Utilizing High Leverage Instructional

Practices in Academically Inclusive

Classrooms

Angela Allen, TAG Education Specialist

Which one is different, it does not

belong …

Math is fun...I promise!• Classroom math and engineering teacher for 13

years …

Advanced

Grade Level

EL/SPED

Co-taught (AVID, SPED, Highly Capable)

Independent Study/Blended Learning

• The three ring circus approach – student

centered learning

Academic Representation

• Students performing below grade level

• Students at grade level

• Highly capable/TAG

• English Learners

• Special Education

• 504

Mind the Gap

• Define each “Gap” and explain how

they’re all connected?

• Achievement Gap (Hilliard, 2003; NAEP

2015)

• Excellence Gap (Plucker-Peters, 2016)

• Belief Gap (Ladson-Billings, 2006)

• Opportunity Gap (Darling-Hammond,

2010)

Why we do what we do … High Leverage

Instructional Strategies/Practices• Research based – Robert Marzano, John Hattie, Eric Jensen, Zaretta Hammond,

Doug Reeves, Susan Winebrenner, Jaime Castellano, Dina Brulles, Charlotte

Danielson, Margaret Heritage, Rick Wormeli …

• Collaborative/cooperative learning

• Feedback

• Pre-assessments/formative assessments

• Higher order thinking

• Students carry cognitive load

• Independent vs. Dependent learners

• Personalized, differentiated, accessible

• Relevant/meaningful

• Non-linguistic approaches

• Intentional

• Relationships/Intellectually safe environments

Elevating Student Outcomes

• Pre-Assessment

• Formative Assessment as a Process

• Flexible Grouping Based on Readiness

• Maintaining High Cognitive Demand

• Visible Thinking/Learning

• CCSS Math Practices

• Sheltered Instruction

• Personalized Learning

• Differentiation

• Culturally Responsive practices

• Trauma Informed Practices

Responsive Teaching

• How would you define responsive

teaching?• Doing what’s fair/necessary for students (“Fair Isn’t Always Equal” –

Rick Wormeli) … equity

• It’s a collections of best practices strategically employed to

maximize students’ learning at every turn, including giving them the

tools to handle anything that is undifferentiated

• It requires us to do different things for different students some, or a

lot, of the time

• It’s whatever it takes and whatever works to advance the student

• It’s highly effective teaching Adapted from Rick Wormeli’s presentation on Cultivating Creativity in the Differentiated Classroom.

Evidence to Consider…

• TAG students are the most heterogeneous

group of students

• 97th percentile – 99th percentile

383 point difference

• 96th percentile …counted down 383 points

• 1st percentile

Grade Level Testing Above Grade Level Testing

TAG TAG

Differentiation vs Personalized

Learning1. 413 – 198

2. 51

7− 3

4

7

3. −4.9 − (−22

5)

4. (x3 + 3x2 + 5x – 4) – (3x3 – 8x2 – 5x + 6)

5.

All DOK 1 … change DOK level to achieve

higher cognitive demand

Pre-Assessment

• Grouping Strategies

• Readiness

• Flexible

• Drives student discourse

• Maintains high cognitive demand for all students

• Rate and Level – TAG OAR

Angela – ELA

Tayliah – Math

Jayden – Social Science

Xayda – Science

Maintaining High Cognitive

Demand

• English Language Proficiencies

• Webb’s Depth of Knowledge

• Bloom’s Taxonomy

• Hess’s Cognitive Rigor Matrix

Entry Routine• Seating chart based on formative assessment

• Learning Objective – I will learn how to solve

systems of equations algebraically when both

equations are in y = mx + b form

• Language Objective – The solution to a system of

linear equation is _______ and can be verified by

_______. Draw a of a system that has ______

solution(s).

• Math Practices

1. Make sense of problems and persevere in solving them

2. Use appropriate tools strategically

3. Model with mathematics

Blooms DOK LEVEL 1

Recall and Reproduction

DOK LEVEL 2

Basic Skills and Concepts

DOK LEVEL 3

Strategic Thinking and Reasoning

DOK LEVEL 4

Extended Thinking

Remember

(Knowledge)

Retrieve knowledge from long-term

memory, recognize, recall, locate,

identify.

Knowledge/Remember

Ra. Recall, observe, & recognize facts, principles,

properties

Rb. Recall/ identify conversions among

representations or numbers (e.g., customary and

metric measures

Understand

(Comprehend)

Construct meaning, clarify,

paraphrase, represent, translate,

illustrate, give examples, classify,

categorize, summarize, generalize,

infer a logical conclusion), predict,

compare/contrast, match like ideas,

explain, construct models.

Comprehend/Understand DOK1

Cc. Evaluate an expression

Cd. Locate points on a grid or number on

number line

Ce. Solve a one-step problem

Cf. Represent math relationships in words,

pictures, or symbols

Cg. Read, write, compare decimals in

scientific notation

Comprehend/Understand DOK2

Cm. Specify and explain relationships

Cn. Make and record observations

Co. Explain steps followed

Cp. Summarize results or concepts

Cq. Make basic inferences or logical predictions

from data/observations

Cr. Use models /diagrams to represent or explain

mathematical concepts

Cs. Make and explain estimates

Comprehend/Understand DOK3

CH. Use concepts to solve non-routine

problems

CI. Explain, generalize, or connect ideas using

supporting evidence

CJ. Make and justify conjectures

CK. Explain thinking when more than one

response is possible

CL. Explain phenomena in terms of concepts

Comprehend/Understand DOK4

Cee. Relate mathematical or

scientific concepts to other content

areas, other domains, or other

concepts

Cff. Develop generalizations of the

results obtained and the strategies

used (from investigation or readings)

and apply them to new problem

situations

Apply

Carry out or use a procedure in a

given situation; carry out (apply to a

familiar task), or use (apply) to an

unfamiliar task.

Application DOK 1

APh. Follow simple procedures (recipe-type))

APi. Calculate, measure, apply a rule (e.g.,

rounding)

APj. Apply algorithm or formula (e.g., area,

perimeter)

APk. Solve linear equations

APl. Make conversions among

representations or numbers, or within and

between customary and metric measures

Application DOK 2

APt. Select a procedure according to criteria and

perform it

APu. Solve routine problem applying multiple

concepts or decision points

APv. Retrieve information from a table, graph, or

figure- use it solve a problem w’ multiple steps

APw. Translate between tables, graphs, words, and

symbolic notations (e.g., graph data from a table)

APx. Construct models given criteria

Application DOK 3

APM. Design investigation for a specific

purpose or research question

APN. Conduct a designed investigation

APO. Use concepts to solve non-routine

problems

APP. Use & show reasoning, planning, and

evidence

APQ. Translate between problem & symbolic

notation when not a direct translation

Application DOK 4

APgg. Select or devise approach

among many alternatives to solve a

problem

APhh. Conduct a project that

specifies a problem, identifies

solution paths, solves the problem,

and reports results

Analyze

Break into constituent parts,

determine how parts relate,

differentiate between relevant-

irrelevant, distinguish, focus, select,

organize, outline, find coherence,

deconstruct (e.g., for bias or point

of view).

Analyze DOK 1

ANy. Retrieve information from a table or

graph to answer a question

ANz. Identify whether specific information is

contained in graphic representations (e.g.,

table, graph, T-chart, diagram)

ANA. Identify a pattern/trend

Analyze DOK 2

ANB. Categorize, classify materials, data, figures

based on characteristics

ANC. Organize or order data

AND. Compare/ contrast figures or data

ANE. Select appropriate graph - organize data

ANF. Interpret data from a simple graph

ANG. Extend a pattern

Analyze DOK 3

ANR. Compare information within or across

data sets or texts

ANS. Analyze and draw conclusions from data,

ANT. Generalize a pattern

ANU. Interpret data from complex graph

ANV. Analyze similarities/differences between

procedures or solutions

Analyze DOK 4

ANii. Analyze multiple sources of

evidence

ANjj. Analyze complex/abstract

themes

ANkk. Gather, analyze, and evaluate

information

Evaluate

Make judgments based on criteria,

check, detect inconsistencies or

fallacies, judge, critique.

Evaluate DOK 3

EVW. Cite evidence and develop a logical

argument for concepts or solutions

EVX. Describe, compare, and contrast solution

methods

EVY. Verify reasonableness of results

Evaluate DOK 4

EVll. Gather, analyze, & evaluate

information to draw conclusions

EVmm. Apply understanding in a

novel way, provide argument or

justification for the application

Create

(Synthesize)

Reorganize elements into new

patterns/structures, generate,

hypothesize, design, plan, produce.

Create/Synthesize DOK 1

SYZ. Brainstorm ideas, concepts, or

perspectives related to a topic

Create/Synthesize DOK 2

SYaa. Generate conjectures or hypotheses based

on observations or prior knowledge and experience

Create/Synthesize DOK 3

SYbb. Synthesize information within one data

set, source, or text

SYcc. Formulate original problem in a situation

SYdd. Develop a scientific/mathematical

model for a complex situation

Create/Synthesize DOK 4

SYnn. Synthesize information across

multiple sources or texts

SYoo. Design a mathematical model

to inform and solve a practical or

abstract situation

Hess Cognitive Rigor Math Matrix

Differentiating with DOK

• Robert Kaplinsky• DOK Steps Practice

• Illustrative Mathematics

• You Cubed

• Math Assessment Project Lessons

Doing Some Math!

• T Together, work to answer questions.

E Explain and give reasons.

A Ask questions and share ideas.

M Members of your team are your first resource.

S Smarter together than apart

• Definition of TEAMS – part of CPM (College Preparatory Mathematics) materials

Does .9 repeating = 1?

Justify your response using mathematical

practices

A Road Not Taken … DOK Style

• Why would you take a road less traveled?

• Number off 1-4

• Read the poem then write questions

based on your 1-4 level

• Share with your team

• Organized chaos … discourse and

collaboration

• Adapted from Andrew Johnson and Noel Tamez - PPS

The Standards…• CCSS.ELA-LITERACY.CCRA.R.4

Interpret words and phrases as they are used in a text,

including determining technical, connotative, and figurative

meanings, and analyze how specific word choices shape

meaning or tone.

• CCSS.ELA-LITERACY.CCRA.R.5

Analyze the structure of texts, including how specific

sentences, paragraphs, and larger portions of the text (e.g., a

section, chapter, scene, or stanza) relate to each other and

the whole.

• CCSS.ELA-LITERACY.CCRA.R.6

Assess how point of view or purpose shapes the content and

style of a text.

Formative Assessment as a Process

• Focuses on student growth – feedback is everything

• Adjusts instruction to ensure continuous progress and

growth

• Specific to what students know before and during

instruction

• It’s a process – NOT a test

• Used by teachers and students

• A series of intentional and carefully considered

actions

• Data/evidence is obsolete as soon as a teacher move

is crafted (or not)

Formative Assessment Benefits

and Outcomes

• Elevates student learning/achievement

• Visible thinking/learning

• Response to Instruction and Intervention for all

• Blends science of learning with art of teaching

(evidence based adjusting)

• Lends to student-centered learning

environments

Student Centered Writing Instruction

Using Formative Assessment Evidence

• Persuasive Essays

• Conclusion paragraphs

Learning Options

• Tiered

• Stations

• Extension Menus

Project Based

• MS-PS3

• MS – ETS 1

• MS – PS2

Flipped Teaching/Independent

Research

• DNA

• Genius Hour

• Oregon State Library

Presentations About

Differentiation

• Science/Social Studies

• Math

Wrap up & Questions

• Angela Allen, TAG Education Specialist

angela.m.allen@state.or.us