Literacy Design Collaborative Mathematics Design Collaborative 2014 – 2015 Rollout and Application

Literacy Design Collaborative

The Literacy Design Collaborative (LDC) offers a fresh approach to incorporating literacy into middle and high school content areas. LDC is a community of educators providing a teacher-designed and research-proven framework, online tools, and resources for creating literacy- rich modules of instruction across content areas. This is drastically different than past, less structured notions of “adding” reading and writing when possible to the teaching of content.

Goals of LDC To engage students in reading, comprehending, analyzing, interpreting, and responding to complex texts To align assignments to the CCSS and to promote collaboration To help teachers personalize learning so that every student can master the CCSS To ensure that all students can be college and career ready

What does an LDC Classroom look like? Students engaging in learning Students focusing on the LDC task Students working together Students reading to learn content Students persisting to complete tasks

LDC Tools A bank of reading/writing tasks The module template o Tasks o Skills o Instruction o Results Scoring rubrics Local and national collaboration Access to a community of educators with LDC modules aligned to course content and to CCSS

Three types of tasks Argumentation Informational/Explanatory Narrative

Text Structures 1.Analysis 2.Comparison 3.Evaluation 4.Problem/Solution 5.Cause/Effect 6.Description 7.Sequential 8.Procedural/Sequential 9.Synthesis

Template Task Collection Argumentative Informational/ Explanatory Narrative

ELA LDC Task vs. Traditional Writing Prompt Task Prompt 11: After researching speeches which use persuasive techniques, write a report in which you define persuasion and explain its impact on an audience. Support your discussion with evidence from your readings.. Write an article that persuades someone to think or do something. LDC Writing Task Previous Writing “Assignments”

Career/Technical Task LDC Task vs. Traditional Writing Prompt Task 20: After researching selected sources on green technological advances in the automotive industry, write a report in which you analyze how these changes have affected the environment. Support your discussion with evidence from your research. Informational Write a report on how automotive technology has changed. LDC Writing Task Traditional Writing “Assignments”

Science LDC Task vs. Traditional Writing Prompt Task 11: After researching the article on invasive species, write an essay in which you define invasive species and explain how these organisms impact an ecosystem, economy and people. Support your discussion with evidence from your research. Informational Explain what humans are doing to negatively impact the environment, using examples we discussed in class. LDC Writing Task Traditional Writing Prompt

Task 7: After researching primary and secondary sources on problems facing the United States in the 21st century, write a speech in which you identify what you believe to be the biggest problem facing American society today and argue for a solution. Informational Write a speech that discusses a problem facing America today. What are the possible solutions to this problem? LDC Writing Tasks Previous Writing “Assignments” Social Studies LDC Task vs. Traditional Writing Prompt

LDC Skills Clusters Preparing for the Task Reading Process Bridging Writing Process

Defining the Skills Each skill required is defined. There are multiple skills in each cluster. Clusters 1-4 are completed in order. The Content Cluster is embedded throughout the literacy clusters.

Instructional Ladder Instructional Ladder How will students be taught to succeed on the teaching task? Teachers establish the instructional plan – and instructional ladder – to teach students the skills necessary to succeed on the task Students are taught each skill through a “mini-task” Mini-tasks connect across the 2-4 weeks to lead students to completing the task

The Ladder Product If you were climbing a ladder, you wouldn’t want to miss a rung. This is also true in teaching students how to create a final product

What Results? Rubric Student Work Samples Classroom Assessment Task

Mathematics Design Collaborative

MDC MDC focuses on building student understanding of mathematics concepts by working through problems, rather than memorizing formulas and plugging them into a page of workbook problems. Utilizes Formative Assessment Lessons (FAL)

The BIG IDEA of Formative Assessment Students and teachers Using evidence of learning To adapt teaching and learning To meet immediate learning needs Minute-to-minute and day-by-day

The 5 Strategies of Assessment of Learning Formative Assessment 1.Clarifying and sharing learning intentions and criteria for success 2.Engineering effective discussions, questions and learning tasks that elicit evidence of learning. 3.Providing feedback that moves learners forward. 4.Activating students as the owners of their own learning. 5.Activating students as instructional resources for one another.

The 5 Strategies of Assessment of Learning These five key ingredients are designed to ensure that students are engaged in a productive struggle with mathematics rather than on the receiving end of a lecture

Parts of a FAL 1.Pre-Lesson Assessment 2.Whole Class Introduction 3.Collaborative Activity 4.Whole Class Student Discussion. 5.Post-Lesson Assessment 6.Change in Instruction based on Evidence  Two to three days to implement

FAL Not for grading purposes! Intent is for Formative Assessment

FAL Looking for the OMG’s o Obstacles o Misconceptions o Gaps in Learning

FAL Questioning Techniques o We do not want to GPS the students. Do not take the thinking away from the students

Connections CCSS PARCC ESEA Flexibility Plan TESS o Planning and Preparation o The Classroom Environment o Professional Responsibilities o Instruction

Websites LDC o ldc.org MDC o Map.mathshell.org

Roll-out

Documents Application o Team information o Participation Assurances for Cohort Three o Adult Permission Statement Roll-out Plan o Logistics o Roles and Responsibilities o Timeline

Who should be on your team? Literacy ELA Science Social Studies Career Ed. Math High School Algebra Geometry Middle School One from each grade Leadership and Support Principal Assistant Principal Instructional Facilitators District office

Teachers Selected Open to change Evidence that they have taught students to extraordinary levels Open to being coached Great facilitator skills Ability to lead others Deep content knowledge Have an attitude that focuses on the willingness to learn

Choice Literacy Design Collaborative (LDC) and/or Mathematics Design Collaborative (MDC)

Time involved Regional training o Summer, 2014– 3 days o school year – 3 days follow-up, face-to-face training at regional co-ops On-site visits – 6 for the school year Webinars (4) Classroom implementation Planning time during on-site visit (1 hour) PLC

Costs to District Travel Lodging Meals Substitutes Planning time (6 on-site visits) PLC Meetings Professional development Technology and materials

How to apply documents to by March 21, o Team information, participation assurances and adult permission statements

Se lection Criteria 1.Region: up to seven (7) schools per co-op region (actual number of schools selected will be based upon the number of trainers available) 2.Date: completed application will be date- and time-stamped by the submission. The schools will be selected within each region on a first-come, first-served basis.

Announcement Schools will be notified via no later than April 4, Schools that apply, but are not selected, will be priority on the list for 2015 training.

Questions Marshal Hurst Kevin Beaumont