Transcript Slide 1
HSTW
&
Whitehall-Yearling High
School
Scaffolding LDC and MDC
for Special Populations
Sara Levitt, Sarah Narsavage, Nicole Nelson and
Danielle Smith
Southern
Regional
Education
Board
Workshop PURPOSE
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&
To show how LDC modules can be
designed to accommodate special
populations
To share how we modify MDC
lessons for at-risk students
Southern
Regional
Education
Board
To share examples of modified
materials
About us . . .
HSTW
&
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
Southern
Regional
Education
Board
DEMOGRAPHICS
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&
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
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• 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.%
Report Card Information –
OGT 12-13
HSTW
10th GRADE
11TH GRADE
&
READING
83.3%
87.6%
MATH
72.7%
84.6%
WRITING
85.3%
89.9%
SCIENCE
64.0%
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75.1%
SOCIAL STUDIES
77.3%
82.8%
About you…
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&
Classroom Teachers
Building Administrators
District Administrators
Coaches/Regional Staff
Experience with LDC/MDC
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What are LDC and MDC?
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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.
Essential Elements of LDC
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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
Deployment of LDC 2012-13
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&
Initial training in large group
Two day – expedited
• CCSS intro
• LDC crash course
Hurdles
Delivery
Technology
Resources
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Follow-up with Content specific
consultants
Deployment of LDC 2013-14
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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
LDC Task HSTW
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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.
Preparing for the Task
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&
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
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&
Pair up (reading strategies)
Read student summaries
Supplemental Notes
Teacher and/or student
Explicit Vocabulary Instruction
Level it out
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Student letters, first hand account, excerpt, different
lexile levels
Modeling & Practice – Reading Process
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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
Modifying LDC Reading Selections
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&
Choose 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.
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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.
Newsela Example…
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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.
Newsela Example…
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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.”
Transition to Writing
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What I learned What I can show
&
Exploration
Web quests
Lists
Timeline – change to paragraphs
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Take big questions
Compile the best answers
Writing Process
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It’s about the writing now!
Start with their notes, ideas
Stems
Use these words
Focus on one section ONLY
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Break it down
• Give them a topic sentence
• Examples
Modifying Writing in LDC
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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
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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”
Deployment of MDC: 2012-13
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&
Initial training in large group
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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4
Deployment of MDC: 2013-14
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Train the Trainer: CCSS Networking
Conference 2013 (1 teacher)
4 days with consultant (Sept, Nov, Feb,
May)
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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)
Modifying MDC
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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
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Plan ahead – do the whole activity yourself
first so you can predict possible pitfalls.
Example 1: Evaluating Student work
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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
Example 2: Modifying a card sort
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&
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)
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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
For more information:
HSTW
&
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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Regional
Education
Board
Contact us:
HSTW
&
Nicole Nelson (English)
[email protected]
Sarah Narsavage (Math)
[email protected]
Danielle Smith (Math)
[email protected]
Southern
Regional
Education
Board
Sara Levitt (ESL/EFL)
[email protected]
HSTW
&
Southern
Regional
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Board
That’s it…that’s all she wrote…
Questions?
Reflections?