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To: High School and Middle School Faculty
From: Bob Falcone
Date: September 1, 2004
Subject: Professional Development in Differentiating Instruction

After input from the Restructuring Committee at the Middle School, the District Professional Development Team, and administrators, we have established a year long program to provide the high school and middle school teaching staff with professional development in Differentiation of Instruction.

We have contracted with a nationally recognized trainer, Linda Tilton. I have attached a letter from her to the staff. You are also receiving a copy of her book, The Teacher’s Toolbox for Differentiating Instruction.

For seven days during the school year, Linda Tilton will be working with the staff. We have allocated the following days:

1. October 12, 2004, Superintendent’s Conference Day: Introductory Day with High School and Middle School staff. (morning session for High School and afternoon session for Middle School)
2. Work with English, Social Studies, Science, and Math departments (including Special Education Teachers in those areas) on the following days: November 23, December 7, December 8, January 28.
3. Work with remaining areas on March 18 (Superintendent’s Conference Day)
4. June 27: Consultation and Planning with Staff for work in 2005-06. 

Our goal is to provide the entire staff with skills and knowledge to begin to apply differentiated instruction strategies to their classroom and build upon the skills that they already possess. We expect that over a period of time staff will become more adept and comfortable with using these strategies. 

To: Middle School/High School Faculty
From: Bob Falcone
Date: September 10, 2004
Subject: Information on Differentiating Instruction

Carol Tomlinson is recognized as an expert in the field. She has been a leader in ‘differentiated instruction’. So that we may all have a basic understanding of the concept, I have received permission to reproduce a chapter from one of her books: “Understanding Differentiated Instruction: Building a Foundation for Leadership” from her book, Leadership for Differentiation Schools and Classrooms, provides an excellent explanation. It provides:

1. A clear and concise definition;
2. Principles that govern effective differentiation;
3. Student characteristics for which teachers can differentiate;
4. Chart of Differentiated Programming: What it is and what it is not.

We will acquire additional materials for the libraries so that if you would like to do additional reading it will be available. Tomlinson has written a number of books on the topic. We hope this will be helpful to all staff as we work with Linda Tilton on the strategies involved in differentiation of instruction.

Cc: Principals
Assistant Principals
Directors,
Coordinators