Partnership Between Mississippi and SREB
to Prepare Teachers to Teach
College and Career Readiness Standards
High Schools
That Work
SREB Design Principles for the Middle
Grades, High Schools, and
Technology Centers
1. Prepare All Students for College and/or
Career
2. Redefine How Time Is Used to Connect
Academic, Career Pathway and
Workplace Learning
3. Provide Time and Support for Students
to Achieve College and/or Career-Ready
Standards
High Schools
That Work
SREB Design Principles for the Middle
Grades, High Schools, and
Technology Centers
4. Use Career Pathways to Remove the
Lines Between Secondary,
Postsecondary and Workplace, Learning,
Business and Industry Partners
5. Provide Students With School and
Community Based Experiences to Help
Set Future Career and Educational Goals
6. Make School and Instruction Work for
Students
High Schools
That Work
Learning Forward Mississippi
September 26 - 27, 2016
John A. Buchanan, Ph.D.
High Schools
That Work
Common Core State Standards
Fuel Cost
Pre -K
Safety
Evidence of Student
Learning
Food Cost$
Aging
Buildings &
Buses
Energy
Cost$
Principal
Evaluation
High Schools
That Work
Continuous
Improvement
Processes
Common Core State Standards
Fuel Cost
Pre -K
Safety
Evidence of Student
Learning
Food Cost$
Aging
Buildings &
Buses
Energy
Cost$
Principal
Evaluation
High Schools
That Work
Continuous
Improvement
Processes
High Schools
That Work
Priorities: Tools for Quality
• Supporting Leaders
–
–
–
Leadership that supports improvement in teaching and
learning
Supporting teachers working together
Leadership for continuous improvement
• Supporting Teachers
–
–
–
Literacy in all classrooms (LDC Tools)
Balanced approach to teaching math (MDC Tools)
Quality CT
• Enhanced CTE (Integrated, PBL Unit Development Tools)
• Advanced Career (Pathway Curriculum Tools)
• Supporting Students (Wrap Around Services)
–
–
–
Counseling for Careers
Extra help to meet raised expectations
Senior Transition Courses
High Schools
That Work
The Goal
 Significantly increase the percentage of
students meeting college- and careerreadiness standards in literacy and
mathematics.
 Increase teacher & district level capacity to
support
High Schools
That Work
The challenge: How do we provide more
young people with an education that connects
the classroom with the workplace and
prepares them to succeed in postsecondary
education and 21st-century careers?
The solution:
•
Transform education with rigorous, relevant career pathways
that align secondary, postsecondary and workplace learning
and lead to postsecondary credentials that help individuals
secure good jobs.
The goal:
•
Double the percentage of young adults who earn
postsecondary credentials by age 25 over the next decade.
From SREB CTE Commission Report
High Schools
That Work
Staff Webinar 07-01-16
10
Mississippi Cohort 1
School Districts
Aberdeen
Benton County
Coahoma AHS
Columbia
Greene County
High Schools
That Work
Hattiesburg
Hollandale
Kemper County
Simpson County
Rankin County
Mississippi Cohort 2
School Districts
Canton
Vicksburg Warren
*Leake County
North Pike
High Schools
That Work
McComb
*Smith County
Lawrence County
George County
Mississippi Cohort 3
School Districts
Pontotoc County
Nettleton
Tate County
Water Valley
Sunflower County
Quitman County
West Tallahatchie
Tunica County
Wayne County
Natchez-Adams
Jefferson Davis County
High Schools
That Work
Rise in Education Levels for Jobs
 1973 to 2016
High Schools
That Work
Staff Webinar 07-01-16
14
National statistics tell us that less than 40% of
students are taking college level/prep courses.
What is that % in the Your School District?
What % of students are College Ready in all 4 Core
Areas on the ACT?
So…What does HS/MS need to look like to prepare
students for College/Career….Middle Class
High Schools
That Work
Jobs Added in the Economic Recovery
Good jobs account for 44%. Low-wage jobs stand at 29% (2010-2014)
High Schools
That Work
Staff Webinar 07-01-16
16
Areas Representing the Majority of Good Jobs
Employment change in high-wage occupations, 2010-2014
High Schools
That Work
Staff Webinar 07-01-16
17
The Great Skill Mismatch
Job Openings Rise, Hiring Slows
High Schools
That Work
Staff Webinar 07-01-16
18
Too many students are headed for the
shallow end of the employment pool.
High Schools
That Work
Staff Webinar 07-01-16
19
• What are the consequences of having too many
students stuck in the shallow end of the middle and
high school curriculum?
• This results in an over supply of students competing for
the lower-level jobs and a rising youth unemployment
rate and an even higher minority unemployment rate for
people under 25 years of age. It also means some
persons with some postsecondary education are taking
some of the lower-level jobs because they lack the
special preparation for some of the middle- and highwage jobs — such as computer science and related
fields.
High Schools
That Work
• Why does this exist today?
• First, too many students are taking their academic core from courses
labeled basic and general, which fail to engage students in levels of
assignments that would prepare them with foundational literacy and
math skills needed for postsecondary studies. Some students are
stuck in career and technical pathways that are designed for
yesterday’s jobs and some are not connected to postsecondary
studies and to new opportunities in the workplace.
• The most tracked curriculum in the American high school is
English/language arts, yet literacy is foundational to
postsecondary and career success. Too many students are
stuck in low-level English, science and social studies classes
that fail to engage them in reading grade-level texts and
expressing their understanding orally and in writing.
High Schools
That Work
• Too few students enroll in career classes that give them
assignments that require them to draw upon collegepreparatory academic skills to complete. Further, too few
students are enrolled in a structured career pathway
program of study that lays out a map clearly connecting
high schools, postsecondary and the work place.
• The big take away: Sixty percent of American high
school students are still stuck in shallow learning.
Only about 40 percent of students are taught to
college- and career-readiness standards in the core
academic discipline areas
High Schools
That Work
.
Literacy Goal
 Increase students’ abilities to
comprehend and analyze grade-level text
and related documents and express their
understanding orally and in writing in all
subject areas.
High Schools
That Work
Literacy Design Collaborative
Educators create the units of study to teach
reading, writing, speaking, and listening in any
subject.
LDC provides teachers with structured but
flexible tools that can be used again and again,
with any program, practice or curriculum, to
drive student growth.
High Schools
That Work
What is an LDC Team?
4 Teachers Per School
• Language Arts Teacher
• Science Teacher
• History Teacher
• CTE/Elective Teacher
High Schools
That Work
LDC Framework
While LDC’s instructional design is
“backwards,” student outcomes are
headed in the right direction
TEACHERS PLAN THIS WAY
4
WHAT
INSTRUCTION?
3
WHAT
SKILLS?
2
WHAT
TASK?
1
WHAT
RESULTS?
What lesson will
you use to teach
the skills
effectively?
What skills do they
need to get to the
end product?
How will you
frame the
overall goal?
What is the end
product?
STUDENTS PROGRESS THIS WAY
High Schools
That Work
Step 1: What Results?
1
WHAT
RESULTS?
DESIRED RESULT:
A well-crafted essay that
demonstrates student’s ability to
cite textual evidence…, determine
central ideas…, determine meaning
of words and phrases…Etc.
Once desired
results have been
defined, teachers
begin the process of
instructional design
High Schools
That Work
LDC FRAMEWORK
4
WHAT
INSTRUCTION?
3
WHAT
SKILLS?
2
WHAT
TASK?
1
WHAT
RESULTS?
What lesson will
you use to teach
the skills
effectively?
What skills do they
need to get to the
end product?
How will you
frame the
overall goal?
What is the end
product?
High Schools
That Work
Step 2: WHAT TASK?
With desired results defined, teachers move on
to create a task to produce the results
Make your own
task using task
template
OR
Use a
preexisting task
from LDC
High Schools
That Work
Start with the Standard
 VUS.8 The student will demonstrate
knowledge of how the nation grew and
changed from the end of Reconstruction
through the early twentieth century by
c) analyzing prejudice and discrimination
during this time period, with emphasis on
“Jim Crow” and the responses of Booker
T. Washington and W.E.B. DuBois;
High Schools
That Work
From Standards to Assignment
After reading Washington's Atlanta Compromise
speech and selections from "Soul's of Black Folk“ by
W.E.B. Dubois, write an essay in which you compare
their views on how African Americans could best make
progress at the end of the 19th Century, and argue
which author advocated the better approach to social
and economic advancement. Support your position
with evidence from the text.
High Schools
That Work
Science Literacy Assignment
How does the body react when something is wrong with the
blood? After reading Hole's Essentials of Anatomy and
Physiology and selected circulatory system articles, write a
medical informational pamphlet in which you define blood
and explain three blood disorders including one genetic
blood disorder and treatments. Support your discussion
with evidence from the text(s).
In your discussion, address the credibility and origin of
sources in view of your research topic.
High Schools
That Work
LDC Framework
4
WHAT
INSTRUCTION?
3
WHAT
SKILLS?
2
WHAT
TASK?
1
WHAT
RESULTS?
What lesson will
you use to teach
the skills
effectively?
What skills do they
need to get to the
end product?
How will you
frame the
overall goal?
What is the end
product?
High Schools
That Work
Step 3: What Skills?
Preparing for the Task Skills
» Task engagement
» Task & rubric analysis
The Reading Process Skills
» Active Reading
» Note-taking
» Vocabulary
Transition to Writing
» Bridging
The Writing Process Skills
» Organizing ideas
» Writing a thesis & introduction
» Developing supporting paragraphs
» Writing a conclusion
» Revising and Editing
» Final Draft
High Schools
That Work
How will I
teach each
skill?
Step 4: WHAT INSTRUCTION?
Finally, teachers design specific instruction
for each skill required by students
Instruction for
specific skills are
organized into
“mini-tasks”
High Schools
That Work
In this example, a
mini-task for a
Note-Taking Sheet
corresponds to
the Note-Taking
skill required to
complete the task
Alignment with common initiatives






Understanding by Design (backward planning)
Literacy across the curriculum
Differentiation
Standards-based instruction
Formative assessment/common assignments
Project-based learning
High Schools
That Work
Research on LDC
In a study of 1600 teachers, Research for Action found:
84%
92%
87%
reported that LDC is
effective in increasing rigor
of writing assignments.
found LDC effective in promoting
literacy skills in science and
social studies classrooms.
found LDC effective in
supporting students’
college readiness.
Levin, S. and Poglinco. S. “Scale-Up and Sustainability Study of the LDC and MDC
Initiatives” Philadelphia: Research for Action. September 2013.
High Schools
That Work
High Schools
That Work
High Schools
That Work
High Schools
That Work
Literacy Design Collaborative
Educators create the units of study to teach
reading, writing, speaking, and listening in any
subject.
LDC provides teachers with structured but
flexible tools that can be used again and again,
with any program, practice or curriculum, to
drive student growth.
High Schools
That Work
Mathematics Design Collaborative
 Focuses on building student understanding of
mathematical concepts by working through
problems rather than memorizing formulas and
plugging them into a page of workbook problems
 Teachers infuse Formative Assessment Lessons
and formative assessment strategies into their
current unit plans.
 Students engage in a productive struggle with
mathematics that develops procedural fluency
and deepens mathematical reasoning.
High Schools
That Work
What is a MDC Team?
2 Teachers Per School
• Middle Schools
• 6, 7, or 8
• High Schools
• Algebra
• Geometry
High Schools
That Work
Balanced Approach to Math
 Skills and concepts are
clearly defined.
High Schools
That Work
PROCEDURAL
 An ability to apply concepts
and skills to new situations
is expected.
The Big Idea of
Assessment for Learning
Students and teachers
Using evidence of learning
To adapt teaching and learning
To meet immediate learning needs
Minute‐to‐minute and day-by-day
(Thompson & Wiliam, 2007)
High Schools
That Work
The Five Strategies of Assessment
for Learning—Dylan William
1. Clarifying and sharing learning intentions and
criteria for success
2. Engineering effective discussions, questions and
tasks that elicit evidence of learning
3. Providing feedback that moves learners
forward—(Focus)
4. Activating students as the owners of their own
learning—(Self Assessment)
5. Activating students as instructional resources for
one another—(Peer Assessment)
High Schools
That Work
(Thompson & Wiliam, 2007)
Formative Assessment Lessons
 Formative Assessment Lessons (FALs) are
the main tool for MDC.

Also called Classroom Challenge Activities
(CCAs)
 The FALs help teachers incorporate the Five
Strategies of Assessment for Learning.
 Two types
1. Concept Development
2. Problem Solving
High Schools
That Work
Mathematics Design Collaborative
Big Idea of
Assessment
for Learning
MDC is more
than just the
Formative
Assessment
Lessons.
Five
Strategies of
Assessment
for Learning
MDC
Productive
Struggle
High Schools
That Work
Standards
for
Mathematical
Practice
No GPS-ing
Research on MDC
In a study of 1,239 mathematics teachers in 21 states, Research for Action found:
85%
86%
97%
reported that MDC raised
their expectations for
students’ mathematical
work.
found MDC supported
students’ college-readiness.
found MDC was effective
in improving students’
ability to think
mathematically.
Levin, S. and Poglinco. S. “Scale-Up and Sustainability Study of the LDC and MDC Initiatives”
Philadelphia: Research for Action. September 2013.
High Schools
That Work
Mathematics Design Collaborative
 Focuses on building student understanding of
mathematical concepts by working through
problems rather than memorizing formulas and
plugging them into a page of workbook problems
 Teachers infuse Formative Assessment Lessons
and formative assessment strategies into their
current unit plans.
 Students engage in a productive struggle with
mathematics that develops procedural fluency
and deepens mathematical reasoning.
High Schools
That Work
For More Information
Web Sites
 www.ldc.org
 map.mathshell.org
High Schools
That Work
LDC/MDC Implementation Model
Year One
 2 Day Local Coach Training
 3 Day LDC/MDC Teacher Training
 6 Site Visits
 6 Professional Development Days
 2 Day Administrator Training
 2 Day District Coach Follow-up
High Schools
That Work
LDC/MDC Implementation Model
Year Two
 Add additional teachers to LDC/MDC Team
 4 Site Visits
 4 Professional Development Days
 2 Day Administrator Training--Virtual
 2 Day District Coach Follow-up
High Schools
That Work
LDC/MDC Implementation Model
Year Three
 Add additional teachers to LDC/MDC Team
 2 Site Visits
 2 Professional Development Days
 1 Day Administrator Training--Virtual
 2 Day District Coach Follow-up
High Schools
That Work
For More Information
Web Sites
 www.ldc.org
 map.mathshell.org
High Schools
That Work
LDC Topics
 Round One: LDC Overview
 Round Two: Mini-tasks
 Round Three: Teaching Tasks
 Round Four: Peer Review Rubric
 Round Five: Student Work Rubric
 Round Six: LDC and your PLC
High Schools
That Work
MDC Topics
 Round One: MDC Overview
 Round Two: MDC and the Standards for
Mathematical Practice
 Round Three: Formative Assessment Lessons
 Round Four: Selecting FALs
 Round Five: Analyzing Student Work
 Round Six: Feedback and Questioning
High Schools
That Work
Next Steps
 Conduct an Orientation meeting for principals
and core teacher leaders in grades 9 and 10
(high schools) and 7 and 8 (middle grades)
that might participate
 Go over the Memorandum of Agreement with
the schools
 Contact John Buchanan ([email protected])
High Schools
That Work
For More Information
Web Sites
 www.ldc.org
 map.mathshell.org
High Schools
That Work
Contact Information
 John Buchanan, State Lead-Mississippi
 [email protected]
 Gene Bottoms, SREB Senior Vice President
 [email protected]
 Dan Mollette, SREB Director of Training, Lead Math
 [email protected]
 Daniel Rock, Lead Literacy Consultant
 [email protected]
 Amanda Merritt, Mathematics Consultant
 [email protected]
High Schools
That Work