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
Professional
development
on ELA CCSS
and LDC
conducted
by IUs
for participating
districts
statewide
March-April
2011
Tasks
developed
and field tested
by 450
secondary
educators
across
state
Student
samples
collaboratively
scored and
annotated
Selection
of model
tasks
and student
exemplars
Spring 2011
Summer 2011
August 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
Common
Core
Standards
Formative Tasks
&
Aligned,
Summativ
Distributed
e
Instruction
Assessme
nts
5
Template tasks give teachers “plug and play”
flexibility they can control.
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
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




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: All IUs involved statewide
2 curriculum specialists/trainers per IU
Expertise in curriculum development, professional development, and assessment
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 interrater 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 marisa_stoner@iu13.org
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: 717-525-5981
jobmckee@state.pa.us
Barbara Smith, Statewide Project Manager
Phone: 717-606-1374
barbaraa_smith@iu13.org
Jennifer Cleghorn, TeamPA
Phone: 717- 233-1375
jcleghorn@teampa.com