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High School

Scaffolding LDC and MDC for Special Populations

Sara Levitt, Sarah Narsavage, Nicole Nelson and Danielle Smith

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Workshop PURPOSE

To show how LDC modules can be designed to accommodate special populations

To share how we modify MDC lessons for at-risk students

To share examples of modified materials

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About us . . .

Sara Levitt English as a Second Language Teacher HSTW Site Coordinator

Sarah Narsavage Mathematics Teacher HSTW Site Coordinator

Nicole Nelson English Teacher

Danielle Smith Mathematics Teacher

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DEMOGRAPHICS

We are an “urban suburb” 2010 Median income $27,116.00

• Free/Reduced lunch– 80% district students – 70.56% of HS students

• Economically Disadvantaged Students: 58.6%• District Mobility: 21.4%

We are quite diverse• Population Breakdown:

– Caucasian 39.9%– African-American 34.1%– Hispanic 17%– Other 8.8%

• ESL students make up 17.2%• Students with disabilities make up 13.6.%

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Report Card Information –OGT 12-13

10th GRADE 11TH GRADE

READING 83.3% 87.6%

MATH 72.7% 84.6%

WRITING 85.3% 89.9%

SCIENCE 64.0% 75.1%

SOCIAL STUDIES 77.3% 82.8%

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About you…

Classroom Teachers Building Administrators District Administrators Coaches/Regional Staff

Experience with LDC/MDC

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What are LDC and MDC?

LDC (Literacy Design Collaborative) is a framework for building literacy skills specified in the Common Core State Standards

MDC (Mathematics Design Collaborative) is a collection of classroom tools aligned to the common core that emphasize formative instructional practice.

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Essential Elements of LDC LDC modules use writing tasks that align to

the Common Core All tasks require students to read and/or

research prior to writing. Students must reference and use support from specific texts.

Argumentative, narrative, and informational tasks are available and can be used in all content areas

Rubrics are provided for each writing type and include writing mechanics, content, and stylistic components

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Deployment of LDC 2012-13 Initial training in large group

Two day – expedited• CCSS intro• LDC crash course

Hurdles Delivery Technology Resources

Follow-up with Content specific consultants

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Deployment of LDC 2013-14 Train the Trainer – 8 days

Delve into CCSS (anchor standards) Skill clusters

• Reading (in the discipline)• Writing

Critical review of modules & jurying Rubrics, scoring Administrative plan Work time

LDC – focus group Review – refocus Support for staff Resources for staff

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LDC Task -

Task 13: After reading the Escape from Pompeii, the accounts about volcanoes and about Pompeii, write a letter that describes what it was like escaping Pompeii. Include details and information you learned during your research. Support what you write with evidence from your research.

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Preparing for the Task Video Clip

Eruption/Natural Disasters

Sample project

Calendar – task due dates What do I do?

Concept Map or Timeline

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Reading Process

Pair up (reading strategies)

Read student summaries

Supplemental Notes Teacher and/or student

Explicit Vocabulary Instruction

Level it out Student letters, first hand account, excerpt, different

lexile levels

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Modeling & Practice – Reading Process

Cornell Notes – Mini Lesson Viewed “Mr. Hixson Does Cornell Notes” on

YouTube. Students received a Cornell Notes template Students practiced Cornell Note-taking using an

article entitled: “Monkey That Purrs Like a Cat Is Among New Species Discovered in Amazon Rainforest”

Students successfully used Cornell Notes for the article & were then able to use them for the readings for the module we were doing on Paganism & Christianity

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Modifying LDC Reading SelectionsChoose reading selections that are on various

levels to allow students to grasp the same concepts independently.

Newsela (www.newsela.com) This is a site that allows you to change the Lexile level of an article. You can sign up for a free trial & free for students Nonfiction literacy & current events – Common Core aligned High-interest Articles War & Peace, Science, Kids, Money, Law, Health, Arts Multiple, new articles daily in 5 reading levels Students take quizzes & view progress Archive of 500 articles, organized by category & reading

standard Daily “articles of the day” emails Newsela PRO (Fee – offers tracking, online communication etc.

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Newsela Example…

600L John Bennardo really likes the $2 bill. He

has always saved the bills. By last summer he had 11 of them in a desk drawer.  Bennardo starting thinking. He wondered why the two was unusual. The $2 bill does not get a lot of respect. But now, it is going to get some attention. Bennardo is making a movie about it. He plans to tell the story of the two and its “magic.”

“I think everyone’s curious about it,” he said. People always react when you spend one, he said.

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Newsela Example… 1130L

It’s the underdog of U.S. currency, the bill more likely to be found tucked inside a dresser drawer or wallet than a cash register.

The $2 bill makes up just 3 percent of all paper money circulating in the states.

Now, it’s about to get its time in the limelight, thanks to a Delray Beach, Fla., man who has always loved it. John Bennardo is crisscrossing the country to film a documentary that’ll tell the story of the two and its “magic.”

“I think everyone’s curious about it,” he said. “When you spend one, there’s always a reaction.”

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Transition to Writing

What I learned What I can show

Exploration Web quests Lists

Timeline – change to paragraphs

Take big questions Compile the best answers

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Writing Process

It’s about the writing now! Start with their notes, ideas

Stems

Use these words

Focus on one section ONLY Break it down

• Give them a topic sentence• Examples

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Modifying Writing in LDC

Provide exemplars Focus more on content than

mechanics…look for growth Familiarize students with LDC rubric

Provide a score based on entire LDC rubric Provide a grade based on only a few elements of

focus for special needs/ELL students Comparing the two (score vs. grade) shows students

where the goal is and how far they are from attaining it.

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Essential Elements of MDC

Classroom Challenge Lessons and Tasks

Lessons include pre/post assessments and learning activities with extensive teacher notes

Emphasis on Formative Assessment

Feedback questions used to coach students without “GPS-ing”

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Deployment of MDC: 2012-13 Initial training in large group 4

day training with Marty Sugerik Grade 6-12 math teachers and intervention

specialists Introduction to Formative Assessment Lessons Strategies to engage students

2 Follow-up days Team Teaching with teacher/consultant Addressed questions about implementation

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Deployment of MDC: 2013-14 Train the Trainer: CCSS Networking

Conference 2013 (1 teacher)

4 days with consultant (Sept, Nov, Feb, May) Trained new teachers Aligned units and MDC to Common Core Creating our own Formative Assessment Lessons Assessments for SLOs

Train the Trainer: CCSS Networking Conference 2014 (2 teachers)

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Modifying MDC

Intentional grouping Lower kids together with support person

Simplify materials Reducing # of matches in a card sort

Doing examples together Module script is more open-ended, but at risk students need

to believe they can do it

Timing module after instruction Need to establish prior knowledge

Prime them for pre-assessment so they are willing to try Get better info for pre-assessment

Plan ahead – do the whole activity yourself first so you can predict possible pitfalls.

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Example 1: Evaluating Student work

Students are given a task (problem) to solve on their own

They revise their work with a peer or whole group

Students are then given sample work of “other” students to make corrections and “score”

Student_Work_Sample_1.pdf

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Example 2: Modifying a card sort

Whole Group: Construction example Analyzing Congruence Proofs Slides Card Sort

Do one together Show what the finished product is supposed to look like Suggest the next card they might try Set a reasonable expectation of the # of matches they need

to accomplish Set a time limit

Student_Work_Sample_2.pdf

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Next Steps (MDC)

Write new units of instruction that align to Common Core

Select Challenge Lessons and/or Tasks that fit with each unit

Write our own lessons/tasks for courses beyond Geometry

Continue to collect data to monitor student growth

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For more information:

Literacy Design Collaborative www.literacydesigncollaborative.org

My Group Genius www.mygroupgenius.org/literacy

Mathematics Assessment Project http://map.mathshell.org/materials/index.php

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Contact us:

Nicole Nelson (English) nelsonn@whitehallcityschools.org

Sarah Narsavage (Math) htnarsavages@whitehallcityschools.org

Danielle Smith (Math) htsmithd@whitehallcityschools.org

Sara Levitt (ESL/EFL) htlevitts@whitehallcityschools.org

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That’s it…that’s all she wrote…

Questions?

Reflections?