2. Flexible Grouping
Brittany 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 insight
to 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.
4. Enrichment for All
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 to
maximize their learning.
Students engage with
a rigorous text and
respond to text-based
questions.
6. Intervention Strategies
Brittany 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 has
difficulty organizing their writing
uses a graphic organizer
to plan their
reading response
7. Intervention Strategies
Continued
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.
8. Timely Intervention and Enrichment
Brittany 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.
10. Teacher Leadership
Continued
✤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.
Grateful
Mentees
11. ✤Brittany
Teacher Leadership
Continued
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)
12. 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)
