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Herman, Jia Wang, Deborah La Torre, Scott Epstein, and Seth Leon  \nSUMMER 2020  \nCopyright ©2020 The Regents of the University of California  \nThe work reported herein was supported by grant number 20145515 from the Literacy Design Collaborative with funding to the National Center for Research on Evaluation, Standards, and Student Testing (CRESST) .  \nThe findings and opinions expressed in this report are those of the authors and do not necessarily reflect the positions or policies of the Literacy Design Collaborative.  \nTo cite from this policy brief, please use the following as your APA reference: Herman, J. L. , Wang, J. , La Torre, D. , Epstein, S. , & Leon, S. (2020) . LDC in action: Learning effects in a large urban district (Policy Brief 14) . University of California, Los Angeles, National Center for Research on Evaluation, Standards, and Student Testing (CRESST) .  \nIntroduction  \nThe Literacy Design Collaborative (LDC) was created in 2009 to support schools’implementation of rigorous college and career ready standards for English language arts (ELA) . Combining evidence-based principles of professional development with a systematic design process, LDC helps teachers to embed literacy skill development throughout their content area curricula and promotes teachers’ engagement in formative assessment and continuous improvement practices. UCLA’s National Center for Research on Evaluation, Standards, and Student Testing (CRESST) has served as LDC’s independent evaluator since 2011 and is currently completing a 5-year, nationally funded study of LDC’s implementation and impact. This policy brief summarizes study results from a large, urban district on the West Coast. The brief starts with background on LDC and study methodology and then shares study findings , which demonstrate LDC’s substantial effects on student learning. (More detailed results from the study are available in two CRESST reports , Wang et al. , 2019 , and Wang et al. , 2020.)  \nBackground on LDC  \nCollege and career readiness standards (CCRS) raised the bar on what students are expected to learn (Johnson & Wells, 2017) and consequently demanded changes in existing teacher practices to facilitate such learning (Darling-Hammond et al. , 2014; Supovitz, 2015) . For ELA , teachers were asked to shift their practices to support their students in being able to read critically , use evidence-based arguments , and communicate clearly orally and in writing. All of these changes pose a challenge to teachers who may have never been exposed to these practices in the past as either a learner or a teacher (Edgerton & Desimone, 2018; Pak, Desimone , & Parsons, 2020) .  \nLDC was designed to help teachers meet this challenge. It empowers teachers with task templates, ongoing training (Desimone, 2009) , and other tools to create and implement challenging standards-based modules , which can be seamlessly embedded in ongoing curriculum. The units culminate in a content-oriented, evidence-based writing assignment that draws on unit readings and feature an instructional ladder designed to help students build the literacy and content understanding skills they will need for unit success.  \nCRESST | Policy Brief No. 14 | Winter 2020 1  \nLDC thus addresses one of the key shifts demanded by CCRS , that students engage with complex, content-rich texts across multiple disciplines (Chadwick, 2015) , and its design supports a variety of learning outcomes. Research, for example, demonstrates that the integration of literacy and disciplinary instruction serves to increase students’ content knowledge, vocabulary , reading comprehension, and writing skill (Cervetti et al. , 2012; Duesbery et al. , 2011; Reisman, 2012) . Further, by encouraging and assisting content area teachers to integrate literacy standards into their courses, LDC both deepens students’ content understanding (Carter et al. , 2007","cbCaiv2s2kuo3VJ7","https://ap.wps.com/l/cbCaiv2s2kuo3VJ7","pdf",1492864,"English","# Introduction\n# Background on LDC","[{\"question\":\"What is the Literacy Design Collaborative (LDC) and what problem does it address?\",\"answer\":\"LDC was created to support schools’ implementation of rigorous college- and career-ready English language arts standards. It helps teachers embed literacy development across content areas and engage in formative assessment and continuous improvement.\"},{\"question\":\"How does the LDC design support literacy and content learning?\",\"answer\":\"LDC provides task templates, ongoing training, and tools that help teachers implement challenging standards-based modules embedded in curriculum. Units culminate in evidence-based writing drawing on unit readings and use an instructional ladder to build the needed literacy and content understanding skills.\"},{\"question\":\"What do the study results in this policy brief emphasize?\",\"answer\":\"The brief summarizes study findings from a large urban district showing LDC’s substantial effects on student learning. It also points readers to more detailed results in related CRESST reports.\"}]","LDC in action - Learning Effects in a Large Urban District - Policy Brief No. 14 | PDF",1792055498]