Katrina Zimmerman is a science and technology teacher at Turrentine Middle School in Burlington, North Carolina. Zimmerman spearheads STEM (science, technology, engineering and math) at her school and is creating a whole new curriculum for it. She began using the Literacy Design Collaborative (LDC) strategies in February 2015, adding it as a curriculum tool for her classroom.
Quinton A. Granville was a seventh-grade social studies and reading teacher for Atlanta Public Schools when this blog entry was written. He is now a literacy consultant at SREB.
Quinton Granville has been using the Literacy Design Collaboration framework in his seventh-grade classroom for nearly a year. He says he’s come a long way since he was introduced to LDC through a districtwide initiative.
Why did the deer cross the road? The usual answer to the joke is “to get to the other side.”
That question serves as a prompt for seventh-grade science students to start looking for answers through data-driven research and in-depth writing. Their teacher, Reese Woytek at Slocomb Middle School in Geneva County,Alabama, is using the instructional framework of the Literacy Design Collaborative (LDC). He received his LDC training in 2015. The Southern Regional Education Board is training teachers across Alabama, and Woytek’s experience is a perfect example of how LDC strategies can change teacher focus and impact students.
Nationwide, students in the middle grades and high school are failing to develop the reading and writing skills they need in order to meet higher academic standards. This major new SREB report on adolescent literacy discusses the urgency of the problem in depth and presents specific solutions for SREB states based on the recommendations of the SREB Committee to Improve Reading and Writing in Middle and High Schools, chaired by Governor Tim Kaine of Virginia, the SREB Board chair. The report includes a message from SREB President Dave Spence and status reports on recent state actions on the issue.