Connecting the Dots PLC AfL DI Higher Order Thinking TLCP Multi- Literacies Arts Technology Inquiry BIP SEF SIP

Student Achievement and Well Being positive relationships among students, staff, parents/guardians, and community members engagement of students, staff, parents/ guardians, and community members in public education

Effective and Appropriate Educational Programs incorporating a new and improved definition of literacy in 21st century student learning providing equitable access to differentiated and relevant learning opportunities, resources and programs engaging students as partners in their learning embracing environmental awareness

Stewardship of Board Resources Enhancing confidence in public education by increasing civic engagement

BIP Goal 3 By December 2012, students will be more engaged through appropriate programming and learning experiences that are personalized, collaborative and differentiated as measured by perception data from the System Survey.

Strategies: deliver assessment based instruction that is intentionally differentiated to support student interests, strengths, readiness and learning profiles in all subject and program areas; work collaboratively with a focus on Assessment for Learning and DI through a professional teaching and learning cycle that includes reflecting on the impact of the teaching on student achievement and well-being; model higher order thinking and learning environments where digital literacy, inquiry and arts integration are used to engage students in cross curricular literacy; engage students as partners in their learning including the use of evolving technologies; encourage teacher’s effective use of 21st century learning technologies

Resources DI Professional Learning Cycle, 7-12 DI Professional Learning Strategy Literacy Professional Learning Strategy Ontario Arts Council Artist in Residence Program Learning Centres

9 What is Literacy? Our evolving definition… Literacy in the 21st Century is the acquisition of knowledge, skills and attitudes that enable achievement, personal well being and full participation in an interconnected and changing world community.

Role Who are the leaders and facilitators? Audience What group(s) of educators will experience this professional learning? Format What model of professional learning will be used? What resources will be used? Topic What is the intended learning? What will participants know and be able to do? What will be the evidence of participant learning? What will it look like? Have participants moved from ‘knowing’ to ‘doing’? Curriculum Team including: 4 Intermediate Consultants Supported by Consultants for Student Success/ Transition Spec. Ed ESL Principal: Jim Forbes, Administrators at each site. Intermediate Team of up to 5 teachers at 8 sites that includes Grade 7,8 teachers in each of the following roles: 1.Demonstration Teacher 2.Literacy Teacher 3. Spec. Ed Teacher 4. 7/8 Lead 5. Designated Transition Pathways Contact 6. ELL Teacher Note: Schools can expand teams to include others (EA for example) by flexible use of release time.  3 Face to face full day workshop sessions for school teams (before/ during/ after) teaching (differentiated as a pre-assessment of participants indicates)  4 Ongoing (job-embedded in-the-school learning opportunities (pre and post) using “Powerful Designs” such as Lesson Study, Action Research or Co-teaching as determined by the team. Resources:  Ministry “Reach Every Student” DI Training packages (focus on “Assessment for Learning” and Literacy. parts 1 &2)  SEAL document  Revised Transition Learning Profile Template  Assessment resource (Anne Davies “Classroom Assessment that Works”) and YRDSB “Guidelines for Assessment”  Intermediate Teams (including the demonstration classroom teachers) will deepen understanding of elements of Assessment for Learning to differentiate instruction/ assessment for students  Intermediate Teams will be familiar with and beginning to apply a number of DI models (RAFT, Choice Charts, Tiered Assignments, Graphic Organizers) to personalize instruction Teachers visiting the demonstration sites will benefit from:  a refined contextualization of school visits to explicitly model assessment based instruction that is intentional and differentiated to support students’ strengths, interests and needs; and  a focus on Literacy/ Digital Literacy through the lens of DI and AfL in pre/ during and post visits. DI RAFT

The PLC Model

RAFT

Phase 2 Differentiated Instruction

Welcome Differentiated Instruction

Learning Goal To collaboratively plan, implement and reflect on (impact on student achievement) an assessment based unit that is differentiated to meet the strengths, needs and interests of all learners. To network with other intermediate teachers and work collaboratively.

Using the iPod Using the iPod to activate our learning. 8

Using the iPod Playlists>What is DI?

Setting Team Norms

What do I want them to learn? How will I know they are learning it? How will I design the learning so that all will learn? Planning with the End in Mind Assessment How will students demonstrate their knowledge and skills while they are learning? How will we monitor their progress? Product, observation, conversations, … How will I plan with DI in mind? What instructional strategies are appropriate for the learners in my class? Adapted from the Ministry of Education, Ontario

What do I want them to learn? How will I know they have learned it? How will I design the learning so that all will learn? Planning with the End in Mind Evaluation How will students demonstrate their knowledge and skills when they have finished learning? What evidence will be produced? Products Observations Conversations Adapted from the Ministry of Education, Ontario

27 Conversations ObservationsProducts Written work Projects, Videos Performances C O P Conferencing with students Questioning students Student portfolios Anecdotal notes Watching literature circles Watching science experiments How do we collect and make sense of all the learning data?

Video Clip here