Complex Task (Loosened): Students are given a pile of colorful “jewels” from a craft store. The students are to make patterns similar to the ones the teacher has made. For example, if the teacher makes a pattern of red, blue, yellow, and green, then the student should make that pattern. EXAMPLE: MATHElementary CONCEPT: Patterns TIGHTEN IT

33. EXAMPLE: MATHElementary More Complex Task (Tightened): With your partner, create two word problems that require 2-digit multiplication to solve. Solve your new problems and use “teacher talk” to explain the process. If your partner agrees with your explanation and answer, have him/her autograph your problem. Switch roles. Just Right: With your partner, read the word problems and solve using two-digit multiplication. Use “teacher talk” to explain the process. If your partner agrees with your answer, have him/her autograph your problem. Switch roles. Less Complex Task (Loosened): CONCEPT: Two-digit multiplication LOOSEN IT

34. EXAMPLE: MATHElementary More Complex Task (Tightened): Just Right: With your group, deal the one- and two-digit cards in the deck. Keep your cards face down in front of you. Each person turns over one card. As a group, put the number cards in order from least to greatest. Repeat until all cards have been played. Less Complex Task (Loosened): With your group, deal the one-digit cards in the deck. Keep your cards face down in front of you. Each person turns over one card. As a group, put the number cards in order from least to greatest. Repeat until all cards have been played. CONCEPT: Number sequence TIGHTEN IT

35. EXAMPLE: READINGElementary More Complex Task (Tightened): With your group, examine two newspaper advertisements, paying special attention to the word choice. Design your own advertisement to promote your new product, a homework-completing robot, and be prepared to explain why you chose the words you did. Just Right: With your group, examine two newspaper advertisements. Circle words that are used to persuade the consumer. Which advertisement did a better job persuading you? Why? Less Complex Task (Loosened): CONCEPT: Reading comprehension of persuasive text LOOSEN IT

36. More Complex Task (Tightened): Just Right: Think about the setting in the story you have read. Using words and pictures, create a poster that shows how the setting affects the characters and their actions in the story. Less Complex Task (Loosened): Think about the setting in the story you have read. Using words and pictures, create a poster that shows the setting of your story. EXAMPLE: LANGUAGE ARTSElementary CONCEPT: Story elements (Setting) TIGHTEN IT

37. EXAMPLE: SOCIAL STUDIESElementary More Complex Task (Tightened): Using your textbook for reference, create a colored poster displaying each of the following: the American flag, the state flag, the state bird, and the state flower. Be prepared to share the significance of each of the items. Practice the Pledge of Allegiance and / or The National Anthem and be prepared to perform it for the class. Why do you think that having a National Anthem and Pledge is important? Just Right: Using your textbook for reference, create a colored poster labeling and displaying each of the following: the American flag, the state flag, the state bird, and the state flower. Practice the Pledge of Allegiance and / or The National Anthem and be prepared to perform it for the class. Less Complex Task (Loosened): CONCEPT: American symbolism LOOSEN IT

38. EXAMPLE: MATHMiddle School More Complex Task (Tightened): Examine how triangles can be used in your everyday life or in our society, and how their characteristics make them uniquely appropriate for these functions. Illustrate these characteristics and purposes by creating a 3-D model or a poster. Include written descriptions or labels. Just Right: Compare and contrast the characteristics of triangles and the characteristics of another geometric shape. The teacher will provide you with the characteristics of the other shape. Illustrate these characteristics by creating a 3-D model or a poster. Include written descriptions or labels. Less Complex Task (Loosened): CONCEPT: Characteristics of triangles LOOSEN IT

39. EXAMPLE: LANGUAGE ARTSMiddle School More Complex Task (Tightened): Create an idiom of your own. Use pictures and words to illustrate several different situations in which that idiom could be used. Include the idiom’s true meaning in the illustration. Just Right: The teacher will provide you with a list of common idioms. Choose two idioms with similar true meanings. How are they same? How are they different? Illustrate these similarities and differences through pictures and words. Include the true meanings of the idioms. Less Complex Task (Loosened): CONCEPT: Idioms LOOSEN IT

40. EXAMPLE: SCIENCEMiddle School More Complex Task (Tightened): As a group, research and discuss the rock cycle. Determine how excessive changes in the environment could affect each segment of the rock cycle. These changes may include excessive heat, rain, drought, flooding, cold, etc. Create a short skit depicting these changes. Include key vocabulary words. Just Right: As a group, research and discuss the rock cycle. Determine how the rock cycle is similar to another cycle. The teacher will provide you with the information on the other cycles from which you can choose. Create a short skit depicting these similarities. Include key vocabulary words. Less Complex Task (Loosened): CONCEPT: Rock cycle LOOSEN IT

41. EXAMPLE: U.S. HISTORYMiddle/High School More Complex Task (Tightened): Just Right: With a partner, study this photo from the Great Depression. Create a poster comparing and contrasting your home and the home you see in the photograph. Explain how this room may have been used by the family and why. Less Complex Task (Loosened): With a partner, study this photo from the Great Depression. Create a poster that shows the people you see in the photo. Add call-outs of what they might be saying to each other that accurately reflect the time period. CONCEPT: Social, economic, and technological changes of the early 20th century TIGHTEN IT

42. EXAMPLE: READINGElementary More Complex Task (Tightened): With your group, examine 2 newspaper advertisements, paying special attention to the word choice. Design your own advertisement to promote your new product, a homework-completing robot, and be prepared to explain why you chose the words you did. Just Right: With your group, examine 2 newspaper advertisements. Circle words that are used to persuade the consumer. Which advertisement did a better job persuading you? Why? CONCEPT: Reading comprehension of persuasive text