1. Test Your Tech… Audio…Test Sites we will use today…
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Test Your Tech…

2. 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

3. Kelly Philbeck Becky Woosley
Kate Grindon

4. Meeting Links & Materials
KYLDC Materials
Resource Links
Archived Meetings
PowerPoint
Polls
Meeting Links & Materials

5. 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

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

7. LDC CoreTools Updates

8. A New Professional Learning-Based Homepage

9. A New Learn Tab

10. A New LDC Resources Tab

11. LDC/SCALE Rubrics

12. Coaches--Invite Users

13. 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.

14. 2016: LDC released the 20 LDC Teacher Competencies

15. Align LDC to PoP, Teacher Competencies, Danielson

16. LDC Rubric Updates

17. New Student Work Rubrics from SCALE
New Student Work Rubrics from SCALE

18. Student Work Rubrics
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

19. 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

20. 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

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

22. DISCIPLINARY “MENU” RUBRICS
What’s new with LDC’s 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

23. HISTORY PRACTICES EXAMPLE
What’s new with LDC’s 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.

24. 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

25. 2016 Student Work Rubrics: Where to find them?

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

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

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

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

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

31. 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.

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

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

34. 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.

35. Student Work Rubrics

36. 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

37. Student Work Rubrics

38. 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

39. Rationale for Rubric Updates Rubric folder in “Resources”
Student Work Rubrics
Student Work Rubrics
Rationale for Rubric Updates
Rubric folder in “Resources”

40. 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.

41. LDC’s Community of Support
CoreTools

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

43. In Case You Missed It! “Just try it!” Curricular Examples:
Back to School Collection
Short Modules
Content Landing Pages:
LDC content blurbs about these landing pages can be found here.
Literacy Design Collaborative |

44. 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

45. Poll for Future Topics

46. 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