A framework to move from common core to classroom practice

• Analyze current LDC implementation data and plan next steps for supporting teachers • Develop a deeper understanding of effective practices when writing LDC modules • Gain a deeper u

A framework to move from common core to

classroom practice

Louisiana Leadership – Session 2

October 23, 2014

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Overview of the Sessions

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• Analyze current LDC implementation data and

plan next steps for supporting teachers

• Develop a deeper understanding of effective

practices when writing LDC modules

• Gain a deeper understanding of the role of text

complexity

• Calibrate expectations when scoring and analyzing

student work

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• What working agreements will help make today

be successful for you?

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• Mode of Communication

• Status of Implementation

• Comments from Teachers

• Structures for Supporting LDC Implementation

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Periodic Scheduled Check-Ins

Site-Based Data

Jurying Modules

How are modules deemed ‘exemplar’?

How can we support this process?

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Overview of the LDC Framework

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Jurying a Module

Comparing Economic Systems

-Section 1: What Task

Good to Go: Task Clarity and Coherence

• Template task uses a writing mode that matches the

intended purpose of the prompt.

• Task purpose is focused.

• Prompt wording is clear.

• Prompt wording is unbiased, leaving room for diverse

responses.

• Prompt wording, content, texts, and student product

are aligned to task purpose (a “good fit”).

• Task is text dependent, requiring students to go beyond

prior knowledge to use evidence from the texts in their

responses.

• Background statement frames task for students. 11

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What Revisions?

Comparing Economic Systems

-Section 1: What Task

- Overview (page 1)

Module Revisions

New Overview lists state specific social studies

standards, what students have learned before this

module, class demographics, and existing

instructional routines This provides better context

for an outside teacher who may be considering

using this module.

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What Revisions?

Comparing Economic Systems

Section 1: What Task

-Teaching Task

Directions:

1 Identify the revisions

2 Determine if the module

rating would change

Task Revisions

“After Reading”

Argumentation Template Tasks

Task 2: [Insert optional question] After reading

(literature or informational texts), write a/an

(essay or substitute) in which you address the question

and argue _(content) Support your position with

evidence from the text(s) (Argumentation/Analysis)

Task 4: [Insert optional question] After reading

(literature or informational texts), write a/an

(essay or substitute) in which you compare

(content) and argue (content) Support your

position with evidence from the texts

(Argumentation/Comparison)

1 Identify the revisions 2 Determine if the module rating would change

Module Revisions

The module author’s changed :

• Task 2: argumentative – analysis to Task 4:

argumentative – comparison

• Provided more specific about texts

• Made the writing product more authentic

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Overview of the LDC Framework

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Jurying a Module Comparing Economic Systems

-Section 2: What Skills?

- Old: page 5

- New: pages 8-9

Directions:

1 Identify the revisions

2 Determine if the module rating would change

Overview of the LDC Framework

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Jurying a Module Comparing Economic Systems

-Section 3: What Instruction?

- Old: pages 6-11

- New: page 8-21

Directions:

1 Identify the revisions

2 Determine if the module rating would

change

Overview of the LDC Framework

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Top 3 Changes

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Teacher Self Assessment Tool

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Quantitative Dimensions

…refer to those aspects of text complexity, such as word

length or frequency, sentence length, and text cohesion,

that are difficult … for a human reader to evaluate

efficiently… and are thus today typically measured by

computer software

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Qualitative Characteristics

…refer to those aspects of text complexity best measured

or only measurable by an attentive human reader, such

as levels of meaning or purpose; structure; language

conventionality and clarity; and knowledge demands.

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- Levels of Meaning (literary texts) or Purpose (informational texts)

- Structure

- Language Conventionality and Clarity

- Knowledge Demands: Life Experiences (literary texts)

- Knowledge Demands: Cultural/Literary Knowledge (literary texts)

- Knowledge Demands: Content/Discipline Knowledge (informational texts)

Matching Reader and Task

…variables specific to particular readers (such as motivation,

knowledge, and experiences) and to particular tasks (such as

purpose and the complexity of the task assigned and the

questions posed) must also be considered… Such

assessments are best made by teachers employing their

professional judgment, experience, and knowledge of their

students and the subject.

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Analyzing Text

Text Selection Support

Basics on Rubric

• Seven scoring elements

• Four performance levels

• Four correlating score points

What Results? – Section 4

Scoring Student Work with the LDC Rubric

• Can be used to score holistically or analytically

• 2 rubrics – Informative/explanatory & Argumentative

LDC Rubrics – Scoring v Grading

The LDC rubric…

• provides feedback to students and teachers

• helps students know expectations prior to

completing the task

• helps teachers gauge the effectiveness of

their instructional choices

LDC Rubrics – Scoring vs Grading

• The rubric helps students know expectations

before the task is completed, and where their

strengths and weaknesses are after the task is

Grading vs Scoring

• Grading:

to expectations at a particular point in time

• Scoring:

change over time

LDC Rubrics – Scoring vs Grading

• The LDC rubric is constructed for classroom use

and to provide feedback to students and

teachers

• It is not a summative rubric, as might be used in

state exams to measure a set of absolute criteria.

How Does LDC Look and Sound

Tips for Supporting the Implementation of LDC

Action Plans Supporting LDC Implementation

• After today’s conversations, what will be the

next steps to _? How will you do

this?

• Writing modules

• Implementing modules

• Scoring student work

• Jurying and revising modules

• Scaling LDC

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Next Time…

• Please bring back a module written within your

school, district or parish to jury.

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