1. Sit with your content area
Welcome to LDC!
Introduction
DENISE
Sit with your content area

2. Our Facilitators Kate Grindon Denise Carrell
KDE Effectiveness Coach, KDE
Rick Daniel
JCPS K-12 Social Studies Specialist
Chase Austin
JCPS MS Social Studies GCC
Rebecca Ingram
JCPS HS Social Studies GCC
Denise Carrell
JCPS Middle School ELA Specialist
Diane Cole
JCPS ELA Goal Clarity Coach
Debi Phillips
DENISE

3. Norms Working Agreements for a Successful PL Opportunity
Rule of Two Feet
Keep yourself comfortable! (snacks, restroom, movement)
Honor Time
Start/End/Breaks
Limit Side Conversations
Pause Points/Transitions
Respectful Technology
Cell phones on vibrate
Relevant Technology
DENISE

4. LDC Goals Moving Forward
Build capacity in schools so LDC will spread and beyond the life of the grant
Cross-school collaboration so that students across the district are experiencing rigorous, standards-based instruction
Cross-school collaboration to increase PLC work so that teachers can spend more time evaluating student work and individualizing instruction and less time creating modules/units
Rick
Focused support in 2 areas,
better support, more focused support,

5. Today’s Targets
I can use a tuning protocol to share and reflect on student work
I understand how a module is organized and can explain the parts of a module.
I can use criteria to identify a standards-aligned task.
I can search for and find a task to teach appropriate for upcoming content.
I can search for and find mini-tasks I will use to ensure students are successful on the identified end task.
Rebecca
Bullets 3&4--Direct them toward starter and exemplary tasks with ladder and explain how they work.

6. Reflection
In July, you selected 2-3 mini-tasks you decided to try with your students in Cycle 1
What were your content goals for this period of instruction?
What was your goal for this mini-task?
Based on your analysis of student work, how well did the mini-task achieve that goal?
Based on your analysis of student work, how well did the mini-task help your students achieve the content learning goal?
Rebecca
4-square! CONTENT/MINI-TASK/ACHIEVE/ACHIEVE
Just the Facts!

7. Mini-Task Student Work Share
DIANE

8. Sharing Student Work Protocol
Honor the transparency of the sharer
Conversation is based on student work
Sharer explains:
What went well
What you might do differently next time
Any questions you’d like feedback on
Tablemates may ONLY share:
Warm feedback
Cool feedback
Sharer’s question
5 min per sharer (total!)
DIANE
Copies of SSWP, enough for them to write on

9. Sections of an LDC Module
Identify Desired Results
What do my students need to know and be able to do?
Determine Acceptable Evidence
How are my students going to be able to demonstrate that they know it and can do it?
Plan Learning Experiences and Instruction
How are my students going to learn what they need to know and be able to do?
Denise
Planning always begins with standards, but then it moves to identifying how students will demonstrate the learning. Once this has been identified, you must consider what students need to know and be able to do in order to be successful at the end task. So this is truly backwards design. Starting at the ending point!

10. LDC Template Task → Teaching Task
Teaching Task A4: (Analysis)
Does the National Security Agency (NSA) infringe upon our rights or
protect them? After reading a variety of informational texts on the
role of government in protecting the safety and rights of its citizens,
write an editorial for your school newspaper in which you argue
whether the NSA protects our rights or infringes upon them. Support
your position with evidence from the text(s). Be sure to
acknowledge competing views.
KATE

11. focus/essential/driving question multiple responses/ no bias*
Color Coding Key
focus/essential/driving question
“text” selection
writing product
cognitive demand
content
focus standard
multiple responses/ no bias*

12. Now You Try: Teaching Task A2: (Analysis)
Were the achievements and growth of the Industrial Revolution Era worth the cost to society? After reading secondary and primary sources pertaining to the British Industrial Revolution, write an argumentation essay that addresses the question and support your position with evidence from the texts. Be sure to acknowledge competing views.

13. LDC Template Task → Teaching Task
Teaching Task A2: (Analysis)
Were the achievements and growth of the Industrial Revolution Era worth the cost to society? After reading secondary and primary sources pertaining to the British Industrial Revolution, write an argumentation essay that addresses the question and support your position with evidence from the texts. Be sure to acknowledge competing views.
Kate

14. Try Another One:
After reading "Attack of the Man-Eaters," write an essay in which you analyze how the author uses specific sentences and sections to develop the central idea of the text. Support your discussion with evidence from the text/s. What conclusions can you draw about the impact of how the author groups and sequences ideas?
Kate

15. LDC Template Task → Teaching Task
After reading "Attack of the Man-Eaters," write an essay in which you analyze how the author uses specific sentences and sections to develop the central idea of the text. Support your discussion with evidence from the text/s. What conclusions can you draw about the impact of how the author groups and sequences ideas?
Kate

16. Check out the new starter tasks!
So many things to think about and decide!
After reading the primary source documents "Boudinot Pamphlet" and "Cherokee Letter", and analyzing an artistic representation of the Cherokee relocation of the early 1800s , write an essay in which you analyze each author's viewpoint about the impact of westward movement on the Cherokee tribes. Support your discussion with evidence from the text/s.
Diane move the text key to pages 11, 12, and 14 and change to Social Studies starter task

17. Check out the new starter tasks!
Based on standards
Fewer decisions = easier/faster!
So many things to think about and decide!
After reading the primary source documents "Boudinot Pamphlet" and "Cherokee Letter", and analyzing an artistic representation of the Cherokee relocation of the early 1800s , write an essay in which you analyze each author's viewpoint about the impact of westward movement on the Cherokee tribes. Support your discussion with evidence from the text/s.
“text” selection
**Just search for “Starter Tasks” in CoreTools!**
Make a note about the social studies tasks being able to change out the content as well.

18. Module Components Work in pairs
Each person--Search for an Exemplary or Good to Go module in your content area
Look at 2 different modules
On your “Components of an LDC Module” organizer, look through your modules and create a common “Table of Contents” of the commonalities in each section of an LDC module.
Chase
Module Components Handout

19. Common Task Pitfalls Task Not Standards-Driven Grand Thematic Question
Template/Task Mismatch
Problematic Texts (too many/too few, etc.)
Task Answerable without Texts
Task Does Not Require Higher-Order Thinking
Built in Bias
Not Central to Discipline
Content Too Broad/Too Narrow
KATE

20. Task Pitfalls—Gallery Walk
Work with partners to identify pitfalls present in sample tasks
Use pitfalls document to revise the task and resolve any pitfalls present.
KATE
NEED: Task Pitfalls Card Sort

21. We’ll start again in one hour!
Send them link to JCPS folders
We’ll start again in one hour!

22. Modules in CoreTools
Some of the modules may be good for ideas, but to implement a module, select a good to go or exemplary.

23. What Content? Resources Modules Created by Content Area
JCPS Curriculum Maps
Kentucky Academic Standards
Starter Tasks
Benchmark mini-tasks
Modules Created by Content Area
What content will you try a task with?
DENISE
Copies: Modules created by content area Make sure to note that these have not been juried

24. Adopt and Adapt Choose a task you’d like to try
What mini-tasks would you like to steal?
What adaptations do you need to make for your students?
DENISE

25. Expectations for December 6
Try one task (transparency for kids, connecting daily LTs)
Try a mini-task from at least two of the following areas:
Preparing for the task
Reading Process
Transition to Writing (Speaking and Listening)
Writing Process
Try the end product
Bring student work samples to share.
Rick

26. Work Time Choose a task you’d like to try
What mini-tasks would you like to steal?
What adaptations do you need to make for your students?
Chase

27. LDC Goals Moving Forward
Build capacity in schools so LDC will continue after the life of the grant
Cross-school collaboration so that students across the district are experiencing rigorous, standards-based instruction
Cross-school collaboration to increase PLC work so that teachers can spend more time evaluating student work and individualizing instruction and less time creating modules/units
DEBI

28. Today’s Targets
I can use a tuning protocol to share and reflect on student work
I understand how a module is organized and can explain the parts of a module.
I can use criteria to identify a standards-aligned task.
I can search for and find a task to teach appropriate for upcoming content.
I can search for and find mini-tasks I will use to ensure students are successful on the identified end task.
Rebecca

29. Please Complete Your Evaluation
Denise – be sure to complete JCPS evaluation for PD Credit.
Feedback form- Diane
Student work protocol