1. Professional Learning Resources Download presentations and resources from today’s sessions!  Go to BISD homepage  Departments  Professional Learning  District Professional Learning  October 2012

2. Planning for Learning: Starting with the Standards

3. Why are we here today? In the survey given after August professional learning, The #1 training requested was how to plan from a standards-based curriculum. As we have engaged in using Forethought, the #1 area of concern has been on the process of planning for learning in a PLC.

4. Goals for the day  To become more familiar with the process of planning from standards  To collaborate with peers to apply learning to authentic classroom scenarios

5. Session Norms  Listen fully and reflectively  Practice forming new habits of mind that challenge the limits of your potential  Hold confidentially the experiences and revelations of others with care  Be responsible for your impact on the room  Give yourself the grace to be a learner, and not necessarily an expert, today

6. Lesson 1 Instructional Unit 1 Common assessment Formative assessment (FA) Regroup/ Re-teach Lesson 2Lesson 3Lesson 4 FA PLC Curriculum Planning for Learning Model

7. Planning for Learning Model: The PLC PLC The primary purpose of the PLC is to PLAN FOR LEARNING by answering the following questions: 1.What do students need to know and be able to do? 2.How will we know when they’ve learned it? 3.What will we do if they haven’t learned it? 4.What will we do if they already learned it?

8. What do students need to know and be able to do? PLC Curriculum First step of Planning for Learning in an Instructional Unit: What do students need to know and be able to do? PLCs examine the standards that make up the unit’s curriculum and plan how to best address those standards in the amount of time suggested.

9. How will we know when they’ve learned it? PLC Curriculum Second step of Planning for Learning in an Instructional Unit: How will we know when they’ve learned it? PLCs plan how to best assess those standards so that we will know whether the students learned at the appropriate levels or not. Common assessment

10. What do students need to know and be able to do? Navigating Forethought What do students need to know and be able to do? Navigating Forethought Standards folder (or in ELA, standards folders organized by strand): These are all of the standards students should learn during this unit. Unit Overview: The concepts, key understandings, and guiding questions that shape the unit and align to the standards. Vocabulary: list of essential terms and/or word stems Resources: the resources available for effectively teaching this unit. These resources have been vetted for alignment to each standard in the unit.

11. What do students need to know and be able to do? Navigating Forethought What do students need to know and be able to do? Navigating Forethought Remember: The Unit Overview, Vocabulary, Resources, Standard Clarifications, and any other attached materials are available in the Resources Box at the bottom right of the screen.

12. Lesson 1 Instructional Unit 1 Common assessment Formative assessment (FA) Regroup/ Re-teach Lesson 2Lesson 3Lesson 4 FA PLC Curriculum Planning for Learning Model

13. Select the standard Partners, PreReqs, and Process Evidence of Learning Strategies and Structures Resources Procedure Accommodations/ Modifications/ Extensions Reflection Planning for Learning: The Lesson Design Level

14. Planning for Learning: Expectations for Lesson Planning  The WHAT we teach within a unit will be common (the standards)  The HOW we teach may vary  Lessons DO NOT have to be lock-step  We will COLLABORATE to design quality lessons  We will MODIFY for our students’ unique needs

15. Select the standard Partners, PreReqs, and Process Evidence of Learning Strategies and Structures Resources Procedure Accommodations/ Modifications/ Extensions Reflection What standard is the target of learning? Are there any TEKS that a)partner with this? b)are prerequisites? c)How do I bundle these standards together? What process skills are necessary for the student to be able to master the standard(s)? What is the cognitive rigor, content, and context of the standards? What is the purpose of this lesson? How exactly will students demonstrate evidence of their learning? How will you assess the evidence? What formative assessments can be used throughout the lesson cycle to monitor student progress? What strategies can I use to cause my students to engage in the content, context, and rigor of the standards? What resources do I have? What resources will my students need? Do these resources align to the intent of the standards? What activities and processes will I use to ensure that what I have planned in terms of grouping and strategies occur in an efficient and effective manner? How can I plan for differentiation according to the varied needs of my students? What will I do if students don’t get it? What other strategies could help my struggling students? Do I need to re-teach (whole group, certain students)? How will I re-teach and why? What whole class instruction is necessary? How can I use different groupings to structure learning? What is the purpose of each structure I choose and how does it align to the standard? Planning for Learning: The Lesson

16. Select the standard Partners, PreReqs, and Process Evidence of Learning Strategies and Structures Resources Procedure Accommodations/ Modifications/ Extensions Reflection Planning for Learning: The Lesson

17. What do students need to know and be able to do? Leading Standard What do students need to know and be able to do? Leading Standard The leading standard is the target learning of a lesson.

18. According to your data, are there any skills the students will need to have already mastered in order to demonstrate mastery of the leading standard? Have they already learned these skills or do you need to build in time to address them early in the lesson cycle? For example, if the leading standard is: create brief compositions that establish a central idea in a topic sentence.[4.18Ai] Prerequisite Skills might include: use the complete subject and the complete predicate in a sentence.[4.20B] because the students will need to know how to write a complete sentence before they will be able to establish a central idea in a topic sentence. What do students need to know and be able to do? PREREQUISITE SKILLS What do students need to know and be able to do? PREREQUISITE SKILLS

19. Though one standard may be the primary target of a lesson, or the leading standard, other standards may also be addressed in a partnership with one another. For example, if the leading standard is: create brief compositions that establish a central idea in a topic sentence.[4.18Ai] A partner standard could be: use complete simple and compound sentences with correct subject-verb agreement.[4.20C] What do students need to know and be able to do? PARTNER STANDARDS What do students need to know and be able to do? PARTNER STANDARDS

20. Process skills are those skills needed for applying the content standards. For example, if the leading standard is: create brief compositions that establish a central idea in a topic sentence.[4.18Ai] Students will need to have this process skill in order to apply the above standard: plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience and generating ideas through a range of strategies (e.g., brainstorming, graphic organizers, logs, journals).[4.15A] What do students need to know and be able to do? PROCESS SKILLS What do students need to know and be able to do? PROCESS SKILLS

21. What do students need to know and be able to do? Guiding Questions for the PLC What will be the leading, or target, standard for this lesson? Are there standards that partner with this one? Are there standards that are prerequisites? How do I bundle these standards together? What process skills are necessary to the student’s ability to master the standard(s)? What is the cognitive rigor of the standard(s)? What content is addressed in the standard(s) and in what context will it be assessed? What is the current level of my students regarding their ability to demonstrate mastery over the standard(s)?

22. Planning for Learning: The Lesson Select the standard Partners and Process How do I select standards when planning a lesson? Watch Video

23. Step 1: Independent What do students need to know and be able to do? ACTIVITY 1 What do students need to know and be able to do? ACTIVITY 1 -Examine the standards for the first unit of the 2 nd six-weeks -What is one leading standard in this unit?

24. Step 2: Partners What do students need to know and be able to do? ACTIVITY 1 What do students need to know and be able to do? ACTIVITY 1 -Turn to your shoulder partner -Discuss: the standard each of you chose -What makes this a leading standard? -Select one of the standards for the focus of the next step.

25. Step 3: Partners What do students need to know and be able to do? ACTIVITY 1 What do students need to know and be able to do? ACTIVITY 1 -Do any other unit standards naturally partner with this one? -What process skill(s) would be necessary for the student to be able to master this standard?

26. Step 4: Partner Swap What do students need to know and be able to do? ACTIVITY 1 What do students need to know and be able to do? ACTIVITY 1 -Find another partner group and SWAP so that you have a new partner

27. Step 5: Partner Swap What do students need to know and be able to do? ACTIVITY 1 What do students need to know and be able to do? ACTIVITY 1 -Take Turns: Share the standard discussed and the other standards that would group with it -Discuss: How will grouping standards impact planning a lesson? Why is it essential to examine the standards in this way?

28. Step 1: Step 6: Whole Group What do students need to know and be able to do? ACTIVITY 1 What do students need to know and be able to do? ACTIVITY 1 What did we learn? How will this impact planning for learning?

29. Select the standard Partners, PreReqs, and Process Evidence of Learning Strategies and Structures Resources Procedure Accommodations/ Modifications/ Extensions Reflection Planning for Learning: The Lesson

30. Evidence of Learning: How will we know when they’ve learned it? Evidence of Learning Formative: -Frequent -Occurs before or during the unit of instruction -For instructional purposes -Can be anything that informs you on student progress - May not be for a grade Summative: - Less frequent - Occurs after unit of instruction - For evaluative purposes - Can be a test, a project, an essay, a presentation, etc. - Example: Major test grade

31. Evidence of Learning: How will we know when they’ve learned it? How exactly will students demonstrate evidence of their learning at the end of the lesson cycle? How will you assess the evidence? (Examine multiple-choice data, rate with a rubric, etc.) What formative assessments can be used throughout the lesson cycle to monitor student progress?

32. Step 1: Independent Evidence of Learning ACTIVITY 2 -Think for 2 minutes and jot down notes about an assessment (either formative or summative) for the standard: (9.7) Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to explain the role of irony, sarcasm, and paradox in literary works.

33. Step 1: Step 2: Small Group Huddle Up! 1.Stand Up (take notes with you) 2.Raise both hands in the air 3.Find someone with both hands up and join one hand 4. Find a third person to complete the huddle 5. Huddle Up! Evidence of Learning ACTIVITY 2

34. Step 1: Step 3: Small Group Evidence of Learning ACTIVITY 2 -Take turns discussing the assessment idea you just came up with -1 minute each -Discuss how you think each idea aligns to the cognitive rigor, content, and context of the standard.

35. Step 1: Step 4: Small Group Evidence of Learning ACTIVITY 2 -Come to an agreement on one assessment shared by the group -Consider: is it aligned to the cognitive rigor, content, and context of the standard? -Will this authentically assess the students’ mastery of the standard?

36. Step 1: Step 5: Small Group Evidence of Learning ACTIVITY -On a piece of paper: 1.Describe the assessment 2.Explain how the assessment is aligned to the intent of the standard

37. Evidence of Learning ACTIVITY 2 Step 6: Gallery Walk -Elect a docent, or representative, from the team to remain seated with the group’s paper -All other team members stand up -Rotate around the room discussing all of the assessments with the docent for each group

38. On a Post-It Note: record your biggest A-HA about the multiple ways we can assess student learning. Please put it in the “Parking Lot.”

39. Student Work Samples Multiple Assessments: Debrief

40. Evidence of Learning Let’s look at some student work samples. Evidence of Learning: Student Work Please take out the work samples

41. Student Work Samples Each table is a group Each person at the table will share the following: – The work sample assigned to you – The standard identified on the piece of work The group will determine: – Does the product demonstrate the content, context, and cognition (look at the verb) of the standard? If it does not, how could it? – How does the product show evidence of learning of this standard? If it doesn’t, how could it? Evidence of Learning: Student Work

42. Student Work Samples Evidence of Learning: Debrief

43. Select the standard Partners, PreReqs, and Process Evidence of Learning Strategies and Structures Resources Procedure Accommodations/ Modifications/ Extensions Reflection Planning for Learning: The Lesson

44. Select the standard Partners, PreReqs, and Process Evidence of Learning Strategies and Structures Resources Planning for Learning: The Lesson Plan in Forethought What do students need to know and be able to do? How will we know when they’ve learned it?

45. Procedure Accommodations/ Modifications/ Extensions Reflection Planning for Learning: The Lesson Plan in Forethought

46. Debrief  Are you more familiar with the process of planning from standards?  How can you apply learning to authentic classroom scenarios?  How will this inform your instruction?  How will this process fit in with the work of your PLC?