PDE Literacy Design Collaborative Grant IU Opportunity January 14, 2011

Agenda Grant Outcomes What is the Literacy Design Collaborative (LDC) framework? How does the PDE LDC Grant connect to the work we already do? Grant Partners What are we creating? What will IUs receive? What are IUs committing to? Next Steps

As a result of the leadership of the Intermediate Units, secondary and college educators, as well as teacher preparation candidates, will be able to access Literacy Design Collaborative tasks through the SAS portal. Train-the-trainer professional development on ELA CCSS and LDC provided to IUs across the state February-April 2011 Tasks developed and field tested by 450 secondary educators across state Spring 2011 Student samples collaboratively scored and annotated Summer 2011 Selection of model tasks and student exemplars August 2011 Professional development on ELA CCSS and LDC conducted by IUs for participating districts statewide March-April 2011

Outcomes IUs will serve as a resource to facilitate understanding and classroom application of the English Language Arts Common Core State Standards and Literacy Design Collaborative framework. Literacy Design Collaborative tasks and student exemplars will be accessible through the SAS portal. Secondary and college educators will begin to develop agreement on expectations for college writing through collaboration.

The LDC Approach 5 Common Core Standards Aligned, Distributed Instruction Formative & Summativ e Assessme nts Tasks

Task 1 Template (L1, L2, L3): After researching ______(informational texts) on _________(content), write an __________ (essay or substitute) that argues your position, pro or con, on_____ (content). Support your position with evidence from your research. L2 Be sure to acknowledge competing views. L3 Give examples from past or current events or issues to illustrate, clarify, and support your position. Task type: Argumentation/Analysis Adjust task level: Select level 1, 2, or 3 task Adjust reading requirements: Vary reading level Adjust writing demands: Vary product, length, etc. Adjust pacing requirements: Vary workload and time allowed to complete 6 Template tasks give teachers “plug and play” flexibility they can control.

How does the PDE LDC Grant connect to the work we already do? Common Core State Standards Keystones courses Anchors and eligible content Learning Progressions Curriculum Assessment Coaching initiatives Reading Apprenticeship i3 Grant Striving Readers Grant Socratic Seminars

Grant Partners Team PA is a public/private partnership organization that works closely with government, corporations and non-profit organizations to positively impact and drive innovation and effectiveness in education, economic development and government efficiency. Team PA partners with the Pennsylvania Department of Education toward the goal of building excellence in every classroom, in every school and for every student and to ensure that every child graduates prepared to succeed in college and life.

Grant Partners Intermediate Units  Goal: All IUs involved statewide  2 curriculum specialists/trainers per IU  Expertise in curriculum development, professional development, and assessment School Districts  Goal: 30% of districts involved statewide  Each IU recruits teachers from a minimum of 6 districts High School Science or Social Studies teachers  Goal: 450 teachers statewide  Biology  Chemistry  US History  Civics and Government  World History PA State System of Higher Education Schools  Goal: All 14 institutions involved statewide  1 contact person identified per institution

What are we creating? Goal: Common assessments with student exemplars Preferred Method: When teachers are teaching the same course and content, use the same template task and same curriculum to collaboratively develop a common assessment that will be used in multiple classrooms. Alternate Method: When teachers are teaching different courses or content, use the same template task and different content to develop assessments that will be used by the classroom(s).

What will IUs receive? $10,000 to defer personnel time for grant activities Train-the-trainer sessions on the Common Core for 45 IU personnel who will participate in grant Train-the-trainer sessions on the Literacy Design Collaborative (LDC) for 45 IU personnel who will participate in grant 3 required trainings IUs provide to teachers who will participate in grant on Common Core, Literacy Design Collaborative (LDC), and Summer Scoring Session  Cost of lunch for 450 participating teachers and 14 PASSHE participants

What are IUs committing to? Identify two curriculum specialists/trainers to participate in grant activities. Designate a single point of contact. Recruit ten secondary content area teachers (history/social studies and science) per IU curriculum specialist/trainer to participate in grant activities (45 IU trainers total). Participate in two train-the-trainer professional development sessions on the Common Core State Standards and the Literacy Design Collaborative framework. Coordinate two professional development sessions for participating secondary teachers and PASSHE personnel on the Common Core State Standards and the Literacy Design Collaborative framework. Assist educators in the development of teaching tasks during the Literacy Design Collaborative Framework professional development. Coordinate a regional summer in-service session for participating secondary teachers and PASSHE personnel for the purpose of collaboratively scoring the student work collected fostering inter-rater reliability on common rubric(s).

What are IUs committing to? Access the grant resources through the SAS portal. Monitor task completion, milestone attainment, timeline adherence, and resource allocation at the IU level. Oversee data collection processes including the collection of professional development participation data and evaluations, the collection of teacher created tasks, and the collection of student work at the regional level. Complete survey to provide reflections associated with the project to determine future next steps and suggestions for implementing statewide initiatives. Serve as a resource to schools, higher education institutions, and teacher preparation candidates to facilitate understanding and classroom application of the ELA Common Core State Standards through appropriate use of Literacy by Design tasks. Participate in any research activities and expectations of the Bill and Melinda Gates Foundation.

Grant Deliverables

What are secondary teachers/districts committing to? Participate in two professional development sessions for participating secondary teachers and PASSHE personnel on the Common Core State Standards and the Literacy Design Collaborative framework. Use the Common Core State Standards, Content Standards, and the Literacy Design Collaborative framework to develop one high quality teaching task for possible inclusion on the SAS portal. Plan and provide instruction needed for students to successfully undertake the teaching task Administer the teaching task to one class of students in May 2011 (20 or more students). Collect student samples for the teaching task.

What are secondary teachers/districts committing to? Participate in a regional summer in-service session for participating secondary teachers and PASSHE personnel for the purpose of collaboratively scoring the student work collected fostering inter-rater reliability on common rubric(s). Become a SAS registered user and access the grant resources through SAS. Complete data collection processes including professional development participation evaluations, the collection of teacher created tasks, and the collection of student work and submit information to the Intermediate Unit point of contact. Participate in research activities and expectations of the Bill and Melinda Gates Foundation.

What is PASSHE committing to? Identify a point of contact at each of the 14 PASSHE institutions who will participate in the grant activities. Participate in two professional development sessions for participating secondary teachers and PASSHE personnel on the Common Core State Standards and the Literacy Design Collaborative framework. Use the Common Core State Standards, Content Standards, and the Literacy Design Collaborative framework to develop one high quality teaching task. Participate in a regional summer in-service session for participating secondary teachers and PASSHE personnel for the purpose of collaboratively scoring the student work collected fostering inter- rater reliability on common rubric(s). Become a SAS registered user and access the grant resources through SAS.

What is PASSHE committing to? Build an awareness of the tasks within the SAS portal and in relationship to CCSS and college and career readiness with teacher preparation candidates. Foster conversations about college-level writing expectations through professional development and grant activities. Complete data collection processes including professional development participation evaluations, the collection of teacher created tasks, and the collection of student work and submit information to the Intermediate Unit point of contact. Participate in research activities and expectations of the Bill and Melinda Gates Foundation.

Next Steps February 1  Letter of Commitment  2 IU names and contact information sent to PDE LDC team at February 3  Webinar for IUs 9:00 AM

Train-the Trainer Dates  Graduation Requirements Training (includes ELA CCSS) February 10 and 11 State College March 3 and 4 Wilkes University March 15 and 16 Pittsburgh PATTAN March 29 and 30 Edinboro- IU5 April 5 and 6 Harrisburg PATTAN  Literacy Design Collaborative (LDC) March 10 KoP PATTAN March 17 Harrisburg PATTAN March 24 Pittsburgh PATTAN

Questions? Jo Beth McKee, PDE Lead Phone: Barbara Smith, Statewide Project Manager Phone: Jennifer Cleghorn, TeamPA Phone: