Differentiated Instruction and Standards Based Grading

The implementation of Differentiated Instruction and Standards Based Grading into my district has been a constant source of enlightenment and grief. The integration of DI into my lessons has been generally easy with only minimal aggravation. On the other hand the change over of grading to SBG has been a source of several heated conversations among my colleges, administrators, parents, the school board and I. I volunteered to be part of the SBG pilot in my district, actually the two younger teachers in my department wanted to be involved in it and took me along for the ride. It has now been over a year since we began and I am noticing some “symptoms” of burnout among all those involved in the program in my building. As I read the descriptions by Maslach (1982) of the signs professional burnout I identified with several; loss of enthusiasm, emotional exhaustion, feeling powerless, negative attitude toward the program, I knew it was time to do something about these feelings  (Kottler, Zehm, & Kottler, 2005).

After feeling completely lost for a few weeks my Curriculum Director, who brought this program to the district, invited all those participating in the pilot to see Rick Wormeli, DI and SBG advocate, speak on those topics. I went into the event still very skeptical of the ideas, and unexpectedly as I listened I started to understand. It was like a light went on for me and all the things that had been confusing, now made sense. I made a point to read his book so I could get a better grasp on these ideas. The part from Wormeli’s book that ruminates with me deals with the reason for DI type instruction and why we use SBG in the classroom. What is it about differentiated practice that yields good results? Competence and diverse approaches to learning lead the way. Students for whom teachers have differentiated instruction learn well; they’re competent. They understand themselves as learners, and because of that they are better equipped to advocate for themselves (Wormeli, 2006).

One Year In On Standards Based Grading

Last year we started standards based grading in Desoto. After much trial and error, venting and frustration, we found that the theory behind it was sound but the technology to implement it was not up to "Standard". The grade books that teachers use for traditional grading are not appropriate or designed for Standards or the 4 point system. We are currently using Pinnacle Grade and are so glad we are not without a proper grade book. Trying to rig a system of conversion from the old to the new was not something we wanted to pursue anymore. It is by no means a set system and we are still working toward full implementation of the program, however we are farther along than expected and there is light at the end of the tunnel for many of our group members.

Desoto and Positive Change

The youth of today face many obstacles to receiving a quality education that promotes success through academics. Students today face a myriad host of problems, some on a personal level and some that are out of their control. Peer pressure and bullying are two that the youth of today face on a personal level. Standardized testing is one they face that is out their control. Each problem has an impact on the student as a person and their ability to succeed in school and their future in society.

One organization that is dedicated to creating solutions to these problems is Desoto 73 School District. Desoto is a rural district outside the St. Louis Metropolitan Area. The total student body is under 2,800 students distributed throughout four buildings. The district has dedicated itself to student achievement and improving our student body; through programs that influence the individual choices, and behaviors of our students, while providing them all the opportunity for success in their classes.

Character Education is one program that has been implemented to promote good choices and behaviors throughout the district. The program consists of educating students on bullying and peer pressure through seminars, class activities and class meetings. The students have pledge as a whole student body to participate in Rachel's Challenge, the first victim in the Columbine School Shooting. Rachel's kept a journal before her death in which she detailed ways in which she wanted to create positive change in her world. Those ways consisted of looking for the best in others, eliminating prejudice, choose positive influences, speak kind words, dare to dream, and start a chain reaction.

Desoto has accepted her challenge, and in coordination with our Character Education Program the school created a chain with the names of each student on individual links. Those links had writing pledges from the students to accept the challenge of creating positive change and starting the chain reaction. Our Character Education Program has also held class meetings to discuss Rachel and her challenge.

Bullying has been a target of the program as well. The school has spent considerable time defining what bullying is, and methods in which to deal with a bullying situation. Bully form and drop boxes have been created in each building so that students can report instances that they see or experience. Coping methods have also been a topic for discussion and ways in which to handle situations when reporting to a school official is not an option. Making the choice to report situations and choices that prevent the situations from occurring is also something that has been identified as a need in the district. Future class meetings and activities are planned to address coping skills.

Standardized testing is often a challenge in the district. MAP testing occurs every year, and the students often need motivation for success. Each individual building promotes success on the MAP test by offering free breakfast to all students during the MAP window of testing. Having the energy needed to think, and process information with a healthy body is important to the district. Motivation is also provided for the students by holding a celebration at the end of the MAP test where the students spend a day outside playing sports and are provided a barbeque from the principals.