PDELiteracy Design Collaborative Grant

February 16, 2011

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 CCSSand LDC

provided to IUs across the

state

February-April 2011

Tasksdeveloped

and field tested by 450

secondaryeducators

acrossstate

Spring 2011

Student samples

collaboratively scored and annotated

Summer 2011

Selectionof model tasksand student exemplars

August 2011

Professional development

on ELA CCSSand LDC

conducted by IUs

for participatingdistricts

statewideMarch-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

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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

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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 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.

District/Teacher Involvement Existing Science and Social Studies career

Pathways April 12, 2011 HS Science (CCS) April 13, 2011 HS Social Studies (CCS) Identify 10+ from each group April 26, 2011 LDC Training May Implement Tasks through instruction June TBA

Questions?