Brittany BeaumontDifferentiated Instruction

Teacher KeysPerformance Standard 4

Flexible GroupingBrittany conducts small group instruction in each subject area every day. These groups are formed based on student needs. Ongoing formal and informal assessment provides Brittany with insightto the strengths, weaknesses, and learning modalities of each student. This information is used to make decisions about how best to group students, what skills will be targeted, and what instructional strategies will be most effective. Group composition changes on a weekly basis and from subject to subject.

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Brittany provides opportunities for enrichment to all students multiple times throughout each week. She integrates activities and resources into her instruction that encourage students to stretch their thinking about the Common Core Standards and apply higher level thinking skills. All students participate in this challenging learning, regardless of their skill level. In this way, both high and low performing students have opportunities tomaximize their learning.

Enrichment for All

Students engage witha rigorous text andrespond to text-based

questions.

ContinuedEnrichment for All

Students solving math“brain teaser” problems

Students using deductivereasoning skills

Intervention StrategiesBrittany applies intervention strategies that target the needs of struggling learners in all subject areas. She meets with students in small groups or 1-on-1 on a daily basis to apply interventions with fidelity. Data is collected on the effectiveness of these intervention strategies. This data is used to measure student growth, make changes to the intervention plan as appropriate, and/or adjust learning goals.

A student with that hasdifficulty organizing their writing

uses a graphic organizer to plan their

reading response

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A student works on a Words Their Way activity. Assessment data showed that this particular student was having difficulty with phonics skills such as identifying onsets and rimes, and phoneme segmentation and blending. Analyzing the data led to Words Their Way being selected as an appropriate intervention for the student. Followup formative assessments have shown that the student has made great improvements with the program.

A student that has demonstrated difficulty with segmenting and blending phonemes uses sound boxes to develop their phonemic awareness skills.

Timely Intervention and EnrichmentBrittany frequently uses a grid like the one on the next page during instruction. Each students’ name is in a box. While teaching, Ms. Beaumont can make quick notes about students responses or performance on tasks. Collecting this informal data on the spot allows her to make immediate decisions about student grouping and assignments for independent work sections of that day’s lesson. This also allows for immediate interventions to occur when needed.

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✤Providing modeling on implementing differentiated instruction and mentorship for teachers that are new to APS.(Brittany meets with these teachers to determine their needs, then models appropriate differentiation strategies and shares relevant resources. The mentoring relationship is continued through debriefing sessions, follow-up email correspondences, and future site visits.

GratefulMentees

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✤Brittany creates instructional materials for use with differentiated instruction that are shared with other teachers across the world. She maintains a blog (http://www.peachy-teaching.com) that she uses as a platform to share ideas and resources with other teachers, and many of the materials that she creates are available for free on her Teachers Pay Teachers website (http://www.teacherspayteachers.com/Store/Brittany-Beaumont)

Planning for Differentiation✤Brittany and her team spend time during their weekly collaborative planning meetings to identify differentiated instruction strategies to be incorporated into daily lessons in all subject areas.

✤Lesson plans reflect differentiated instruction. (see next page)

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