SREB College and Career Readiness
State Roll Out Overview
Gene Bottoms, SREB Senior Vice President
Dan Mollette, Director, Lead Math Consultant
Daniel Rock, Lead Literacy Consultant
Southern Regional
Education Board
State Roll Out
College and Career Readiness
Today's workplace requires most Americans to
have some form of education beyond high school.
Yet more than half of high school students are not
graduating with literacy and math skills needed for
college and/or career training.
Southern Regional
Education Board
State Roll Out
The goal of this project is to
significantly increase the
percentage of students meeting
literacy and math College and
Career Readiness Goals at the end
of five years.
Southern Regional
Education Board
State Roll Out
3
Why are we here
• SREB has a grant for five years to work with
SREB states to assist with implementing
instructional strategies to get more students to
meet College and Career Readiness Standards
• SREB will work with three cohorts of schools
over the five years, each receiving three years
of support
• In North Carolina the plan is to work directly with
235 middle and high schools
Southern Regional
Education Board
State Roll Out
Why are we here
• SREB will be providing ongoing
professional development training at no
cost to districts
• SREB will also provide some subsidies to
districts to offset some of the cost for
teacher participation
Southern Regional
Education Board
State Roll Out
College and Career Readiness Tools
Literacy Design Collaborative and Math Design Collaborative
 incorporates rigorous North Carolina literacy standards into middle
grades and high school content areas.
 trains content area teachers to give high quality assignments and
develop support structures to scaffold key skills
 engages students in reading grade level text and related documents
and evaluating their understanding through written work
 results in high-quality assignments that will develop literacy skills while
increasing their achievement in the content subject.
publications.sreb.org/2013/13V09_LDC_MDC_Change.pdf
Southern Regional
Education Board
State Roll Out
What is LDC?
• An approach for incorporating rigorous North Carolina literacy
standards into middle grades and high school content areas.
• A system for training content area teachers to give assignments in
English, science, social studies and career technical classes that
engage students in reading grade level text and related documents
and evaluating their understanding through written work within all
academic and career-technical disciplines, not just in
English/language arts courses.
• LDC embeds rigorous North Carolina College and Career Readiness
Standards for literacy into content-area instruction by providing
template tasks that give teachers the flexibility to insert the texts to be
read, content to be addressed and writing to be produced. This will
result in high-quality assignments that will develop literacy skills while
increasing their achievement in the content subject.
Southern Regional
Education Board
State Roll Out
2
LITERACY DESIGN COLLABORATIVE
(LDC)
Success Stories
Hunters Creek Middle School,
Orange County FL
Southern Regional
Education Board
State Roll Out
8
At the start of the 2012-2013 school year,
the Hunters Creek Middle School eighthgrade English /language arts team began
using the Literacy Design Collaborative
(LDC) to design their instructional units. By
the end of the school year, the team saw a
nine point rise in the percentage of
students scoring at or above Proficient on
the FCAT 2.0 . Teachers credit LDC with
helping students make this remarkable
progress.
Southern Regional
Education Board
State Roll Out
9
What is MDC?
 MDC provides teachers not with a math curriculum,
but with teaching tools called formative assessment
lessons to help them know if their students truly
understand and can apply North Carolina college and
career readiness math standards. Teachers learn to
adapt assignments to engage students so they
understand the hows and whys of math.
 MDC uses procedures and questions to check
students’ math understanding and correct common
misunderstandings.
Southern Regional
Education Board
State Roll Out
5
MATHEMATICS DESIGN COLLABORATIVE
(MDC)
Success Stories
Mt. Pleasant High School,
Mt. Pleasant, TN
Southern Regional
Education Board
State Roll Out
11
After a six-year career in civil engineering,
Angela Hoath came to Mt. Pleasant High School
(MPHS) to teach math. She embraced the MDC
lessons with the support of her inclusion partner Kami
Hoover and several other colleagues. According to Hoath,
the formative assessment lessons (FALs) motivated
students, encouraging them to become resources for each
other and take ownership of their own learning. As a result,
students at Mt. Pleasant High School saw significant gains
in Algebra I and Algebra II on end-of-course exams since it
began using the MDC framework in 2011.
Southern Regional
Education Board
State Roll Out
12
How do we propose to support
schools and districts in North
Carolina?
 What has SREB committed to do?
 What are we asking local school districts and
schools to do?.
 What is the state committed to do?
Southern Regional
Education Board
State Roll Out
13
The goal of the College and Career
Readiness Program in North Carolina
Over the Next Five Years
 Reach directly 235 middle and high schools
 Reach directly 1,410 teachers with intensive
training
Southern Regional
Education Board
State Roll Out
14
The goal is to Build Capacity of teacher
leaders to Spread the College and
Career Readiness Strategies to:
 All teachers in 235 Middle and High Schools
 Develop lead teacher leads in at least 235
additional middle and high schools in the
districts and regions
Southern Regional
Education Board
State Roll Out
15
SREB has committed to:
 Provide all the following training elements at no
cost to districts
 In some instances, we will provide some support
for substitute teachers, travel and related events
Southern Regional
Education Board
State Roll Out
16
SREB has committed to:
 Provide nine days professional development for
each LDC and MDC.
 Provide initial three-day training for the local
trainers to develop their skills as LDC/MDC
trainers and coaches.
 Conduct a series of follow-up, school-embedded
training visits and support local LDC and MDC
trainers and teacher leaders over three years
Southern Regional
Education Board
State Roll Out
17
SREB has committed to:
 Provide district and building leaders training in
year one on the development and implementation
of professional learning communities (PLCs) and
LDC/MDC “look-fors” that are linked to current
classroom observation tools.
 Provide LDC and MDC trainers to deliver
services.
 Designate a lead person in the state to
collaborate with district leaders and local school
leaders to address and solve issues as they arise.
Southern Regional
Education Board
State Roll Out
18
Districts and Schools are asked to:
 Select a mix of schools performing at different
levels and that complement each other when they
come together as a cohort. This mix of schools
will have both middle grades and high schools
and, where appropriate, utilize feeder school
patterns.
Southern Regional
Education Board
State Roll Out
19
Districts and Schools are asked to:
Schools selected are to:
 Have stable leadership committed to support
faculty over a three-year period to go school wide in
implementing new college- and career-readiness tools.
 Commit to providing weekly common planning time
for professional learning communities (PLCs) to
work toward implementing LDC and MDC tools and
strategies in their classrooms.
 Select teacher leads to become the PLC leaders for
their content area — math, English/language arts,
science, social studies and career-technical.
Southern Regional
Education Board
State Roll Out
20
Districts and Schools are asked to:
 Dedicate at least one full-time literacy trainer and
one full-time math trainer to become certified
SREB trainers in year one. In years two and
three, these trainers will work with Cohort I
schools to scale LDC/MDC school wide and take
the lead with an agreed upon number of Cohort II
schools to train and repeat the year one, two and
three process as a way to scale LDC and MDC
school wide.
Southern Regional
Education Board
State Roll Out
21
Districts are asked to:
Work with each participating school’s
principal to select teacher leaders who
show evidence of:
 engaging students of all socioeconomic and ability
levels in classroom learning activities;
 a deep understanding of their subject content;
 an ability to work with other teachers, and facilitate
professional growth;
 being a self-starter and open to new ideas; and
 a willingness to make the effort necessary to
implement the practices with fidelity.
Southern Regional
Education Board
State Roll Out
22
Districts are asked to:
 Provide release time for teacher leaders,
principals and local trainers to participate fully in
all LDC/MDC training for each of the three years.
Southern Regional
Education Board
State Roll Out
23
Districts and Schools are asked to:
 Ensure LDC lead teachers, in the first nine
months after training, develop and teach at least
three LDC modules and to spread the use of LDC
tools and strategies to other teachers in years 2
and 3.
Southern Regional
Education Board
State Roll Out
24
Districts and Schools are asked to:
 Ensure MDC teacher leaders, in the first nine
months, implement at least six formative
assessment lessons (FALs) and to spread the use
of MDC tools and strategies to other teachers in
years 2 and 3.
Southern Regional
Education Board
State Roll Out
25
Districts are asked to:
 Have school principal or his/her designee
participates in all trainings, site visits and for
establishing functioning PLCs in each school
by each discipline area as well as develop
common planning time by year two
Southern Regional
Education Board
State Roll Out
26
Districts and Schools are asked to:
 Have the school principal, and assistant principal
in large schools, to participate in two days of
training in year one and one day of training in
years two and three, on creating and supporting
effective professional learning communities,
doing classroom observations using key
indicators of college and career readiness
practices, and other emerging needs that evolve
from the course of the implementation process.
Southern Regional
Education Board
State Roll Out
27
Districts are asked to:
Recruit, orient and add a new cohort school with in
the district annually.
Southern Regional
Education Board
State Roll Out
28
Selecting Schools to Participate
A Lesson Learned:
When principals and teachers choose to
participate, they tend to get better results
than when you are told to participate.
Southern Regional
Education Board
State Roll Out
29
Selecting Schools to Participate
 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 Understanding with
the schools
Southern Regional
Education Board
State Roll Out
30
Southern Regional
Education Board
State Roll Out
31
Next Steps
Face-to-Face Orientation Meeting
 Durham Public Schools Staff Development Center
 2107 Hillandale Road, Durham, NC 27705
January 12, 2015, at 10:00 AM
 North Carolina School for the Deaf, Main Campus
 517 West Fleming Drive, Morganton, NC
 January 13, 2015, at 10:00 AM
Southern Regional
Education Board
State Roll Out
32
Registration Information
• To register a team to attend either the Durham
or Morganton face to face orientation, please
register through the Eventbrite invitation you
will receive from DPI.
• Please submit the required information for each
person attending on your team.
• NOTE: The street address for the Durham
orientation has changed from the original letter.
The correct address is 2107 Hillandale Road,
Durham, NC 27705 and this information is
clearly marked on the registration confirmation.
Southern Regional
Education Board
State Roll Out
• For help or assistance with
registration, please call or e-mail:
Linda Crouch
919-807-3927
[email protected]
• For any other help or assistance,
please call or e-mail your Regional
Lead, or:
Dr. Michael Hickman
919-807-3848
[email protected]
Southern Regional
Education Board
State Roll Out
34
SREB Contact Information:
Dan Mollette, Director and Lead Math Consultant
[email protected]
404-962-9623
Gene Bottoms, Senior Vice President
[email protected]
David Sevier, Deputy to the Vice President
[email protected]
Daniel Rock, Lead Literacy Consultant
[email protected]
Donna Peters, North Carolina State Lead
[email protected]
Southern Regional
Education Board
35
Resources
Websites
www.ldc.org (Literacy)
www.mathshell.org (Math)
Southern Regional
Education Board
State Roll Out
36