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MAT 719 Differentiation and

Curriculum Design
ADAN RODRIGUEZ
USM
MAT 719

Problem Statement
Diverse students continue to under achieve and under perform in reading comprehension.
They generally score lower in reading test and are more likely not to read at grade level. If
individual reading sessions were substituted with small group reading sessions that are
structured by student interest and ability will they improve reading levels for all students?

Baseline Data
USD 475 diverse students continue to struggle when it comes to reading at either grade level
or obtaining passing scores when it comes to state assessments. For the reported year of
2014 diverse students of African American descent had 29 percent of all students either in the
academic warning or approaching standard category. Essentially these students are failing.
The Asian American and Hispanic fared better with only 20 percent failing for the year of 2014.
When I include other diverse students for example students who are economically challenged,
learning disabilities, or English Language Learners (ELL) the numbers become much higher.
For ELL students up to 85.7 percent for 2014 did not meet the minimum requirement for
reading. The data was truly eye opening and only increased my motivation to continue my
journey of helping diverse learners across all educational spectrums.

Goals
Professional Goal: To be able to exercise and refine differentiated learning for diverse
students. I want to work closely with the students to ensure they are getting the support they.
Student Goals The goals for the students is not only to raise reading levels, but also to
comprehend the information they are reading. Using the small group reading sessions will
allow for close interaction with their peers. Ultimately leading to increased discussion.

After Action Plan Goals


After speaking with other educators about the implementation plan I decided the goals for the
students and I need to be adjusted to convey outcome.
Professional Goal-Ensure students are not only increasing their academic knowledge but
provide guidance so they become life long learners.
Student Goal-Start to understand that education is more than passing a test. It is about
obtaining the knowledge to continue to be a critical thinker in order to solve complex problems.

Interviews
The interviews that I conducted provide me with the opportunity to present my
action research plan to my daughters IEP team. My daughter has had an IEP for
several years and I felt it was a great idea to present my idea to seasoned
educators. They included her Special Ed. Teacher, Language Arts Teacher,
Freshman Curriculum Coach and assistant principal.
They made some great suggesting on the action research project. The biggest
one was conducting the group reading session before or after school. The IEP
team also liked the idea of allowing the students to help choose their reading
group partners. One of the suggestion they recommended I didnt I agree with. I
would have liked to implement my plan over a longer time frame than four
weeks. I feel the longer you spend with the students the more responsive they
become to your instructions.
One educator suggested that students should focus reading material that will
prepare them for state assessment. I feel that it will serve as an introduction to
students who also struggle in the reading passages of assessments.

Conclusion
Diverse students have continued to move me as an educator and father. As an
educator diverse continue to be the focus of education. I want to ensure that all
students have the same opportunity to learn alongside their peers without ever
feeling left behind. I feel teachers are constantly encroached on, due to the
pressure they face with high stake testing. They are held responsible for
students who fail and are often not acknowledged when students succeed. As
the focus continues to shine on scores, other areas of education are dropped to
the side. My goal continues to be, providing meaningful education for all
students regardless of status.

References
Algozzine, R., Campbell, P., & Wang, A. (2009). 63 Tactics for Teaching Diverse Learners, Grades 6-12.
Thousand Oaks, Calif: Corwin.
B. (n.d.). What Is Differentiated Instruction? | Scholastic.com. Retrieved September 17, 2016, from
http://www.scholastic.com/teachers/article/what-differentiated-instruction
King-Sears, M. E. (2008). Facts and Fallacies: Differentiation and the General Education Curriculum for
Students with Special Educational Needs. Support For Learning, 23(2), 55-62.

Ozturk, M. A., & Debelak, C. (2008). Academic Competitions. Gifted Child Today, 31(3), 47-53.

Schumer, F. (2003, November 9). A Paddle for the Mainstream. New York Times. pp. 34-36.
Sparks, S. (2015, January 28). Differentiated Instruction: A Primer. Education Week. Vol 354, Issue 20
Tomlinson, C. A., & Imbeau, M. B. (2010). Leading and managing a differentiated classroom.
Alexandria, VA: ASCD.
What is Differentiated Instruction? Examples of How to Differentiate Instruction in the Classroom. (n.d.).
Retrieved September 17, 2016, from http://education.cu-portland.edu/blog/teachingstrategies/examples-of-differentiated-instruction/