Test Your Tech… Audio…Test Sites we will use today… Log-in to CoreTools @ www.ldc.org Test Your Tech…

KYLDC Community Meeting! Welcome to our KYLDC Community Meeting! Host: Kelly Philbeck, KYLDC State Lead/Instructional Specialist Facilitators: Rebecca Woosley & Kate Grindon, KDE Effectiveness Coaches

Kelly Philbeck Becky Woosley Kate Grindon kelly.philbeck@education.ky.gov rebecca.woosley@education.ky.gov kate.grindon@education.ky.gov

Meeting Links & Materials www.kellyphilbeck.com KYLDC Materials Resource Links Archived Meetings PowerPoint Polls Meeting Links & Materials

Purpose To build our KYLDC community To feature in-depth looks into LDC instructional tools and resources To provide an online platform for continuing professional learning around LDC To provide updates around LDC at a national and state level Purpose

Today’s Agenda CoreTools Updates 2016-2017 Rubrics Teacher Competencies Content Collection Reminders Upcoming Events Today’s Agenda

LDC CoreTools Updates

A New Professional Learning-Based Homepage

A New Learn Tab

A New LDC Resources Tab

LDC/SCALE Rubrics

Coaches--Invite Users

Situating LDC in School and District Goals and in Authentic Work WHY LDC? Shift from “Doing LDC” to “Using LDC to Do Important Work” Situating LDC in School and District Goals and in Authentic Work (Problems or Puzzles of Practice PoPs) Rigor (Assessment/Assignment) Instruction Alignment Rigor of Literacy Tasks and Instruction Example: Teachers will develop and implement tasks and instructional strategies that are rigorous and appropriately address the cognitive demand, grade-level content, and important discipline-specific literacy skills of their students. Consistency of Literacy Tasks and Instruction Example: Teachers across grade levels and/or disciplines will develop and implement consistent tasks and instructional strategies that help students learn, practice and master specific, enduring literacy skills. Development and implementation of common writing assignments Example: Teachers will design and implement common writing assignments that allow students practice and demonstrate mastery of specific, enduring literacy skills in all grade levels and/or disciplines. Quality of Literacy Tasks and Instruction Example: Teachers will develop and implement high quality tasks and instructional strategies that help students master enduring literacy skills. CCRS-Aligned Literacy Tasks and Instruction Example: Teachers will develop tasks or instructional strategies that are aligned to the CCRS. Documentation of teacher work toward shared goal Example: Teachers will create and maintain a portfolio of lessons and reflections that address school-wide initiative or goal. Increased volume and quality in student writing Example: Students will write (type of writing) (times per year) across (grade levels and/or disciplines). Formative Assessment Embedded in Literacy Instruction Example: Teachers will embed formative assessment of enduring literacy skills into instruction. Structure and content of collaborative planning time Example: Teachers will implement systems and structures during collaborative planning time to effectively engage in instructional planning, discourse and student work analysis. Curriculum alignment to the CCRS Example: Teachers will develop curriculum maps or use existing curriculum to ensure instructional alignment to the CCRS.

2016: LDC released the 20 LDC Teacher Competencies

Align LDC to PoP, Teacher Competencies, Danielson

LDC Rubric Updates

New Student Work Rubrics from SCALE www.ldc.org/resources New Student Work Rubrics from SCALE

2016-17 Student Work Rubrics 2016-17 Student Work Rubrics Common concerns regarding past LDC student work rubrics: Too many dimensions; some overlap between dimensions Some language subjective or not adequately descriptive Grade spans too wide (K-1, 2-5, and 6-12) “Content Understanding” dimension too generic -- does not help a teacher score their discipline’s content understandings

New LDC/SCALE Rubrics Before: 7 Scoring Elements Now: Focus Controlling Idea Reading/Research Development Organization Conventions Content Understanding Controlling Idea Selection/Citation of Evidence Development/Explanation of Sources Organization Conventions Additional Task Demands Disciplinary Content Understanding

What’s new with LDC’s 2016-17 student work rubrics: CHANGES TO LANGUAGE Concrete and descriptive of performance rather than aspirational or subjective Maintains an appropriate organizational structure to address the specific requirements of the prompt. OLD Groups and sequences ideas to develop a cohesive explanation. Uses transitions to clarify the relationships among complex ideas, concepts, and information. NEW

DIVISION OF GRADE SPANS What’s new with LDC’s 2016-17 student work rubrics: DIVISION OF GRADE SPANS Previous rubrics: 2016-17 rubrics: K-1 2-5 6-12 K 1 2-3 4-5 6-8 9-12 More aligned to CCSS standards breakdown

DISCIPLINARY “MENU” RUBRICS What’s new with LDC’s 2016-17 student work rubrics: DISCIPLINARY “MENU” RUBRICS Science (NGSS) K-5 6-8 9-12 Cross-Cutting Concepts ✔ Content (Disciplinary Core Ideas) Science & Engineering Practices History / Social Studies (C3) K-5 6-8 9-12 Disciplinary Content ✔ Disciplinary Concepts History-Social Science Practices ELA (CCSS) K-5 6-8 9-12 Reading Literary Text ✔ Reading Informational Text

HISTORY PRACTICES EXAMPLE What’s new with LDC’s 2016-17 student work rubrics: HISTORY PRACTICES EXAMPLE C3 Strand Emerging Approaches Expectation Meets Expectation Advanced Analyze Sources Introduces a source by referring to its origin. Uses the date and origin of a source (intended audience, place, author), as appropriate, to interpret the source. Uses the dates and origins of sources (intended audience, place, author), as appropriate, to accurately interpret sources and the authors’ perspectives and purposes. Uses the dates and origins of sources (intended audience, place, author), as appropriate, to accurately and fully interpret sources and the authors’ perspectives and purposes, and to discuss the limitations of the sources. Corroborate Sources Relies on one source to support an explanation or argument. Uses multiple sources to support a particular explanation or argument, without explicitly comparing evidence. Makes explicit connections among sources by comparing or contrasting evidence to support a particular explanation or argument. Makes explicit, significant connections among sources by comparing and contrasting evidence to strengthen or explain limitations of an explanation or argument. Explain a Social Problem Discusses a social problem generally, using a relevant example.   Identifies an opportunity or challenge in addressing the problem. Defines and explains a social problem, generally identifying its characteristics or causes, using a relevant example. Describes opportunities or challenges in addressing problem. Clearly defines and explains a social problem, identifying its characteristics and causes, using relevant examples of the problem. Explains opportunities and challenges in addressing problem. Clearly, thoroughly, and precisely defines and analyzes a social problem to understand its characteristics and causes, using multiple significant examples from different contexts. Clearly explains and prioritizes opportunities and challenges in addressing problem. Assess Options and Recommend Action Identifies options for individual or collective action. Generates and assesses options for individual or collective action to address a social problem, in terms of costs, benefits, or possible outcomes, and recommends a reasonable action. Generates and assesses options for individual and collective action to address a social problem, in terms of costs, benefits, and/or possible outcomes, and recommends a logical action. Generates and thoroughly assesses options for individual and collective action to address a social problem, in terms of costs, benefits, potential outcomes, and/or effective strategies, and recommends specific action(s) consistent with that evaluation.

2016 Student Work Rubrics: What is available? 6-8 9-12 Core rubric for Argumentation tasks Draft Available Published Core rubric for Informational / Explanatory tasks Science/NGSS options for “Disciplinary Content Understanding” dimension Social Studies/C3 options for “Disciplinary Content Understanding” dimension Draft Available (grades 2-5 only; K-1 draft coming soon) ELA/reading options for “Disciplinary Content Understanding” dimension Draft coming soon

2016 Student Work Rubrics: Where to find them?

How will these new rubrics work when they are available in LDC CoreTools (September 2016)?

Preview of new CoreTools student work rubric functionality 2016-17 Student Work Rubrics Preview of new CoreTools student work rubric functionality (coming September 2016)

Student work rubrics in the module editor will now be customizable.

2016-17 Student Work Rubrics I can click to preview the student work rubric that is currently in my module. Here’s the collapsed view.

2016-17 Student Work Rubrics I can expand any or all dimensions to see the details of each dimension’s scoring levels at any time.

2016-17 Student Work Rubrics I can now toggle into edit mode, which shows me how incredibly customizable the rubric now is. In this mode, I can still expand/collapse any dimension. Note what is customizable: “no rubric”; change rubric Collection; alternate rubric by grade level; alternate rubric by writing mode; remove dimension; customize content understanding; add an additional content understanding dimension.

2016-17 Student Work Rubrics Here are some examples of ways I might edit my rubric depending on my task, standards, etc.

2016-17 Student Work Rubrics I’m done making edits, so I save, and here is how my customized rubric looks in view mode (collapsed).

2016-17 Student Work Rubrics At any time, I can now export my customized (or generic) rubric to PDF so I can print it for actual classroom use.

2016-17 Student Work Rubrics

2016-17 Student Work Rubrics in LDC CoreTools September release will include the functionality you’ve seen here Shortly thereafter, the options in the new rubrics’ content dimensions that allow for “standards-based” scoring and for scoring based on selection of a “cross-cutting” concept will be added Proposed addition in future: allow content dimensions and standards-based scoring options to be available to add to mini-task “scoring guide” section

2016-17 Student Work Rubrics

2016-17 Student Work Rubrics Other Rubric Work Sets of benchmarked papers “master-scored” using new student work rubrics are also in process (to use for calibrating teachers on how to score using the new rubrics) -- release is TBD

Rationale for Rubric Updates Rubric folder in “Resources” 2016-17 Student Work Rubrics Student Work Rubrics Rationale for Rubric Updates Rubric folder in “Resources”

Reading Rubrics Coming Soon! LDC/ SCALE will be releasing new reading rubrics for literature and informational reading – these will be one-row rubrics for each reading standard, or subsets of each reading standard. 9-12 will be released first. MS and ES rubrics will follow by the end of the summer. These rubrics can be used for multiple purposes: The content row for Literature (ELA) for the LDC student work rubric – making the reading skills transparent in that rubric. Rubric for stand alone mini-tasks. Rubric for benchmark mini-tasks that are used repeatedly throughout the year as assessment touchpoints.

LDC’s Community of Support www.ldc.org CoreTools

KYLDC’s Community Website: kellyphilbeck.com Twitter: @kellyphilbeck Facebook: Kelly R. Philbeck KYLDC KYLDC’s Community

In Case You Missed It! “Just try it!” Curricular Examples: Back to School Collection Short Modules Content Landing Pages: https://ldc.org/sample-curricula http://elacollection.ldc.org/ http://socialstudiescollection.ldc.org/ http://sciencecollection.ldc.org/ http://about.ldc.org/ LDC content blurbs about these landing pages can be found here. Literacy Design Collaborative |

National Peer Review NATIONAL PEER REVIEW EVENTS LDC National Peer Review takes place quarterly; deadlines for submitting modules for the 2016–17 school year are as follows: Summer 2016: module submissions due by July 29, 2016 Fall 2016: module submissions due by October 28, 2016 Winter 2017: module submissions due by January 27, 2017 Spring 2017: module submissions due by April 28, 2017 National Peer Review

Poll for Future Topics

Thank You for Joining Our KYLDC Community Meeting! Mark your calendars for October 10, 2016 for our next KYLDC meeting! Host: Kelly Philbeck, KYLDC State Lead/Instructional Specialist Facilitators: Becky Woosley, KDE Effectiveness Coach Kate Grindon, KDE Effectiveness Coach