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CURRICULUM – LDC
Academic Rigor, Targeted Instruction, and Guaranteed Equity. We offer a unique project-based curriculum, daily interactions with complex texts, authentic disciplinary writing products, synchronous and asynchronous learning experiences, and expert targeted instruction.ABOUT US – LDC
LDC began as a community of educators determined to eliminate achievement gaps by providing all students with the same rigorous writing assignments that privileged kids already receive. Today, LDC creates assignments for most K-12 major content areas. LDC also provides professional support to help teachers adapt their practicesand inject more
PROFESSIONAL DEVELOPMENT Professional Learning Communities. From online micro-courses to PLC protocols to virtual coaching, we build expert teachers through continual, connected engagement with fellow educators and L D C T A S K T E M P L A TE C O LLE C TIO N V E R SIO N 3 LD C Ta sk Te mp la te s f o r Kin de r g a r te n a n d Gr a de 1 C O GNITIVE D E MAND ARGUME NTATIO N (O PINIO N) INF O RMATIO NAL/EXPLANATO RY
DR. DWIGHT NOLT
Dr. Nolt holds both B.S. and M.S. degrees in English Education from Millersville University, Principal Certification in Educational Leadership from Penn State University, and an Ed.D. in Educational Leadership from the University of Pennsylvania.DR. SUZANNE SIMONS
Suzanne’s leadership work has focused on building sustainable equity across public educational systems in order to ensure parity of access for all teachers and students.LDC CORETOOLS
Create and share assignments aligned to College and Career Readiness standards with LDC CoreTools CER: CLAIM, EVIDENCE, AND REASONING (ANSWERS TO MULTIPLE 1. Model how to use the CER strategy by reading and thinking aloud with a sample multiple choice question. 2. As a class, use the complete the CER routine for an additional multiple choice question. 3. Have students work individually or in pairs to complete CER forthree questions. 4.
THE ODYSSEY: WHICH IS MORE IMPORTANT: THE JOURNEY OR After reading The Odyssey and "Ithaka", write an argumentative essay in which you argue which is more important to the development of Odysseus' character and a theme of the epic-the journey or the goal. Support your position with evidence from the text/s. Be sure to acknowledge competing views. FROM COMMON CORE STANDARDS TO CURRICULUM: FIVE BIG IDEAS !From!Common!Core!toCurriculum:!Five!Big!Ideas! 2012Jay!McTighe!and!Grant!Wiggins!!!!!Permissionis"grantedfor"reproduction." Page 3 of 12 Big Idea # 2 – Standards are not curriculum. A Standard is an outcome, not a claim about how to achieve an outcome (i.e. acurriculum).
CURRICULUM – LDC
Academic Rigor, Targeted Instruction, and Guaranteed Equity. We offer a unique project-based curriculum, daily interactions with complex texts, authentic disciplinary writing products, synchronous and asynchronous learning experiences, and expert targeted instruction.ABOUT US – LDC
LDC began as a community of educators determined to eliminate achievement gaps by providing all students with the same rigorous writing assignments that privileged kids already receive. Today, LDC creates assignments for most K-12 major content areas. LDC also provides professional support to help teachers adapt their practicesand inject more
PROFESSIONAL DEVELOPMENT Professional Learning Communities. From online micro-courses to PLC protocols to virtual coaching, we build expert teachers through continual, connected engagement with fellow educators and L D C T A S K T E M P L A TE C O LLE C TIO N V E R SIO N 3 LD C Ta sk Te mp la te s f o r Kin de r g a r te n a n d Gr a de 1 C O GNITIVE D E MAND ARGUME NTATIO N (O PINIO N) INF O RMATIO NAL/EXPLANATO RY
DR. DWIGHT NOLT
Dr. Nolt holds both B.S. and M.S. degrees in English Education from Millersville University, Principal Certification in Educational Leadership from Penn State University, and an Ed.D. in Educational Leadership from the University of Pennsylvania.DR. SUZANNE SIMONS
Suzanne’s leadership work has focused on building sustainable equity across public educational systems in order to ensure parity of access for all teachers and students.LDC CORETOOLS
Create and share assignments aligned to College and Career Readiness standards with LDC CoreTools CER: CLAIM, EVIDENCE, AND REASONING (ANSWERS TO MULTIPLE 1. Model how to use the CER strategy by reading and thinking aloud with a sample multiple choice question. 2. As a class, use the complete the CER routine for an additional multiple choice question. 3. Have students work individually or in pairs to complete CER forthree questions. 4.
THE ODYSSEY: WHICH IS MORE IMPORTANT: THE JOURNEY OR After reading The Odyssey and "Ithaka", write an argumentative essay in which you argue which is more important to the development of Odysseus' character and a theme of the epic-the journey or the goal. Support your position with evidence from the text/s. Be sure to acknowledge competing views. FROM COMMON CORE STANDARDS TO CURRICULUM: FIVE BIG IDEAS !From!Common!Core!toCurriculum:!Five!Big!Ideas! 2012Jay!McTighe!and!Grant!Wiggins!!!!!Permissionis"grantedfor"reproduction." Page 3 of 12 Big Idea # 2 – Standards are not curriculum. A Standard is an outcome, not a claim about how to achieve an outcome (i.e. acurriculum).
PROFESSIONAL DEVELOPMENT Professional Learning Communities. From online micro-courses to PLC protocols to virtual coaching, we build expert teachers through continual, connected engagement with fellow educators and L D C T A S K T E M P L A TE C O LLE C TIO N V E R SIO N 3 LD C Ta sk Te mp la te s f o r Kin de r g a r te n a n d Gr a de 1 C O GNITIVE D E MAND ARGUME NTATIO N (O PINIO N) INF O RMATIO NAL/EXPLANATO RY
DESIGNING PROFESSIONAL LEARNING 4 AITSL Designing Professional Learning How to use this report This report is designed to be used by: This report will help readers design, revise and evaluate high-quality professional learning ACADEMIC WRITING ACROSS THE DISCIPLINES Academic Writing Across the Disciplines Written by Barrie Olson With Introduction by Eleanor Dougherty February 2013 Literacy DesignCollaborative
THE ODYSSEY: WHICH IS MORE IMPORTANT: THE JOURNEY OR THE After reading The Odyssey and "Ithaka", write an argumentative essay in which you argue which is more important to the development of Odysseus' character and a theme of the epic-the journey or the goal. Support your position with evidence from the text/s. Be sure to acknowledge competing views. WHAT FACTORS INFLUENCE PLANT CARBON DIOXIDE PRODUCTION AND The Scientific Poster skill set can be an optional extension for your project. The process of transferring the peer-reviewed-style paper to a scientific poster is a quick process and necessary if you are interested in having your students present their findings in an organized presentation setting, such as a science fair.LDC CORETOOLS
National Peer Review: Submit Your Best Module by July 29th. Every quarter, the Literacy Design Collaborative (LDC) manages a National Peer Review process to provide educators an opportunity to reflect and receive feedback on their recent work as a way to recognize their professional accomplishments. WORDS MATTER: DICTION AND ORWELL'S "SHOOTING AN ELEPHANT The ability to recognize tone can often be the key to understanding the text or not. In this module, we will carefully analyze the diction and tone in George Orwell's "Shooting an Elephant" to better understand the narrator's complex attitude toward his surroundings. 3.Resolved.
ANALYZING IMPLICIT MEANING IN "SLEEPING," A COMING OF AGE Lesson plan for grades 8-10. Analyzing Implicit Meaning in "Sleeping," A Coming Of Age Short Story CHARACTER IN THE NOVEL BECAUSE OF WINN DIXIE Review the teaching task closely and identify each part of the task that you will need to be able to do to complete the prompt. In the chart there are three different categories: (1) Task Sentence - you will break the prompt down into smaller tasks of what you need to do to be successful upon completion of the module.(2) What will you have to LEARN about? you will write a brief statement ofCURRICULUM – LDC
We offer a unique project-based curriculum, daily interactions with complex texts, authentic disciplinary writing products, synchronous and asynchronous learning experiences, and expert targetedinstruction.
ABOUT US – LDC
John Katzman is an education entrepreneur. He is the founder and CEO of The Noodle Companies, an education startup whose search enginehelps students and
PROFESSIONAL DEVELOPMENT Leadership makes the difference. We provide data, walk-throughs, and evaluation protocols so leaders have the knowledge and tools to managechange.
L D C T A S K T E M P L A TE C O LLE C TIO N V E R SIO N 3 LD C Ta sk Te mp la te s f o r Kin de r g a r te n a n d Gr a de 1 C O GNITIVE D E MAND ARGUME NTATIO N (O PINIO N) INF O RMATIO NAL/EXPLANATO RY
DR. DWIGHT NOLT
Dr. Nolt holds both B.S. and M.S. degrees in English Education from Millersville University, Principal Certification in Educational Leadership from Penn State University, and an Ed.D. in Educational Leadership from the University of Pennsylvania.DR. SUZANNE SIMONS
Suzanne’s leadership work has focused on building sustainable equity across public educational systems in order to ensure parity of access for all teachers and students.LDC CORETOOLS
Create and share assignments aligned to College and Career Readiness standards with LDC CoreTools CER: CLAIM, EVIDENCE, AND REASONING (ANSWERS TO MULTIPLE After reading multiple choice questions, for each question write the (1) Claim (2) Evidence THE ODYSSEY: WHICH IS MORE IMPORTANT: THE JOURNEY OR Unit plan for grades 9-10. Students will be reading the Odyssey by Homer this year. This unit's main topic will be about quests and journeys. The common theme FROM COMMON CORE STANDARDS TO CURRICULUM: FIVE BIG IDEAS !From!Common!Core!toCurriculum:!Five!Big!Ideas! 2012Jay!McTighe!and!Grant!Wiggins!!!!!Permissionis"grantedfor"reproduction." Page 3 of 12 Big Idea # 2 – Standards are not curriculum. A Standard is an outcome, not a claim about how to achieve an outcome (i.e. acurriculum).
CURRICULUM – LDC
We offer a unique project-based curriculum, daily interactions with complex texts, authentic disciplinary writing products, synchronous and asynchronous learning experiences, and expert targetedinstruction.
ABOUT US – LDC
John Katzman is an education entrepreneur. He is the founder and CEO of The Noodle Companies, an education startup whose search enginehelps students and
PROFESSIONAL DEVELOPMENT Leadership makes the difference. We provide data, walk-throughs, and evaluation protocols so leaders have the knowledge and tools to managechange.
L D C T A S K T E M P L A TE C O LLE C TIO N V E R SIO N 3 LD C Ta sk Te mp la te s f o r Kin de r g a r te n a n d Gr a de 1 C O GNITIVE D E MAND ARGUME NTATIO N (O PINIO N) INF O RMATIO NAL/EXPLANATO RY
DR. DWIGHT NOLT
Dr. Nolt holds both B.S. and M.S. degrees in English Education from Millersville University, Principal Certification in Educational Leadership from Penn State University, and an Ed.D. in Educational Leadership from the University of Pennsylvania.DR. SUZANNE SIMONS
Suzanne’s leadership work has focused on building sustainable equity across public educational systems in order to ensure parity of access for all teachers and students.LDC CORETOOLS
Create and share assignments aligned to College and Career Readiness standards with LDC CoreTools CER: CLAIM, EVIDENCE, AND REASONING (ANSWERS TO MULTIPLE After reading multiple choice questions, for each question write the (1) Claim (2) Evidence THE ODYSSEY: WHICH IS MORE IMPORTANT: THE JOURNEY OR Unit plan for grades 9-10. Students will be reading the Odyssey by Homer this year. This unit's main topic will be about quests and journeys. The common theme FROM COMMON CORE STANDARDS TO CURRICULUM: FIVE BIG IDEAS !From!Common!Core!toCurriculum:!Five!Big!Ideas! 2012Jay!McTighe!and!Grant!Wiggins!!!!!Permissionis"grantedfor"reproduction." Page 3 of 12 Big Idea # 2 – Standards are not curriculum. A Standard is an outcome, not a claim about how to achieve an outcome (i.e. acurriculum).
PROFESSIONAL DEVELOPMENT Leadership makes the difference. We provide data, walk-throughs, and evaluation protocols so leaders have the knowledge and tools to managechange.
DESIGNING PROFESSIONAL LEARNING 4 AITSL Designing Professional Learning How to use this report This report is designed to be used by: This report will help readers design, revise and evaluate high-quality professional learning L D C T A S K T E M P L A TE C O LLE C TIO N V E R SIO N 3 LD C Ta sk Te mp la te s f o r Kin de r g a r te n a n d Gr a de 1 C O GNITIVE D E MAND ARGUME NTATIO N (O PINIO N) INF O RMATIO NAL/EXPLANATO RY
ACADEMIC WRITING ACROSS THE DISCIPLINES Academic Writing Across the Disciplines Written by Barrie Olson With Introduction by Eleanor Dougherty February 2013 Literacy DesignCollaborative
THE ODYSSEY: WHICH IS MORE IMPORTANT: THE JOURNEY OR THE Unit plan for grades 9-10. Students will be reading the Odyssey by Homer this year. This unit's main topic will be about quests and journeys. The common theme WHAT FACTORS INFLUENCE PLANT CARBON DIOXIDE PRODUCTION AND The Scientific Poster skill set can be an optional extension for your project. The process of transferring the peer-reviewed-style paper to a scientific poster is a quick process and necessary if you are interested in having your students present their findings in an organized presentation setting, such as a science fair. ANALYZING IMPLICIT MEANING IN "SLEEPING," A COMING OF AGE Lesson plan for grades 8-10. Analyzing Implicit Meaning in "Sleeping," A Coming Of Age Short Story WORDS MATTER: DICTION AND ORWELL'S "SHOOTING AN ELEPHANT "Shooting an Elephant" is an essay by George Orwell, first published in the literary magazine New Writing in the autumn of 1936 and broadcast by the BBC Home Service on October 12, 1948.LDC CORETOOLS
National Peer Review: Submit Your Best Module by July 29th. Every quarter, the Literacy Design Collaborative (LDC) manages a National Peer Review process to provide educators an opportunity to reflect and receive feedback on their recent work as a way to recognize their professional accomplishments. CHARACTER IN THE NOVEL BECAUSE OF WINN DIXIE Review the teaching task closely and identify each part of the task that you will need to be able to do to complete the prompt. In the chart there are three different categories: (1) Task Sentence - you will break the prompt down into smaller tasks of what you need to do to be successful upon completion of the module.(2) What will you have to LEARN about? you will write a brief statement ofCURRICULUM – LDC
Academic Rigor, Targeted Instruction, and Guaranteed Equity. We offer a unique project-based curriculum, daily interactions with complex texts, authentic disciplinary writing products, synchronous and asynchronous learning experiences, and expert targeted instruction. PROFESSIONAL DEVELOPMENT Professional Learning Communities. From online micro-courses to PLC protocols to virtual coaching, we build expert teachers through continual, connected engagement with fellow educators andDR. SUZANNE SIMONS
Suzanne’s leadership work has focused on building sustainable equity across public educational systems in order to ensure parity of access for all teachers and students.LDC UBD CCSS E/LA
Revised January 6, 2013 3 Figure 1 – Shared Features of UbD and LDC Both Understanding by Design and The Literacy Design Collaborative: • Provide structured, yet flexible frameworks for guiding curriculum planning, instruction CER: CLAIM, EVIDENCE, AND REASONING (ANSWERS TO MULTIPLE 1. Model how to use the CER strategy by reading and thinking aloud with a sample multiple choice question. 2. As a class, use the complete the CER routine for an additional multiple choice question. 3. Have students work individually or in pairs to complete CER forthree questions. 4.
LDC CORETOOLS
Create and share assignments aligned to College and Career Readiness standards with LDC CoreTools THE ODYSSEY: WHICH IS MORE IMPORTANT: THE JOURNEY OR After reading The Odyssey and "Ithaka", write an argumentative essay in which you argue which is more important to the development of Odysseus' character and a theme of the epic-the journey or the goal. Support your position with evidence from the text/s. Be sure to acknowledge competing views. FROM COMMON CORE STANDARDS TO CURRICULUM: FIVE BIG IDEAS !From!Common!Core!toCurriculum:!Five!Big!Ideas! 2012Jay!McTighe!and!Grant!Wiggins!!!!!Permissionis"grantedfor"reproduction." Page 3 of 12 Big Idea # 2 – Standards are not curriculum. A Standard is an outcome, not a claim about how to achieve an outcome (i.e. acurriculum).
ANALYZING IMPLICIT MEANING IN "SLEEPING," A COMING OF AGE Lesson plan for grades 8-10. Analyzing Implicit Meaning in "Sleeping," A Coming Of Age Short Story WHAT FACTORS INFLUENCE PLANT CARBON DIOXIDE PRODUCTION AND The Scientific Poster skill set can be an optional extension for your project. The process of transferring the peer-reviewed-style paper to a scientific poster is a quick process and necessary if you are interested in having your students present their findings in an organized presentation setting, such as a science fair.CURRICULUM – LDC
Academic Rigor, Targeted Instruction, and Guaranteed Equity. We offer a unique project-based curriculum, daily interactions with complex texts, authentic disciplinary writing products, synchronous and asynchronous learning experiences, and expert targeted instruction. PROFESSIONAL DEVELOPMENT Professional Learning Communities. From online micro-courses to PLC protocols to virtual coaching, we build expert teachers through continual, connected engagement with fellow educators andDR. SUZANNE SIMONS
Suzanne’s leadership work has focused on building sustainable equity across public educational systems in order to ensure parity of access for all teachers and students.LDC UBD CCSS E/LA
Revised January 6, 2013 3 Figure 1 – Shared Features of UbD and LDC Both Understanding by Design and The Literacy Design Collaborative: • Provide structured, yet flexible frameworks for guiding curriculum planning, instruction CER: CLAIM, EVIDENCE, AND REASONING (ANSWERS TO MULTIPLE 1. Model how to use the CER strategy by reading and thinking aloud with a sample multiple choice question. 2. As a class, use the complete the CER routine for an additional multiple choice question. 3. Have students work individually or in pairs to complete CER forthree questions. 4.
LDC CORETOOLS
Create and share assignments aligned to College and Career Readiness standards with LDC CoreTools THE ODYSSEY: WHICH IS MORE IMPORTANT: THE JOURNEY OR After reading The Odyssey and "Ithaka", write an argumentative essay in which you argue which is more important to the development of Odysseus' character and a theme of the epic-the journey or the goal. Support your position with evidence from the text/s. Be sure to acknowledge competing views. FROM COMMON CORE STANDARDS TO CURRICULUM: FIVE BIG IDEAS !From!Common!Core!toCurriculum:!Five!Big!Ideas! 2012Jay!McTighe!and!Grant!Wiggins!!!!!Permissionis"grantedfor"reproduction." Page 3 of 12 Big Idea # 2 – Standards are not curriculum. A Standard is an outcome, not a claim about how to achieve an outcome (i.e. acurriculum).
ANALYZING IMPLICIT MEANING IN "SLEEPING," A COMING OF AGE Lesson plan for grades 8-10. Analyzing Implicit Meaning in "Sleeping," A Coming Of Age Short Story WHAT FACTORS INFLUENCE PLANT CARBON DIOXIDE PRODUCTION AND The Scientific Poster skill set can be an optional extension for your project. The process of transferring the peer-reviewed-style paper to a scientific poster is a quick process and necessary if you are interested in having your students present their findings in an organized presentation setting, such as a science fair.LDC
LDC unites a network of educators and uses disciplined inquiry cycles to test and refine our strategic supports for instructional improvement. An independent study by CRESST (UCLA) involving 110+ schools in LAUSD and NYC confirmed that LDC had a statistically-significant impact and large effects sizes that amounted to over 9 months additional PROFESSIONAL DEVELOPMENT Professional Learning Communities. From online micro-courses to PLC protocols to virtual coaching, we build expert teachers through continual, connected engagement with fellow educators andIMPACT – LDC
Literacy Design Collaborative 2017–2018 Evaluation Report for New York City Department of Education. By Wang, J., Herman, J. L., Epstein, S., Leon, S., Haubner, JDR. DWIGHT NOLT
Dr. Nolt holds both B.S. and M.S. degrees in English Education from Millersville University, Principal Certification in Educational Leadership from Penn State University, and an Ed.D. in Educational Leadership from the University of Pennsylvania. L D C T A S K T E M P L A TE C O LLE C TIO N V E R SIO N 3 LD C Ta sk Te mp la te s f o r Kin de r g a r te n a n d Gr a de 1 C O GNITIVE D E MAND ARGUME NTATIO N (O PINIO N) INF O RMATIO NAL/EXPLANATO RY
ACADEMIC WRITING ACROSS THE DISCIPLINES Academic Writing Across the Disciplines Written by Barrie Olson With Introduction by Eleanor Dougherty February 2013 Literacy DesignCollaborative
WHAT FACTORS INFLUENCE PLANT CARBON DIOXIDE PRODUCTION AND The Scientific Poster skill set can be an optional extension for your project. The process of transferring the peer-reviewed-style paper to a scientific poster is a quick process and necessary if you are interested in having your students present their findings in an organized presentation setting, such as a science fair. ATTICUS FINCH AND RHETORIC: ANALYZING RHETORIC IN ATTICUS Students will write a final unit essay that will target informative writing by analyzing the use of rhetoric in Harper Lee's To Kill a Mockingbird.Specifically, students will limit their focus of analysis to Atticus Finch's closing argument at the end of the Tom Robinsontrial.
ANALYZING IMPLICIT MEANING IN "SLEEPING," A COMING OF AGE Lesson plan for grades 8-10. Analyzing Implicit Meaning in "Sleeping," A Coming Of Age Short StoryLDC CORETOOLS
National Peer Review: Submit Your Best Module by July 29th. Every quarter, the Literacy Design Collaborative (LDC) manages a National Peer Review process to provide educators an opportunity to reflect and receive feedback on their recent work as a way to recognize their professional accomplishments.* Home
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SETTING THE NEW STANDARDREAL WORKS
FOR BLENDED EDUCATIONREAL WORKS
ACADEMIC RIGOR, TARGETED INSTRUCTION, AND GUARANTEED EQUITY AUTHENTIC WRITING ASSIGNMENTS FOR ANY K-12 CLASS—ENGLISH, SOCIAL STUDIES, AND SCIENCERIGOR
We level up instruction without leveling down content.FLEXIBILITY
Whether teaching online or in person, our materials can be integrated into any curriculum or scope and sequence.AUTHENTICITY
Let your students do the real-world thinking of literary critics, historians, and scientists.Real Works
READING THAT INFORMS. WRITING THAT COMMUNICATES. This K-12 curriculum, created to be thoughtfully implemented through either in-person or virtual classroom instruction, is built on a collection of rich, diverse readings by renowned, award-winning authors and disciplinary experts. Our Real Works curriculum strategically pairs selected standards-aligned texts from ELA, Social Studies, and Science with authentic, engaging, and real-world standards-driven writing opportunities. Real Works Modules challenge students to read, write, think, and communicate like members of the academic and professional disciplines they will one day inhabit. The curriculum’s title refers to both the real-world texts students read and real-world work they produce. Preview an Assignment NOT JUST A WRITING ASSIGNMENT REAL WORKS IS MORE THAN A COLLECTION OF WRITING ASSIGNMENTS. IT’S A WAY FOR STUDENTS AND TEACHERS TO DISCOVER HOW KNOWLEDGE GETS MADE. CLASSROOM EXPERIENCE Whether online or in person, let your students engage in the same reading, writing, organization, and communication practices as critics, anthropologists, and chemists (and everyone in between). REAL WORKS CURRICULUM Every assignment in our Real Works curriculum includes a performance task, focus standards, SCALE-validated rubrics, instructional plan for approximately 10 hours of instruction, a student workbook, and formative assessments. PROFESSIONAL DEVELOPMENT We are there to support you when you want teachers to recognize and expect disciplinary rigor from every student, and to run their classrooms through real-time data-based inquiry and formativeinstruction.
INFORMED LEADERSHIP
When we partner with you to close the achievement gap, you will start creating a new generation of educational leaders within your school system who can offer ongoing support and development opportunities to veteran and new teachers alike.Proven Success
WE RESPOND TO CHANGING NEEDS IN A CHANGING WORLD. WE WON THE PRESTIGIOUS 2019 CARNEGIE FOUNDATION FOR THE ADVANCEMENT OF TEACHING’S SPOTLIGHT ON QUALITY IN CONTINUOUS IMPROVEMENT BECAUSE OF OUR COMMITMENT TO STUDENT EQUITY AND RIGOR IN WRITING AND OUR CONTINUAL SUPPORT OF TEACHERS IN THESE AREAS. LDC unites a network of educators and uses disciplined inquiry cycles to test and refine our strategic supports for instructional improvement. An independent study by CRESST (UCLA) involving 110+ schools in LAUSD and NYC confirmed that LDC had a statistically-significant impact and large effects sizes that amounted to OVER 9 MONTHS ADDITIONAL GROWTH over matched pair control students.940+
Districts
97,335+
Educators
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Million Students
DISTRICT PARTNERS
LDC PARTNERS SPEAK OUT EDUCATORS ACROSS THE COUNTRY HAVE ENGAGED WITH OUR CURRICULUM AND ARE SEEING GREAT RESULTS.__________
Standards are forcing us to make sure every student is thinking about the same things and producing the same quality products—no mattertheir level.
LDC District Administrator ____________
I’ve seen huge changes in my students. They are talking and thinking in ways they never have before. And they have a new kind of confidence in themselves. On testing day, I didn’t have one student in my office; I didn’t have any anxiety attacks, or bathroom accidents. All of our students felt ready to walk in there and takethat test.
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