College Ready Work Tools in Mathematics and Literacy

College Ready Work TeamDecember 13, 2010

April 13, 2023

Introductions

Grantee Presenters:• Ann Shannon, Ann Shannon and Associates• Lee Kappes, Literacy Design Collaborative, Education Trust

BMGF Staff:• Melissa Chabran, Bill & Melinda Gates Foundation• Kit Viator, Bill & Melinda Gates Foundation

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Purpose of Webinar

• Profile the foundation’s math and literacy strategies

• Showcase how the emerging math and literacy tools can help schools align practice to the Common Core standards

• Profile the work of the states, districts and networks involved in the implementation, co-development, and field testing

April 13, 2023

Meeting Agenda

• Introductions and purpose of webinar

• Overview of College Ready Work team’s mission, tools and strategies, and scaling work in mathematics and literacy design collaborative districts

• Overview of mathematics strategy

• Q & A Session: Mathematics

• Overview of literacy strategy

• Q & A Session: Literacy

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To build a coherent system of:

• college ready standards and aligned assessments• tools to help teachers implement those standards • highly engaging and student-centered delivery systems

All of these systems are designed to strengthen teacher effectiveness and improve student learning.

College Ready Work – Initiative Mission

Develop prototype diagnostic and intervention tools that are aligned to the common core standards, pilot these in real time, test their reliability and validity, and implement these more broadly in traditional and new learning environments

Near-term Focus (one to two years)

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Strategy/Design Build Co-develop Pilot and Study

From design to dissemination…

Advocacy

Research/Validation

SDN

Implementation & Dissemination

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Examples of Instructional Tool Investments

Templates for “teaching tasks: (or design criteria)

Tasks (prompt, scoring guide and student work)

Diagnostic Assessments

Modules

Syllabi

PD support modules (including videos)

Courses (Wave Two jointly with Next Generation Model)

Delivery systems (Wave Two jointly with Next Generation Model)

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Types of Partners

• Core Design - primarily organizational partners• Co-develop, Pilot and Study - small group of states and

districts; networks and organizational partners • Implementation and Dissemination - larger group of state and

districts; networks and organizational partners

Remember this is not a static list; partners will evolve over time…

Strategy/Design Build Co-develop Pilot and Study Implementation & Dissemination

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GA

FL

PA

NC

NYC MA

TN

KY

MathLiteracyOrange Color

LegendMath & Literacy

Legend

Overview of Pilot Sites

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Formative Assessment

At the heart of the foundation’s math strategy is…

The Big Idea of Formative Assessment

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Marnie Thompson and Dylan Wiliam, 2008

Students and teachers

Using evidence of learning

To adapt teaching and learning

To meet immediate learning needs

Minute-to-minute and day-by-day

Five Key Ingredients of Formative Assessment

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Engineer discussion

Give feedback to students

Students learn from each other

Make the purpose and criteria for success explicit

Students take responsibility for their own learning

Marnie Thompson and Dylan Wiliam, 2008

April 13, 2023

Math Formative Assessment Tools

Design and Develop Formative Assessment Lesson for Grades 7-10

• Are designed to be embedded in math courses• Enable the teacher use formative assessments in the

classroom • Encourage teachers to use formative assessment daily

Lessons:

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Two Types of Formative Assessment Lessons

• Conceptual Knowledge Lessons• Problem Solving Lessons

All lessons use formative assessment, but there are two distinct types of lessons:

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• Students work individually on an assessment task for about 15 minutes

• Teachers collect and analyze the student work, write informal comments and ask questions, but do not score the student’s work

On a day prior to teaching either type of lesson:

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Teaching a Formative Assessment Lesson focused on Conceptual Knowledge:• Teachers ask students to engage in a collaborative activity,

one carefully designed to expose and challenge students’mistakes and misconceptions specific to the initial assessment

• Teachers facilitate a whole class discussion

• Students are given back their work on the initial assessment along with their teacher’s feedback

• Students use their teacher’s feedback and all of what they learned during the collaborative activity to perfect their response to the initial assessment

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Sample Conceptual Knowledge Formative Assessment Lesson:

Shape Cards: Word Cards:

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Students link the shape and word cards

Creating a complicated network of links:

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Sample Math video clip

Time vs. Distance Graph

East Jessamine High SchoolJessamine County, Kentucky

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Q & A Session: Mathematics Tools

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Why LDC?Our Typical Approach…

2. Assessment

3.Instruction

1. Standards

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that all too often ends up looking like this:

2. Assessment

3.

Instruction

1.

Standards

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The LDC Approach

Common Core Standards

Aligned, Distributed Instruction

Formative & Summative

Assessments

Tasks

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“The real accountability system is in the tasks that students are asked to do.”

What was different in the four classrooms was what students were actually being asked to do, and the degree to which the teacher was able to engage students in the work by scaffolding their learning up to the complexity of the task she was asking them to do.

-Richard Elmore

.

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What is the LDC Framework?A literacy framework, aligned to the Common Core Standards,

that undergirds the content of core subjects

• Template Tasks are purpose-specific collections of fill-in-the blank tasks with the CCS hard-wired in. Teachers determine the content, including reading text, writing product and theme/topic for their task.

• Template Modules support the planning of teaching the writing and reading skills necessary for students to succeed on a task. They create a common language and specifications for capturing and sharing literacy instruction, but are flexible in allowing for a large variety of instructional approaches.

• Module Combinations and Courses that can ground content in college- and career-ready literacy instruction. Modules can be used in a variety of ways to create new courses or as components of existing courses.

What is the underlying LDC strategy?

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Align with Common Core Standards

Distribute responsibility for teaching, reading and writing

Make tasks central

Connect reading and writing instruction

Use back-mapping

Foster a responsive system

Encourage local choice

Strive to be teacher-friendly

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Sample Template TasksArgumentation TasksAnalysis Templates

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.

Example: Task SS (L1, 2, 3): After researching academic articles on censorship, write an editorial that argues your position, pro or con, on the use of filters by schools. Support your position with evidence from your research. Be sure to acknowledge competing views. Give examples from past or current events or issues to illustrate, clarify, and support your position.

Task 2 Template (L1, L2, L3): [Insert essential question]. After reading _____ (literature or informational texts), write an _________(essay or substitute) that addresses the question and support your position with evidence from the text(s). L2 Be sure to acknowledge competing views. L3 Give examples from past or current events or issues to illustrate and clarify your position.

Example: Task 2 SCI (Argumentative/Analysis L1,2,3): Does genetic testing have the potential to significantly impact how we treat disease? After reading scientific sources, write a report that addresses the question and support your position with evidence from the texts. L2 Be sure to acknowledge competing views. L3 Give examples from past or current events or issues to illustrate and clarify your position.

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Sample Template TasksArgumentation Tasks (continued)Comparison Template Task Template 4 (L1): [Insert essential question] After reading _____ (literature or

informational texts), write an _______ (essay or substitute) that compares _____ (content) and argues _____(content). Be sure to support your position with evidence from the text(s).

Example: Task SS (L1): Do Presidential policies really make a difference in the lives of Americans? After reading primary and secondary sources, write an essay that compares John F. Kennedy’s New Frontier social policies and Lyndon Johnson’s Great Society social policies and argues which had a more significant impact on Americans. Be sure to support your position with evidence from the text(s).

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What are educators saying? The template gives you an overarching theme in terms of what literacy looks like. I still have to meet my state’s core standards, so I still have to teach to those, but it allows me to have more focus on the writing component. – Tony, world history teacher, Midwood High School, Brooklyn, NY

It is not just reading in isolation or writing in isolation. It’s putting them together to create independent ideas on the part of the student, which I think is phenomenal. – Sarah, English teacher, Northwestern High School, Hyattsville, MD

The LDC module is a good step in allowing students to do more for themselves. – Gary, secondary literacy specialist, Kenton County Schools, KY

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Sample literacy video clip

Literacy Design Collaborative Interview with Teachers

Sarah, English TeacherNorthwestern High School

Baltimore, MD

Tony, World History TeacherMidwood High School

Charlotte, NC

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Q & A Session: Literacy Tools

April 13, 2023

Thank you for joining us

For more information about these tools and strategies, please contact your BMGF program officer.