WORKING WITH THE END IN MIND IN THE PLC CONTEXT Gil Abisdris, P.A. & MESAs Consultant Lina Zielinski, Evaluation Consultant

GOAL: To become familiar with working with the end in mind in order to meet the needs of each student Learning TargetsSuccess Criteria I will :I am: Understand the benefits of delivering instruction with the end in mind Able to describe the process of working with the end in mind Understand the concept of using formative assessment to inform teaching practice and student learning Able to describe a formative assessment practice that informs me about the level of each student’s learning Become familiar with strategies that meet the needs of each student Aware of strategies that help meet the needs of each student

Where are we now? Collect and Chart Data Analyze to prioritize Set SMART goals Select strategies Determine results indicators Monitor and evaluate results

What strategies have you been using? Frequency Intensity Fidelity

Starting with the end in mind in the context of PLCs FOUR ESSENTIAL QUESTIONS: 1.What do we expect students to learn? 2.How do we know they have learned what is expected? 3.How will we respond when they already know what is expected? 4.How will we respond when they don’t learn what is expected? Dufour, Dufour & Eaker, 2008

What is Backward Design? What benefits are there to working with the end in mind?

1.What benefits are there to working with the end in mind? 2.How can this process benefit all students including those with special needs? DISCUSS... UNDERSTANDIN G BY DESIGN (UBD)

COMPETENCY TARGET 1 TARGET 2 TARGET 3 TARGET 4 UNDERSTANDING BY DESIGN (UBD)

What do we expect students to learn? The smallest, most isolated bit of information that can be extracted from a competency and assessed in isolation Learning Target is... instruction assessment design & use a learner’s instructional decision making A Learning Target guides... CCCs Competencies Learning Target(s)

What do we expect students to learn? Mathematics Competency 1: To solve a situational problem related to mathematics. Key Features: To decode the elements of a situational problem To model a situational problem To apply different strategies to work out a solution To validate the solution To share information related to the solution English Language Arts Competency 2: To Read and listen to literary, popular and information–based texts. Key Features: To construct meaning by applying appropriate reading strategies To use a response process when reading and listening to literary, popular, and information-based texts To construct her/his own view of the world through reading and listening to literary, popular, and information- based texts To construct a profile of self as a reader To self evaluate her/his reading development HANDOUT P.1

What do we expect students to learn? Mathematics Need to do...Need to know... To solve To model To decode To apply To work out To validate To share Situational problem Elements of situational problem Different strategies solution Solution Information related to solution English Language Arts Need to do...Need to know... Reads Listens Construct Use Self evaluate Texts: literary, popular & information-based View of the world through texts Profile of self as a reader Response process to texts Reading development

What might students be doing in a typical classroom that would demonstrate learning? DISCUSS... UNDERSTANDING BY DESIGN (UBD) PLANNING AND DESIGNING THE ASSESSMENT

How do we know they have learned what is expected? How is this teacher gathering evidence of student learning and using it for formative purposes?

How do we know they have learned what is expected? 1.How is this teacher gathering evidence of student learning and using it for formative purposes? 2.Can you see yourself using “My Favorite No” as a formative technique in your classroom? 3.How can this assessment tool apply to your subject area? Discuss... HANDOUT P.2

How do we know they have learned what is expected? Quick common assessments focussed on one learning target Examples: 1.My favorite “No” 2.Exit Cards 3.? 4.? 5.? 6.? Common assessments focusing on up to 5 learning targets  Why Common Assessments?  Aligning the assessment with the learning target  Ensuring varied opportunities to demonstrate acquired knowledge, skills and abilities HANDOUT P.2

UNDERSTANDING BY DESIGN (UBD) CURRICULUM AND INSTRUCTION

What do we expect students to learn? Elementary Mathematics Need to do...Need to know... To solve To model To decode To apply To work out To validate To share Situational problem Elements of situational problem Different strategies solution Solution Information related to solution High School English Language Arts Need to do...Need to know... Reads Listens Integrates Makes sense Talks Interprets Texts: Written, spoke & media Reading profile (own preferences), stance & strategies Texts in specific context Own response to a text Relationship: reader, text & context Choose 1 “need to do” discuss and jot down: What needs to be provided to the learner to ensure that the “need to do” skill is developed? DISCUSS... HANDOUT P.2

COMPETENCIES CCC S TARGETS/CONTENT

What do we do when students have already learned?

Which strategies is the teacher using to challenge the students who have already learned what is expected?

What do we do when students have already learned? Clip How does the teacher react? 2.Which strategies does the teacher use in response to the group’s acquired knowledge? 3.What is the group dynamics? 4.What is the teacher’s state of mind? CLIP What is going on? 2.What do the students already know? 3.What is the group dynamics? 4.What is the teacher’s state of mind?

What do we do when students have not learned?

HANDOUT P.3 What do we do when students have not learned?

ACCOMODATIONS PERMITTED DURING EXAMS Larger Print Location/room Access to an attendant Reading Aid Writing Aid Use of Technology WHAT DOES THE MELS SAY? 1.Take a few minutes to read in silence the extract from the Guide de la sanction des études (Ch.5) DISCUSS...

What do we do when students have not learned?

GOAL: To become familiar with working with the end in mind in order to meet the needs of each student Learning Targets Success Criteria I will :I am: Understand the benefits of delivering instruction with the end in mind Able to describe the process of working with the end in mind Understand the concept of using formative assessment to inform teaching practice and student learning Able to describe a formative assessment practice that informs me about the level of each student’s learning Become familiar with strategies that meet the needs of each student Aware of strategies that help meet the needs of each student WRAP UP Working with the end in Mind Instructional Strategies Formative Assessment Differentiation

Gil Abisdris ext Lina Zielinski ext