LEARNER

AND
LEARNING
I N TA S C # 2
ERICA CONDON
JOHNS HOPKINS UNIVERSITY

INTASC STANDARDS
InTASC Standard #1: Learner Development:The teacher understands how
learners grow and develop, recognizing that patterns of learning and
development vary individually within and across the cognitive, linguistic, social,
emotional, and physical areas, and designs and implements developmentally
appropriate and challenging learning experiences.
InTASC Standard #2: Learning Differences:The teacher uses
understanding of individual differences and diverse cultures and communities
to ensure inclusive learning environments that enable each learner to meet
high standards.
InTASC Standard #3: Learning Environments:The teacher works with
others to create environments that support individual and collaborative
learning, and that encourage positive social interaction, active engagement in
learning, and self-motivation.

INTASC #2:
LEARNER DIFFERENCES

The teacher uses understanding of individual

differences and diverse cultures and communities
to ensure inclusive learning environments that
enable each learner to meet high standards.
Each area of the standard above can be identified throughout this
presentation based on the following color coding descriptions:
Uses understanding of individual differences
Uses understanding of diverse cultures and communities
Ensuring an inclusive learning environment
Enabling all learners to meet high standards

DIFFERENTIATED LESSON PLAN

OBJECTIVE
What will your students be able to do?

DIFFERENTA
TION
In giving
students
differentiated
options when
completing
their
assessments, I
display and use
my
understanding
of their
individual
learning
differences and
give each

SWBAT add and subtract polynomials

CONNECTION TO ACHIEVEMENT GOAL

How does the objective connect to your achievement
goal?
The school-set Algebra I achievement goal is for
students to earn a Good or Excellent on Louisianas
Algebra I End of Course test. This objective is directly
related to that goal as it is aligned to the CCSS A-APR.A
which is assessed on the End of Course test. Students
will be relying on prior knowledge and learning
information that will lead them towards success in the
next unit.

PREREQUISITE SKILLS
What will your students need to know to master the
grade-level objective?
In order to master this objective, students must be
able to define like terms and be able to simplify
expressions by combining like terms. In addition,
students must understand basic exponent rules.

DIAGNOSTIC
How will you assess students mastery of these
foundational skills?
Students state test scores from 6 th, 7th, and 8th grade
are analyzed at the beginning of their 9 th grade (Algebra
I) year. From these scores, I determine which students
are on or above grade level and which students have
not mastered these fundamental skills. To assess
student mastery of this particular skills, students are
given a pretest that includes objective-related questions
from the 6th, 7th, and 8th grade state assessments to see
how much they remember

ASSESSMENT
How will you know whether your students have made progress toward the objective? How and when will you
assess mastery?
At the end of the class period, students will complete an exit ticket that evaluates their mastery of the
material. Students will be given choices as to which 3 of the 5 presented questions they will answer. Types of
questions will vary, including multiple choice, constructed response, drawing a pictorial representation, etc.
80% mastery on the exit ticket will show progress towards the objective.
Mastery of the entire unit, including this objective, will be assessed at the end of the unit with a summative
assessment. In order to prepare for this assessment, students will go back and review the pretest they
completed at the beginning of the unit. Students will spend time fixing their mistakes and confirming their
understanding of the content before they are assessed. For this test, students will again have choices when it

DIFFERENTIATED LESSON PLAN

GUIDED PRACTICE

SCAFFOLDING
The Independent
and Guided
Practice activities
were created
upon my
understanding of
the need for all
of my students to
meet high
standards. By
creating an
inclusive learning
environment in
which my lower
level students, in
particular, get
the one-on-one
time they need, I

During the Guided Practice portion of the lesson, the teacher will do one example each of what adding and
subtracting polynomials looks like on the board. Once students have had the opportunity to ask questions and had
two solid examples in their notes, multiple addition and subtraction of polynomials problems are posted on the board
(scaffolded from easy to difficult). Students work out these problems independently on their personal white boards.
When they are finished each problem, they hold up the white board to receive acknowledgement or corrections from
the teacher. As the teacher circulates the room, students are able to ask questions and receive one on one direction
while the rest of the class works. While walking around, the teacher places colored cards on each students desk.
These cards are representative of ability levels and will later be used to facilitate group work during independent
practice. For example, the students who got through all of the problems, including the challenging problems, will
receive a red card. Students who only made it through one problem, the easiest, will receive a green card, and so
on. Students will stay engaged during this process because they have the opportunity to draw on their whiteboards,
apply the skills they just learned, move at their own pace, and receive one on one time with the teacher.

INDEPENDENT PRACTICE
This independent practice time will utilize flexible grouping based on the guided practice activity above. Once all
students have gotten the chance to complete a few of the guided practice problems, the teacher will count down
from 5 to regain the classs attention and explain the behavioral expectations for the independent practice session.
Students will be instructed to get into groups based on the color card the received during the guided practice
activity. They will be told that group work is to use quiet, inside voices, respectful language, and academic
questioning and discourse. Before students move into groups, they will be given the directions of the independent
practice assignment: One group member will make up one two-polynomial addition problem on their whiteboard.
The problem must include are least two sets of like terms. That group member will share his/her problem with the
rest of the group and each student will complete it independently. When everyone has finished, they will show their
answers to the group. If one student made a mistake, the rest of the group uses academic questioning to analyze
the problem and see where the mistake was made. This problem continues on using both addition and subtraction
problems. Independent mastery of the objectives will be achieved when students are both learning and teaching
about the objective. There will be time for both fluency practice and analysis to ensure conceptualization among the
entire group. Opportunities for extension will be given to the higher-ability-level groups when they are encouraged
to solve three-polynomials problems that include both addition and subtraction (Example: (7x3 x 4) + (x2 2x 3)
- (2x4 + 3x2 + 5x)). Lower level students will have all receive the same color ability card and will group themselves
without thinking that they are the slow group that needs to work with the teacher. Instead, they will begin their
work as a group and the teacher will stop by and work with them through a few problems before returning to
circulating the room. This gives the lower level students the opportunity to have private, one on one time with the
teacher without being called out as someone who is struggling. In addition, the higher level students are not having
to listen to the same explanation of the concepts over and over. Students will be engaged during this process
because they will get to work with their peers and will be challenged by their group members of the rigor of the

CONTENT MASTERY STANDARDS

Algebra I Content Mastery Standards - Concordia Parish School District
The following standards were created by Concordia Parish School Districts Math Team Leader, Erica Condon, to be used by
the entire district as well as surrounding districts. These standards represent the non- negotiable concepts that Special
Education students must understand to display mastery of Algebra I. In order to show mastery of these concepts, students
must be able to earn a 75% or higher when assessed on each standard. Students are given an unlimited number of attempts
to master these concepts and are provided with all of their IEP accommodations when assessed.
Algebra:
Functions
F-IF: Interpreting Functions
A-SSE: Seeing Structure in Expressions
F-IF.A: Understanding the concept of a function and using function
A-SSE.A: Interpreting expressions that represent a quantity in terms of its
notation
context
SWBAT understand that a function from one set (called the
SWBAT interpret parts of an expression, such as terms, factors, and coefficients.
domain) to another set (called the range) assigns to each
SWBAT use the structure of an expression to identify ways to rewrite it
element of the domain exactly one element of the range (for
(factoring).
every input, there is exactly one output).
A-SSE.B: Writing expressions in equivalent forms to solve problems
SWBAT use function notation and evaluate functions for inputs
SWBAT factor a quadratic expression to reveal the zeros of the function it
in their domains
defines.
F-IF.C: Analyzing functions using different representations
A-APR: Arithmetic with Polynomials and Rational Expressions
SWBAT graph linear and quadratic functions and show
A-APR.A: Performing Arithmetic operations one polynomials
intercepts, maxima, and minima
SWBAT add, subtract, and multiply polynomials
SWBAT use the process of factoring and completing the square
in a quadratic function to show zeroes
A-CED: Creating Equations
F-BF:
Building
Functions
A-CED.A: Creating equations that describe numbers or relationships
F-BF.A:
Building
a function that models a relationship between two
SWBAT create equations and inequalities in one variable and use them to solve
quantities
problems
SWBAT write a function that describes a relationship between
SWBAT create equations in two or more variables to represent relationship
two quantities
between quantities
F-BF.B:
Building new functions from existing functions
SWBAT graph equations on coordinate axes with labels and scales
SWBAT
identify the effect on the graph of replacing f(x) by f(x) +
A-REI: Reasoning with Equations and Inequalities
k, kf(x), f(kx), and f(x + k) for specific values of k (CM students
A-REI.B: Solving equations and inequalities in one variable
must master transforming functions using positive values of k).
SWBAT solve linear equations and inequalities in one variable
F-LE: Linear, Quadratic, and Exponential Models
SWBAT solve quadratic equations in one variable by taking square roots,
F-LE.A: Constructing and comparing linear, quadratic, and exponential
completing the square, the quadratic formula, or factoring (CM students must
models and solving problems.
master two of these four methods).
SWBAT prove that linear functions grow by equal differences
A-REI.C: Solving systems of equations
over equation intervals (constant rate of change), and that
SWBAT solve systems of linear equations exactly and approximately by
exponential functions grow by equal factors over equal
graphing, substitution, or elimination (CMstudents must master one of these
intervals.
three methods).

CONTENT MASTERY
COMPARATIVE ASSESSMENTS
1.

For the following questions, write one of the four inequality signs
a)
If a graph of an inequality is shaded above the line, the inequality sign is:
b)
If the graph of an inequality is shaded below the line, the inequality sign is:
c)
If the graph of an inequality has a solid line, the inequality sign is:
d)
If the graph of an inequality has a dashed line, the inequality sign is

CONTENT MASTERY QUIZ

2.

What is the equation for the line that passes through the points (3, 4) and (5,8)?

3.

The graph a linear equation represents:

a)
The one point (y-intercept) that can make the equation true
b)
The set of all solutions to that equation
c)
Points that are not considered solutions to the equation
d)
Both b and c

4.

5.

6.

The inequality -4x 2y > 8, in slope intercept form, would look like:
a)
y > 2x + 4
b)
y < -2x 4
c)
y > -2x 4
d)
y < 4x + 8
The graph of y < 1/3x 5 would look like (hint: look at the top of the page!):
a)
Dashed line, Shaded Above
b)
Dashed line, Shaded Below
c)
Solid line, Shaded Above
d)
Solid line, Shaded Below
To be a part of the solution set of an equation, a point must be:
a)
On the y-axis
b)
On the x-axis
c)
Above the line
d)
On the line

7.

To be a part of the solution set of an inequality, a point must be:

a)
On the line
b)
In the non-shaded region
c)
In the shaded region
d)
On the y-axis

8.

Which of the following is a solution to the inequality y < 4x 5?

a)
(2, 5)
b)
(3, 9)
c)
(4, 10)
d)
(0,0)

Assessment

9.

Graph the following inequality: y > 1/2x + 2

Graphing
slope and yintercept
Shading and
type of line

Point
s
/1
/1

LEARNING DIFFERENCES IN
SPECIAL EDUCATION
Using the Content Mastery
Standards I created for the
district, I constructed both a
standard and a Content Mastery
version of every assessment
done in class. While they
addressed the same outcomes,
enabling all students to meet
high standards, the tests are
different in that the Content
Mastery test assesses a less
rigorous version of the CCSS. For
example: The last problem, in
which students are asked to
graph a linear inequality, looks
different when comparing the
two quizzes. To technically meet
the requirements for mastery of
this Algebra I CCSS, students
should be able to graph linear
inequalities from standard form
and identify where the solutions
to that inequality lie. The
requirement for an Act 833
(Content Mastery) students to
have met this standard is that
they are capable of graphing an
inequality from slope-intercept
form only. While creating
multiple quizzes for each

1.

The graph of a linear equation represents:

1.
The one point (y-intercept) that can make the equation true
2.
The set of all solutions to that equation
3.
Points that are not considered solutions to the equation
4.
Both b and c

2.

What is the equation for the line that passes through the points (3, 4) and (5,8)?

3.

What is an equation for the line that passes through the point (4,-2) and has a slope of ?
1.
y = x -2
2.
y = 4x +
3.
y = x - 4
4.
y = 1x 2

4.

What is the equation of the line that goes through the point (8 ,3) and is parallel to the equation y= x 5?
1.
y = -2x + 7
2.
y = 2x 1
3.
y = x + 7
4.
y = x 1

5.

What is the equation of the line

represented by the graph to the right?
1.
y = 3x + 4
2.
y = -3/2x + 4
3.
y = 4/3x + 4
4.
None of the Above

6.

What of the following represents

the slope of the line that is
perpendicular to the equation y = 4x 3?
1.
m=4
2.
m = -4
3.
m=
4.
m=-

7.

The inequality -4x 2y > 8, in slope intercept form, would look like:
1.
y > 2x + 4
2.
y < -2x 4
3.
y > -2x 4
4.
y < 4x + 8

8.

The graph
1.
2.
3.
4.

STANDARD CCSS QUIZ

of the inequality y < 1/3x 5 would look like:

Dashed line, Shaded Above
Dashed line, Shaded Below
Solid line, Shaded Above
Solid line, Shaded Below

Assessment
Solving the inequality
Graphing slope and yintercept
9.

To be a part of the solution set of an equation, a point must be:

Poin
ts
/1
/1

DIFFERENTIATION EVALUATION
Thelma Daniels Monthly Teacher Observation of:

Erica Condon, Algebra I, FHS

Attn: Special Populations Director Mary Hune, Principal Joyce Russ, Assistant Principal John Collins
Diversity in the classroom created numerous challenges for Ms. Condon over the past three years. She had to balance
both the pressures of high stakes testing and the need to derive instructional approaches that would meet the needs of all
students. One of her Algebra I classes had eight Specific Learning Disability students who fell under Act 833 in the state of
Louisiana. Of these eight students, six of them moved from a self-contained Special Education class setting. The six students
were completing assignments far below grade level, working on mastering math skills from 2nd to 4th grade level.
The 2015-16 school year's daily schedule placed these at-risk students in a regular class of Algebra I where they had
to master the rigorous content standards of the Common Core. Using the Algebra I Content Mastery Standards devised by
Ms. Condon and the accommodations recommended by LA Bulletin 1508 for students with special needs, the students were
able to master essential Algebra I knowledge. I have observed Ms. Condons teaching methods numerous times and have
seen her progress towards mastery of working with students who have different learning differences whether they are
academic or culturally based.
In order to make students comfortable with the content when they came to my own classroom, I tried to implement a
number of Ms. Condons teaching strategies. The technique "turn to your partner" and explain the concept that was most
recently introduced worked best with these students and I could see them feeling more confident in themselves as our
remedial lessons went on. This technique was used as a comprehension check. If a student could explain several points to
each other, understanding of the concept had taken place. Each class began with an opportunity for students to review or
make a bridge to a new concept. Also throughout the school year, Ms. Condon and I discussed test, quizzes, and just day to
day routines, which were very helpful when planning the lessons. We also reflected on teaching strategies and shared
concerns about the eight struggling students.
Ms. Condon, like Gandhi, became the change she wished to see in the world here at Ferriday High School. Because she
thinks outside of the box, using the understanding of intellectual differences, she is able to engage even the lowest level of
math students and get them on track to meet the expected 9th grade standards. While many teachers make these students
feel like outsiders in the classroom, Ms. Condon creates a loving environment in which students are celebrated for their
progress, rather than one where Special Education students feel that their needs are not met or that they are not even given

CRT CONCEPT MAP AND SYNTHESIS

Culturally Responsive
Teaching

Communicat
ion of High
Expectations

Reshapi
ng the
Curriculu
m

Active
Teachi
ng
Metho
ds

Positive
Perspectives
on Parents
and Families

Student
Teacher
Culturally
Controlled
as
Mediated Facilitator Classroom
Instruction
Discourse

Learning Differences and

CRT
In creating this concept
map, I organized a way to
reaffirm my understanding
that students cultural and
community references
should be included in all
aspects of learning. I build
strong relationships with my
students by communicating
my high expectations and
creating a support system
among parents and
community members to
promote the inclusion and
celebration of cultural

STUDENT PROFILES
Destiny
Observations:
White, High Achieving
Only a few friends all are white
Being a racial minority gives her a
heightened sense of cultural identity and,
when paired with her advanced ability in
math, makes her an outsider.

Solutions:
I allowed Destiny to work with Hayley, the
other white student in the class, when
students were assigned partners. As
opposed to feeling like an outsider, Destiny
was able to feel like she was part of an
inclusive learning environment.

Fudell
Observations:
African American, Significantly Below Grade Level
Popular, but friends are bad influences
Can be apathetic, disruptive, or on task, depending
on the day, making it hard to know how to address
his specific learning needs. His anger management
problems lead him to shut down when posed with an
assignment or quiz that he considers too difficult or
is embarrassed to even try.

Solutions:
I started giving Fudell the Content Mastery quizzes
as opposed to only grading certain CM questions on
the Standard CCSS quizzes. This prevented him
from feeling excluded or called out for his
educational differences and eventually led to his
mastery of the standards.