Understanding DI
• Differentiated instruction is defined by the Association
of Supervision and Curriculum Development (ASCD) as
"a form of instruction that seeks to maximize each
student's growth by meeting each student where she is
and helping the student to progress. In practice, it
involves offering several different learning experiences
in response to students' varied needs. Learning
activities and materials may be varied by difficulty to
challenge students at different readiness levels, by
topic in response to students' interests, and by
students' preferred ways of learning or expressing
themselves" (ASCD 2005 as cited in Kaufeldt 2005, p.
2).
Analyzing Data
 Which reporting category does the item belong to?
 Which tested benchmark does the item correspond to?
Which if any, also assess benchmarks fall under this tested
benchmark?
 Identify the content focus that relates to the item.
 Identify the Depth of Knowledge Level of the item (see DOK
Level Circle/Chart).
 Why did the students select the 1st, 2nd, and 3rd most
frequent incorrect answers? What clues/words enabled the
students to answer the item correctly? What trends,
similarities and/or differences can you interpret from the
data?
Analyzing Data
Next Steps:
 How would you differentiate instruction/teach the
item content related to the % of correct response of
the question?
 Which task card would you select and why does that
task card align to the item? How would you use the
task card?
 What else would you do in the classroom to enhance
rigor and instruction according to the item analysis
and % of correct and incorrect responses?
Student Data Chat Forms
The key to success with the Student Data Chat Form is the following:
1. The student completes the form with his/her teacher in order to
have a clear understanding of the areas they need to improve upon in
order to pass the EOC (student ownership of the learning).
2. The teacher makes a copy of the completed form to retain in the
student folder (an accountability piece).
3. The Student Data Chat Form is updated after the Spring Interim
Assessment to determine next steps.
4. Suggestion: Teachers attach a copy of the Student Data Chat Form to
the Quarterly Progress Report to communicate the needs to family.
Implementing DI
• Learners will be able to design and choose to use appropriate
differentiated instruction activities in response to data analysis
results.
 Grouping, Pairing up
 After reviewing Data, Plan your DI by matching/pairing up
students (based on weaknesses, mastery, etc.)
 When implementing DI based on Data, complete (2/3
benchmarks)
 Complete this in small steps, piece meal, building steps
 Not a one shot deal, always evolving, changing
 Activities: Task cards, Writing, High DBQ’s and DOK, Primary
Source Documents, Different Graphic Organizers, Different
Activities depending on strengths/weaknesses
Differentiated Instruction
• Content (Material being covered) and Product (Final work
completion) – the same
• The process is the key!
Next STEPS!
1. Set aside time to plan
2. Get acclimated with Thinkgate
3. Analyze Data
4. Plan and set DI Strategies and Activities
5. Continue to Implement and Modify using the
Content, Process and Product Model