Watch Them Grow!Using LDC as a

Measure of Student Growth

Presented by:Devonna AbnerKelly Philbeck

Step 1:Determine

needs

Step 2:Create specific learning goals based on pre-assessment

Step 3:Create and implement

teaching and learning

strategies

Step 4:Monitor student progress through ongoing

formative assessment

Step 5:Determine whether students

achieved the goals

After identifying the Enduring

Skills, decide on the appropriate measurement. (Consider - Is

writing an appropriate method of

measurement for the

identified skill?)

Use the LDC template tasks

to create a classroom

assessment as part of the

baseline data. NOTE: This

writing product is evidence of what students

can do independently.

After analyzing classroom

assessment results, use that data to inform module and/or

mini-tasks design -

specifically, Section 2 (What

Skills?) and Section 3 (What

Instruction?).

During module implementation

, formative assessment

data will inform instructional

decisions. Build in additional

assessments for evidence of students’ abilities to

independently apply learning.

Use a classroom

assessment for summative SGG data for the enduring skill. (An LDC template task

may be used for the assessment

task.)

Student Growth Process

Literacy Design Collaborative Framework

Let’s take a look at the LDC scenario…

STEP 1: Determining Need – How did Mrs. Abner decide how to focus her goal and establish a baseline?

Step 1:Determine

needs

Step 2:Create specific learning goals based on pre-assessment

Step 3:Create and implement

teaching and learning

strategies

Step 4:Monitor student progress through ongoing

formative assessment

Step 5:Determine whether students

achieved the goals

After identifying the Enduring

Skills, decide on the appropriate measurement. (Consider - Is

writing an appropriate method of

measurement for the

identified skill?)

Use the LDC template tasks

to create a classroom

assessment as part of the

baseline data. NOTE: This

writing product is evidence of what students

can do independently.

After analyzing classroom

assessment results, use that data to inform module and/or

mini-tasks design -

specifically, Section 2 (What

Skills?) and Section 3 (What

Instruction?).

During module implementation

, formative assessment

data will inform instructional

decisions. Build in additional

assessments for evidence of students’ abilities to

independently apply learning.

Use a classroom

assessment for summative SGG data for the enduring skill. (An LDC template task

may be used for the assessment

task.)

Student Growth Process

Literacy Design Collaborative Framework

Contextual Data:◦Data that informs teachers of where students

are performing; aids your decision making for determining an area of focus for enduring skills: state assessments, interim assessments from previous year, common assignment/common assessment data, formative data, performance data

Baseline Data: ◦ Data that established a beginning point of where

students are against an enduring skill; provides a starting point for student growth goals

Contextual vs. Baseline data

Mrs. Abner’s 6th Grade Data

Contextual Data Baseline Data

Mrs. Abner’s 6th Grade Data

Contextual Data Baseline Data

Mrs. Abner’s 6th Grade Data

Contextual Data Baseline Data

MAP data from previous year LDC Assessment Task

K-PREP data from previous year

Cold Read/Cold Write

Formative Assessments Rubric

Student Observations/Content Area Tests/Grades per 9 weeks (ID area)

7 Scoring Elements

Performance Assessments/Products

STEM Activities

GT Assessments and areas of ID

Step 1:Determine

needs

Step 2:Create specific learning goals based on pre-assessment

Step 3:Create and implement

teaching and learning

strategies

Step 4:Monitor student progress through ongoing

formative assessment

Step 5:Determine whether students

achieved the goals

After identifying the Enduring

Skills, decide on the appropriate measurement. (Consider - Is

writing an appropriate method of

measurement for the

identified skill?)

Use the LDC template tasks

to create a classroom

assessment as part of the

baseline data. NOTE: This

writing product is evidence of what students

can do independently.

After analyzing classroom

assessment results, use that data to inform module and/or

mini-tasks design -

specifically, Section 2 (What

Skills?) and Section 3 (What

Instruction?).

During module implementation

, formative assessment

data will inform instructional

decisions. Build in additional

assessments for evidence of students’ abilities to

independently apply learning.

Use a classroom

assessment for summative SGG data for the enduring skill. (An LDC template task

may be used for the assessment

task.)

Student Growth Process

Literacy Design Collaborative Framework

Task Template: A5: After reading the articles “Be Afraid: Very Afraid” and “Scared Silly”, write an essay in which you compare fears and phobias and argue if fear is healthy or unhealthy for an individual. Support you position with evidence from the texts.

For baseline (independent, cold read/write, on demand like, no scaffolding of instruction) to determine baseline

Mrs. Turner’s Teaching Task

LDC Baseline Data Percentages:

1 2 3 4

Focus 32 63 5

Controlling Idea

11 32 37 10

Reading/Research

16 47 37

Development 11 52 32 5

Organization 32 57 11

Conventions 5 37 47 11

Content Understanding

11 52 26 11

What’s enduring learning?

ENDURES beyond a single test date is of value in other disciplines is relevant beyond the classroom (applying

learning to new and unique situations) is worthy of embedded, course-long focusmay be necessary for the next level of

instruction requires critical thinking (analyzing,

creating and evaluating)

Appendix: Argumentation Rubric for Grades 6–12 Teaching Tasks

Scoring Elements

Not Yet Approaches Expectations Meets Expectations Advanced

1 1.5 2 2.5 3 3.5 4

Focus

Attempts to address prompt but lacks focus or is off task.

D: Attempts to address additional demands but lacks focus or is off

task.

Addresses prompt appropriately and establishes a position but focus is

uneven.

D: Addresses additional demands superficially.

Addresses prompt appropriately and maintains a clear, steady focus. Provides a

generally convincing position.

D: Addresses additional demands sufficiently

Addresses all aspects of prompt appropriately with a consistently strong focus and

convincing position.

D: Addresses additional demands with thoroughness and makes a connection to

claim.

Controlling Idea

Attempts to establish a claim but lacks a clear purpose.

Establishes a claim. Establishes a credible claim. Establishes and maintains a substantive and

credible claim or proposal.

Reading/ Research

Attempts to reference reading materials to develop response but lacks connections or relevance to

the purpose of the prompt.

Presents information from reading materials relevant to the purpose of

the prompt with minor lapses in accuracy or completeness.

Accurately presents details from reading materials relevant to the purpose of the prompt to develop argument or claim.

Accurately and effectively presents important

details from reading materials to develop argument or claim.

Development

Attempts to provide details in response to the prompt but lacks

sufficient development or relevance to the purpose of the prompt.

Presents appropriate details to support and develop the focus, controlling idea, or claim, with minor lapses in the reasoning,

examples, or explanations.

Presents appropriate and sufficient details to support and develop the focus,

controlling idea, or claim.

Presents thorough and detailed information to effectively support and develop the focus,

controlling idea, or claim.

Organization Attempts to organize ideas but lacks

control of structure.

Uses an appropriate organizational structure for development of

reasoning and logic, with minor lapses in structure and/or

coherence.

Maintains an appropriate organizational structure to address specific requirements

of the prompt. Structure reveals the reasoning and logic of the argument.

Maintains an organizational structure that intentionally and effectively enhances the presentation of information as required by

the specific prompt. Structure enhances development of the reasoning and logic of the

argument.

Conventions

Attempts to demonstrate standard English conventions but lacks

cohesion and control of grammar, usage, mechanics, language and tone. Sources are used without

citation.

Demonstrates an uneven command of standard English conventions and

cohesion.

Uses language and tone with some inaccurate, inappropriate, or uneven

features. Inconsistently cites sources.

Demonstrates a command of standard English conventions and cohesion with few

errors. Response includes language and tone appropriate to the audience, purpose, and specific requirements of the prompt.

Cites sources using appropriate format with only minor errors.

Demonstrates and maintains a well-developed command of standard English

conventions and cohesion with few errors. Response includes language and tone

consistently appropriate to the audience, purpose, and specific requirements of the prompt. Consistently cites sources using

appropriate format.

Content Understanding

Attempts to include disciplinary content in argument but

understanding of content is weak; content is irrelevant, inappropriate,

or inaccurate.

Briefly notes disciplinary content relevant to the prompt; shows basic

or uneven understanding of content; minor errors in

explanation.

Accurately presents disciplinary content relevant to the prompt with sufficient

explanations that demonstrate understanding.

Integrates relevant and accurate disciplinary

content with thorough explanations that demonstrate in-depth understanding.

55% 30% 5% 10%

16% 47% 37%

Step 1:Determine

needs

Step 2:Create specific learning goals based on pre-assessment

Step 3:Create and implement

teaching and learning

strategies

Step 4:Monitor student progress through ongoing

formative assessment

Step 5:Determine whether students

achieved the goals

After identifying the Enduring

Skills, decide on the appropriate measurement. (Consider - Is

writing an appropriate method of

measurement for the

identified skill?)

Use the LDC template tasks

to create a classroom

assessment as part of the

baseline data. NOTE: This

writing product is evidence of what students

can do independently.

After analyzing classroom

assessment results, use that data to inform module and/or

mini-tasks design -

specifically, Section 2 (What

Skills?) and Section 3 (What

Instruction?).

During module implementation

, formative assessment

data will inform instructional

decisions. Build in additional

assessments for evidence of students’ abilities to

independently apply learning.

Use a classroom

assessment for summative SGG data for the enduring skill. (An LDC template task

may be used for the assessment

task.)

Student Growth Process

Literacy Design Collaborative Framework

Unpacking a

For the 2014-2015 school year, my 6th grade gifted and talented students will improve their ability to write arguments with clear reasons and relevant evidence. Each student will improve by one performance level in reading/research and development areas of the LDC argumentation writing rubricand 75% of the students will score at the level 3 (meets expectations/proficiency) on that rubric.23

Specific growth need

Proficiency Measure

Specific growth measure

Time Interval

Step 1:Determine

needs

Step 2:Create specific learning goals based on pre-assessment

Step 3:Create and implement

teaching and learning

strategies

Step 4:Monitor student progress through ongoing

formative assessment

Step 5:Determine whether students

achieved the goals

After identifying the Enduring

Skills, decide on the appropriate measurement. (Consider - Is

writing an appropriate method of

measurement for the

identified skill?)

Use the LDC template tasks

to create a classroom

assessment as part of the

baseline data. NOTE: This

writing product is evidence of what students

can do independently.

After analyzing classroom

assessment results, use that data to inform module and/or

mini-tasks design -

specifically, Section 2 (What

Skills?) and Section 3 (What

Instruction?).

During module implementation

, formative assessment

data will inform instructional

decisions. Build in additional

assessments for evidence of students’ abilities to

independently apply learning.

Use a classroom

assessment for summative SGG data for the enduring skill. (An LDC template task

may be used for the assessment

task.)

Student Growth Process

Literacy Design Collaborative Framework

LDC ModulesLDC Optional DemandsAnecdotal RecordsLDC Mini-TasksLDC Big Task Bank

Monitoring Student Progress

Monitoring Student Progress

Monitoring – What & Why

What - Monitor both* student progress toward

goal attainment * strategy effectiveness

through formative assessment processes.

Why - Adjust strategies and instruction as needed, while maintaining the goal.

Establishing baseline with LDC Task

Teaching modules throughout the year

Monitoring Progress Instructional ImplicationsAdjusting instruction to meet student needs

LDC Modules

11 Optional Demands

Listed on p.6

Anecdotal RecordsStudent A Student B

Baseline Task Areas of Weakness Performance Tasks Areas of Strength Collaboration CER Mini-Tasks Comprehension issues

—ID in area of math Demands

Baseline Task Areas of Weakness Content

Understanding Development Citing Sources Reading/Research

Explore the Rich Resources in the LDC Mini-Task Library

Some examples:CER (Claim, Evidence, Reasoning)Debate Instant DebateControlling IdeaTransitionsFocused Text MarkingUnderstanding Citation Systems

LDC Big Task Bank

RI.1 (Insert optional question.) After reading _______________, write a(n) (extended response) in which you explain what the text says explicitly and when drawing inferences. Use details and examples from the text to support your response.

RI.2 After reading ______________, write ______________ in which you determine the main idea of the text and explain how key details support the main idea. Include a summary of the text.

RI.9 (Insert Optional Question) After reading _________________, write________________ in which you integrate information in order to write or speak about the subject knowledgeably.

It’s what we do with data that’s

important – use it authentically to inform practice.

Engaging students in monitoring their own growth

CoreTools:www.ldc.org

30

https://www.youtube.com/watch?v=0rDLr5dcC8E

SG Process Steps 2-5 Mirror the LDC cycle

Step 2 / What Task? Step 3 / What Skills &

Instruction? Step 4 / Monitoring learning

during mini-task instruction?

Step 5 / What Results?

Teacher Reflection