Data Driven Differentiation In The Standards-Based Classroom

I am teaching classes comprised of students that are achieving below grade level; I have often asked myself how I am going to get them to grow at a more rapid pace than their peers in order to get them back on track. Many of my tactics have centered around strategies focused on their academic needs. However, as Gayle Gregory and Lin Kuzmich pointed out in Data Driven Differentiation in the Standards-Based Classroom, it is important to look at the commonalities between the students and the possibilities as to the cause of their under-achievements. Many of my students were not at a place where they were ready to learn; engaging each student daily by catering lessons to their individual needs and interests is vital. By creating flexible, relevant,
and leveled instruction along with the use of cooperative groups, I hope to see their confidence, understanding, and motivation sky rocket.
Looking at where the students are coming from and possible causes of achieving lower than their peers was an integral to coming up with ideas to accelerate them academically. As most research has noted, differentiation is essential in this type of classroom environment. Combining strategies and systematic interventions, such as taking the first five minutes of class daily to practice basic skills, with their social-emotional needs in order to increase motivation is a recipe for success when working to foster growth in these students.