1. Adaptations for Struggling Learners High School
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Leadership Pathway:
Adaptations for Struggling Learners High School
52 min as desigend
Materials:
Handouts for participants:
Grades 9-12 Curriculum Overview A Story of Functions, pages 1-4; and (12 pgs) and the Module 1 Overview pages 1-6 (6 pages)
Participants will likely want to refer to their Content Emphases document from the previous day as well.
Documents are from:
Geometry all math modules:
February 2016

2. ADAPTATIONS FOR STRUGGLING LEARNERS HIGH SCHOOL At a Glance
Day
Ideas
Wednesday
8:30-4:00
The Foundation
Components of a Comprehensive Literacy Program
Thursday
Building Knowledge and Vocabulary
The Juicy Language of Text
Organizational Systems and Structures
Friday
Focus, Coherence and Rigor
Saturday
8:30-2:30
Observing the Standards and Shifts
Adaptations for Struggling Learners
L E A R N I N G C O N T E N T
1 min
Speaker Notes:

3. ADAPTATIONS FOR STRUGGLING LEARNERS HIGH SCHOOL Adaptation Session
Objectives:
Participants will be able to assess a curriculum for focus and use across grade coherence to guide adaptation
Participants will be able to adapt a curriculum map for students below grade level
Participants will be able to adjust critical systems and structures to ensure standards-based support is occurring for struggling learners
Agenda:
Opening
Naming the Challenge
Curriculum Map Scavenger Hunt
Curriculum Map Adaptation
Summary and Reflection
Survey
1 min
Speaker Notes:
We’ll start by naming the challenge we have with struggling learners in mathematics.
What we learned about Focus and Coherence yesterday is really going to drive what happens in your schools for these children.
Since one of the answers lies in how we adapt curriculum maps, we’ll first look at one curriculum map and learn how to figure out if the scope and sequence places a correct emphasis on the major work of the grade. We want you to to be able to do this with any grade level of your own curricula back at home.
Next, you will practice making some adaptation decisions based on your identification of the major work and the prerequisites needed for below grade level students to engage in that on-grade-level work.

4. ADAPTATIONS FOR STRUGGLING LEARNERS HIGH SCHOOL Naming the Challenge
What percentage of your students are not
at grade level in mathematics?
1 min
Speaker’s Notes:
Say: Think for a moment. What percentage of your students are not at grade level, do you estimate?
Share responses with a show of hands (less than 25%, 25% - 50%, more than 50%).
We all know, though, that students don’t show up on grade level. What do we do with students that have gaps?
IMAGE CREDITS:

5. ADAPTATIONS FOR STRUGGLING LEARNERS HIGH SCHOOL Avoiding the “Blanket Review”
1 min
Speaker’s Notes:
We are trying to avoid the kind of “blanket review” that we grew accustomed to in the past--spending half the year reviewing what we did last year.
Acknowledge that teachers might think teaching previous grade level content for the first part of the year IS addressing prerequisite thoughtfully – rather than embedding prerequisites where they make the most sense coherently with major work of the current grade level.

6. ADAPTATIONS FOR STRUGGLING LEARNERS HIGH SCHOOL Percentage of 8th Grade Math Lessons That Were Entirely Reviewed, By Country (1999)
1 min
Speaker’s Notes:
In fact, TIMSS data show that in the US, we spend a major chunk of the school year just reviewing.
Source:

7. ADAPTATIONS FOR STRUGGLING LEARNERS HIGH SCHOOL From the Appendix to the Publishers’ Criteria
“The natural distribution of prior knowledge in classrooms should not prompt abandoning instruction in grade level content, but should prompt explicit attention to connecting grade level content to content from prior learning. To do this, instruction should reflect the progressions on which the CCSSM are built…Much unfinished learning from earlier grades can be managed best inside grade level work when the progressions are used to understand student thinking.”
1 min
Speaker’s Notes:
Unfinished prior learning is best completed in context. That is, we find the places in our curriculum where unfinished earlier learning logically fits. This allows us to preserve focus and coherence.
In order for you to lead or support teachers with this, it is important for you to apply what you now know about Focus and Coherence to curriculum maps. Let’s analyze one now.

8. The curriculum map for the year Titles of each module
ADAPTATIONS FOR STRUGGLING LEARNERS HIGH SCHOOL Curriculum Map Scavenger Hunt
1 min
Speaker’s Notes:
The first step is to be able to diagnose how well any curriculum map attends to the major work of the grade
Specifically, we want you to be able to determine how much time is spent on the major work standards as well as when in the school year students are immersed in the major work (early, not late)
For this activity you’ll be looking at “A Story of Functions” - the curriculum map for HS ENY curriculum
Hand out Grades 9-12 Curriculum Overview A Story of Functions, pages 1-4; and (12 pgs)
You’ll look at:
The curriculum map for the year
Titles of each module
The standards associated with each module

9. How many modules focus on major work?
ADAPTATIONS FOR STRUGGLING LEARNERS HIGH SCHOOL Curriculum Map Scavenger Hunt
How many modules focus on major work?
How many days of instruction is this?
What percent of the instructional year is this?
Name all modules that include Major work and Supporting content together.
Name all modules that emphasize Additional content.
15 min
Speaker Notes:
You have 15 minutes. Choose your preferred way of working: alone; in pairs or very small groups (3 or 4). If you are more than a pair, move together so you can track where you are in the document
When done, share answers. Answers are as follows:
Answers as are follows:
1. Prerequisites: Modules 1 & 2 focus on WAPs. The standards exceptions and are not WAPs:
Mod 1: G­CO.11, GCO.12; G­CO13 (i.e.  Constructions) 
Mod 2: G­MG.1-3 (apply geometric concepts in modeling situations) 
Mod 3: ALL (3­D Geometry, Volume)
Mod 4: ALL (Use coordinates to prove simple geometric theorems algebraically)
Mod 5: ALL (Circles Insert the WAP for participant reference:  with and without coordinates) 
2. Days:
Module 1 & 2 that have WAPs = 45 + 45 days
Module 3, 4, & 5 that DO NOT have WAPs = 10+ 25 + 25
3. Percent of year: 90/150 =  60% of the year. 
Additional Note: In the “Extensions to the Geometry Course” there are additional opportunities to work on WAPs in Module 2: G­SRT.9­11.
4. Module 1 includes Major and Supporting content together, but it is the only module to do so.
5. Module 3, and to some extent Module 5, emphasize additional content.
Transition: Point out knowing Focus is an important input when making decisions about adjusting scope and sequences. Now that we have a good idea of what is in this scope and sequence, let’s talk about how it would be adapted for kids who struggle.
IMAGE CREDITS:

10. Consider expanding focus on major content where necessary.
ADAPTATIONS FOR STRUGGLING LEARNERS HIGH SCHOOL Adaptation Process: Scope and Sequence
Use the progressions to add prerequisite standards from prior grades to all units.
Consider expanding focus on major content where necessary.
+ X.1, Y.2
+ X.1, Z.5
+ Z.2
+ X.3
+ X.1, Z.5
+ X.1, Y.5
+ X.4, Y.5, Z.6
X = Grade Below
Y = 2 Grades Below
Z = 3 Grades Below
3 min
Speaker Notes:
The answer lies in how we use time, knowing the prerequisites, when we conduct reviews and how.
Adapting for students with gaps is a multi-step process.
Some curriculum looks like this – where major, supporting and additional clusters are spread throughout the year.
When we consider a scope and sequence, we start by thinking about the prerequisites for all units. Imagine, here, that “Grade X” is the year before, “Grade Y” is two years prior,” and “Grade Z” is three years below the grade you teach.
When a unit is focused on Major Content—we consider spending more time there. This slide is about thinking abut what you might need to add.
Major Content
Major Content
Major Content

11. ADAPTATIONS FOR STRUGGLING LEARNERS HIGH SCHOOL Adaptation Process: Lessons
Adapt lessons to include prerequisite content in the context of grade-level objectives.
The prerequisite standards we associate with each unit allow us to adapt lessons and add additional lessons.
Consider adding additional lessons that address prerequisite content where necessary and appropriate.
2 min
Speaker Notes:
We are also able to adapt lessons themselves.
We use grade level content as opportunities to review prior learning; for example, using addition of fractions with unlike denominators as an opportunity to review fraction equivalence.
If necessary, we add additional content lessons as well, where necessary and appropriate. In cases where upwards of 50% of students are not at grade level, this strategy should be emphasized more.
Ask: what structures do you already have in place to help add additional lessons to address the prerequisites?
Sample answers may include use of RTI time or Gap or Flex days. If they don’t offer those strategies, ask if anyone is using these structures to review prerequisites prior to on grade level work (they may only use them in response to formative assessment data).
The next slide shows an example of a curriculum that helps you with this. 1 2 3 4 5 6 7

12. Identify adaptations for the year-long scope and sequence.
ADAPTATIONS FOR STRUGGLING LEARNERS HIGH SCHOOL A Pivotal Moment for Tenth Graders
It is two weeks before school starts, and you are helping the math department as they plan for implementing Geometry Module 1 in A Story of Functions. Historically, the data show that 10th graders at this school do not enter Geometry ready for the course. Specifically, students are not yet proficient with geometric transformations. Additionally, while they know formulas, they struggle to solve real-world application problems. What do you and the team need to do to adapt this module so these children catch up?
Identify the prerequisite standards you'd need to add to adapt this module.
Identify adaptations for the year-long scope and sequence.
Identify adaptations for the sequence of lessons within the module.
25 min
Speaker Notes:
20 min
Handout the Module 1 Overview pages 1-6 (6 pages). Use it along with the standards and the “Coherence Map” to determine the prerequisite standards to add to Module 1. With “grade below”, we’re talking about 8th, 7th and 6th since that’s the last time they had geometry.
2. Then consider how you will adapt the year-long scope and sequence in order to make room for addressing the missing pre-requisites.
3. Third, make decision about how you would adapt the sequence of lessons for this module.
5 min
Ask 2 groups/people to share what they adapted and why

13. ADAPTATIONS FOR STRUGGLING LEARNERS HIGH SCHOOL
Feedback
Please fill out the survey located here:
-Click “February Institute” on the top right
-Click “Details” on the center of the page
5 min
Speaker Notes:
Please fill out the survey to help us improve!

14. ADAPTATIONS FOR STRUGGLING LEARNERS HIGH SCHOOL References
Slide
Source 6 7
8-13

15. ADAPTATIONS FOR STRUGGLING LEARNERS HIGH SCHOOL References
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