Slide 1

Planning for Learning

Welcome to todays session on Planning for Learning.

The core work of Birdville ISD is powered by the relationship between curriculum, data, and collaboration. When we plan for learning, we must fully engage in all three in order to meet the needs of our students.

1In Forethought 101we discussedPlanning for Learningin the context ofBackward DesignIn Forethought 101, we discussed planning for learning in the context of backward design. Lets revisit what we have already learned.2BACKWARD DESIGN = DEEP ALIGNMENTLook at the end result first. Then decide how students will provide evidence of their learning, and finally design instructional activities to help kids learn what is needed to be successful.The Teacher

(CLICK THE MOUSE TO TALK ABOUT EACH STEP IN BACKWARD DESIGN)

Planning for Learning is Backward Design.

1. Teachers begin by focusing and studying the curriculum performance and assessment requirements and plan lessons with the end in mind.

Planning for learning is deeply aligned to the curriculum.

It is based on what students need to know and be able to do.

It requires using data to determine specific needs based on the standards.

The emphasis is on the students and what they are doing to meet the performance standards, instead of focusing on how well the teacher taught the lesson.

(CLICK MOUSE)

After the teacher has analyzed the Standards and knows what the student will have to know and be able to do, then evidences of learning (assessments) are gathered/designed. These are used throughout the teaching and learning process to constantly assess if students are mastering the learning.

(CLICK MOUSE)

After the teacher has clarified the standard, knows what students should know and be able to do, and how this will be assessed (formative and summative), the final step is to select strategies that will actively engage students leading them to master the standards.

Simply, (read the bottom text box).

4. With Forethought, the first two stages are included in the system, so now teachers can focus on planning for learning.3Lesson 1Instructional Unit 1Common assessmentFormative assessment (FA)Regroup/ ReteachLesson 2Lesson 3Lesson 4FAFAPLCPLCPLCCurriculumPlanning for learning modelThis model of the planning for learning process focuses on the necessary steps for developing an instructional unit.

As always in your planning, start with the standards and the district curriculum that is aligned to those standards. From there, your PLC meets to create a common assessment focused on how students will show evidence of their learning. Now you are ready to begin designing lessons that will lead your students to that learning and equip them with all necessary tools for demonstrating their learning effectively. Formative assessments will be used to monitor student learning throughout the lesson cycle. Based on this data, along with teacher observations, PLCs can re-design, re-teach, or re-group so that students are ready for the CFA, or common formative assessment, by the end of the lesson cycle. 4PlanDoStudyACTWrittenTaughtQCPLCPLCPLCTestedContinuous Improvement ModelElizabeth A. Clark, Ed.D.Alignment of the system will not just happen on its own. It will only happen with a viable curriculum, collaboration, data, and continuous improvement..

PLC = Continuous Improvement.

In order for there to be tight alignment between the written, taught and tested curriculum, teachers must meet and work collaboratively around the curriculum, looking at data to address students learning needs, and adjust instruction so that students master the curriculum. This is a continuous improvement process that is driven by data and the curriculum standards. Teachers are responsible for aligning instruction and responding to students based upon what the data show. Stand up and step away from your chairRaise your handSearch for someone in a different area of the room whose hand is raisedWhen you find one another, give a big HIGH FIVE, put your hands down, and sit togetherYou will end up in groups of TWOStand up. Hand up. Pair up.

Lets take a pause here to reflect on PLCs and their role in planning for learning. We will use a cooperative learning structure to quickly pair off and get ready for our discussion. First, lets get into pairs by following these steps.

Read the instructions for this activity on the screen.

(Allow teachers one minute to pair off. If there is an odd number of people and you end up with someone without a partner, they can join another pair to make a group of three).

(Once they have paired off, click on the yellow speaker to play a sound. The goal is to get their attention now so that you can move to the next slide and go over the questions they will discuss).6Take turns discussing the following questions:How did PLCs function at your campus last year?How can your PLC function to better support planning for learning this year?What impact do you think PLCs and planning for learning will have on student achievement? Why?

Stand up. Hand up. Pair up.

5 minutes to discuss(Read the instructions and questions on this slide.

Click on the 5 minutes to discuss link to launch the online stopwatch. Select Countdown, then click 5:00 and Set.

Allow 5 minutes for teachers to discuss. Move to the next slide at the end of 5:00.)7Congratulate each other on your BRILLIANT responses. Please return to your original seat.Stand up. Hand up. Pair up.

(Use the sound button to get their attention again).

Read the instructions on the screen and allow a minute for teachers to return to their seats.8Who would like to share your groups discussion related to the following questions?How can your PLC function to better support planning for learning this year?What impact do you think PLCs and planning for learning will have on student achievement? Why?

Stand up. Hand up. Pair up.

DebriefCall on volunteers to share their discussions around these two questions with the whole group. Allow 3-5 minutes for this slide.9PLCs in ActionAs you watch this video showing a PLC in action:

Jot down FACTS about what you see taking place.

Think about the implications of what you see for your specific instructional setting.

Watch VideoNow, we will watch a PLC in action as they collaborate around data and curriculum to plan for learning.

(Read the instructions on the screen. Click on the Watch Video link to open to PLC video in your web browser.)

10Turn to the person next to you and discuss your reactions to the video.

Address the facts you jotted down and the implications for your instructional setting.PLCs in Action: Your Reactions

2 minutes to discuss(Read the instructions on the screen. Click the link to launch the online stopwatch. Select Countdown, then click 2:00 and Set. Allow 2 minutes for this discussion, then click to the next slide.)11What do students need to know and be able to do?How will we know when they have learned it?What will we do when they havent learned it?What will we do when they already know it?Four Questions of the PLCAs you may have noticed in the video, these four questions drive the work of a PLC.

(Read the questions)

These questions directly tie into the characteristics of planning for learning that we have already discussed. The curriculum and the standards answer question number one. They tell us exactly what the students should know and be able to do.

The development of assessment items addresses the question of how will we know when they have learned it. In Forethought, sample assessment items will provided for many of our student expectations, adding more clarity and guidance on how the students will be assessed and how they can demonstrate evidence of their learning.

The last two questions really get to the next steps of lesson design and formative assessments in the planning for learning process. You will recursively respond to formative data to design learning experiences that help students who have not learned the material and provide extension for those who have.

12A Lesson Plan/Planning For Learning:What am I doing to ensure students will learn?

Strategies:What are the students doing to process information?

Structures:How do I organize the classroom for active student engagement?

Procedure: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?Planning for learning: The Lesson PlanAt the lesson level, you are really asking What am I doing to ensure students will learn?

Once you know exactly what students should know and be able to do, you can select appropriate strategies that will allow the students to process that information. The strategies should be aligned to the cognitive rigor, content, and context of the standards.

Next, select a structure or variety of structures that will organize students and the classroom, effectively engaging them and moving them through the strategies. Tomorrow, you will learn much more about aligning strategies and structures to your standards.

The procedure should connect the structure and the strategy to create activities. These are like the steps of your lesson and can be as detailed as suits your planning style.13Components of the BISD Lesson Plan

Standards:Standards: Knowledge, skills and competencies expected for mastery of a course or discipline based upon the Texas Essential Knowledge and Skills (TEKS). Often referred to as objectives.Strategies: Techniques or tools that students use to process information that can be applied to any learning situation and that engage students in the learning process.Structures to enhance learning: Ways that a teacher organizes the classroom to maximize student engagement and interaction for the purpose of enhancing learning.Evidence of Learning: Formative and summative measures to evaluate student learning; assessments.Resources: Materials that support instruction.Accommodations/Modifications/Extensions: Differentiations intentionally included in lesson procedures designed to meet specific needs of students in the class.Notes/Reflections: Placeholder for important information to be included prior to lesson delivery and for post-delivery reflection; useful for making adjustment decisions prior to future delivery of same lesson.Procedures: Activities and processes to ensure that what has been planned in terms of grouping and strategies occurs in an efficient and effective manner.The lesson plan template in Forethought is designed to support you as you plan for learning. As I talk through each component, think about how they tie into the planning for learning process and the four questions of a PLC.

(Read each box)

These components give you the framework to plan for learning no matter what subject or grade level you teach.14Yearly Documents in Forethought

Instructional Calendars: district and testing calendarsUnits of Study: charts that delineate the various curriculum units to be taught during each six weeksScope and Sequence: documents that show all of the standards for a course and the six weeks in which they will be taughtVertical Alignment: documents that show the matriculation of the standards K-12Components of the written curriculumThe curriculum in Forethought includes even more support for teachers as they plan for learning. There are yearly documents that provide a context for an entire course.

(Read information on the slide)15More Yearly Documents in Forethought

District Glossary Of Terms: definitions of the terms used within the Curriculum Management Plan for BISD District Instructional Resources: a listing of required, recommended, and suggested resources for each courseState Assessment Information: link to TEAs STAAR and TAKS Resources websites (testing blueprints, reporting category delineation, released tests, etc.)Components of the written curriculum(Read information on the slide).

16Process Skills

Those skills needed for applying the content standards.

Each lesson plan will include at least one process skill along with one or more SEs designated to be taught within the unit.

Process skills will be assessed in context, not in isolation, which will allow for a more integrated and authentic assessment.

These skills have been pulled out of the units for easy access to the best-suited process skills all year long.Components of the written curriculumThe state has identified process skills in Math, Science, and Social Studies; however, in most Birdville ISD courses, the curriculum writing teams have worked to identify the standards that act as process skills needed for applying the other content standards.

In those courses with Process Skills, each lesson plan should include at least one of these accompanied by at least one other student expectation. This allows for skills to be assessed in context and increases the rigor of a lesson.

Since these skills are used consistently throughout the year, they have been put into their own folder for easy access all year long.17Unit Documents in Forethought

Standards: Knowledge, skills and competencies expected for mastery of a unit based upon the Texas Essential Knowledge and Skills (TEKS) or other appropriate standards. For tested standards, red designates Readiness, blue designates supporting, and green designates process skills. Untested items are not color-coded. Standard Clarification: Clarity on the cognitive rigor, content, and context of the standard. This will ensure that our interpretations of the standards are aligned to their true intent. There will also be a sample assessment item to provide clarity on how that student expectation will be tested and what students will need to be able to do in order to show evidence of their learning.Components of the written curriculumEach unit folder contains the standards, and attached to each of those will be a standard clarification.

(Read the slide)

The success of our entire system is dependent upon our understanding of the standards. We have moved to a standards-based curriculum, so the standards drive every component of curriculum and instruction. The STAAR test is tightly aligned to the standards, so to do our students justice and effectively prepare them for success, we must tightly align our instruction to those standards.18Unit Documents in Forethought

Standards: Knowledge, skills and competencies expected for mastery of a unit based upon the Texas Essential Knowledge and Skills (TEKS) or other appropriate standards. For tested standards, blue designates Supporting and red designates Readiness. Unit Overview: developed for each six weeks. Unit overviews will include: concepts/key understandings, guiding questions, and suggestions for teachers to align instruction to the rigor of the standards.

Vocabulary: the terms students will need to understand in order to master content and skills in the unit.Components of the written curriculumEach unit folder contains the standards, or student expectations, to be taught within the unit. These standards drive the unit design, instructional delivery, and assessments.

The Unit Documents folder found within each unit in Forethought contains items to help contextualize the unit and provide an overall look at the targeted learning of the unit.

The Unit Overview(read the descriptions of unit overview and vocabulary).19More Unit Documents in Forethought

Structures and Strategies: suggested ways for the teacher to organize the classroom to maximize student engagement and interaction for the purpose of enhancing learning; suggested techniques or tools that students use to process information that can be applied to any learning situation and that engages students in the learning process

Resources: a listing of required, recommended, and suggested resources aligned to each standard addressed in the unit*Note: Required means the district is required to provide these resources for the course to be taught effectively

Assessments: sample assessment items aligned to the specified standards within the unitComponents of the written curriculumSuggested structures and strategies will be provided. (Read the description). This component will be developed over the next year and will not be available in your course at the moment. Think of this as the bells and whistles that will further support you as you plan for learning.

The resource document will grow over time and become extremely valuable to you. You can look to this document for guidance on which resources to use to address which standards. The terminology used on this document can be confusing, so lets take a moment to clear that up.

Required resources are those that the district is required to provide so that effective instruction can take place. Any resource listed here is something that all classrooms have access to and that the district has ensured is available.

Recommended resources are those that are recommended for purchase by campuses because of their alignment to the standards of the course. Campuses can look to these documents to make budgetary decisions and to address needs for academic improvement. Once recommended resources have been acquired, the list of suggested resources can be considered.

You will also see sample unit assessments and assessment items added into the curriculum over the next year. Remember, the standards clarification documents will provide sample assessment items as well. This area will add to our ability to engage in backwards design as we plan for learning.20PlanDoStudyACTWrittenTaughtQCPLCPLCPLCTestedContinuous Improvement ModelElizabeth A. Clark, Ed.D.Remember, alignment of our system will not happen without alignment between the written, taught, and tested curriculum. In order for this to impact the students, we must work in PLCs to collaborate around curriculum and data as we continuously improve student learning. The what we teach is tight and non-negotiable; however, we must allow for flexibility on delivery the how we teach so that we can meet the learning needs of each student in Birdville ISD.

PLCs are the vehicle for continuous improvement.

Quality Lesson Plan RubricFocus on the qualities of deep alignment

Intended to guide your design of lesson plansAnother resource that has been created to help you plan for learning is the Quality Lesson Plan Rubric. First of all, do not think of this rubric as a way for others to grade you. Instead, look to this as a resource to help guide you as you work in PLCs to design lessons.

The rubric includes descriptors of the components of lesson planning to help teachers gauge the degree of alignment. Our goal is to work towards deep alignment, so lets take a look at the qualities of deep alignment.22Quality Lesson Plan Rubric

StandardsSelected standards appropriate to the 6 Weeks.Selected standards are the targeted new learning in the lesson.ResourcesVariety of resources using a wide range of technologies included that appear to be of high student interest.Teacher selected resources aligned to the curriculum.

AssessmentsAssessments chosen are outcomes of the activities and strategies chosen.Both formative and summative assessments evident over a several week period.

Qualities of Deep AlignmentFirst, the standards selected should be appropriate to those designated for the current unit. In addition, the lesson itself should be aligned to the cognitive rigor, content, and context of those standards.

For deep alignment, there should be a variety of resources used within a lesson cycle. Take advantage of the wide range of technologies that will not only increase rigor and learning, but also student interest and buy-in. Any resources used that are teacher-selected must be aligned to the standards designated by the curriculum.

The assessments included in lesson planning should be direct outcomes of the activities and strategies included in the lesson. Formative and summative assessments should be used over time so that lessons can clearly target learning needs and provide the necessary data to plan for learning.

23Quality Lesson Plan Rubric

Strategies and StructuresThoughtfully selected to match the standard.Number of strategies and structures is appropriate to a class period.Appropriate variety of strategies used over a 1 to 2 week period.

ActivitiesAppropriate for effective delivery of content.Activities and structures evident that appear to be engaging for students such as group work, manipulatives, authentic experiences etc.Match the listed strategies, structures and assessments.Qualities of Deep Alignment(Read the slide)24Lesson 1Instructional Unit 1Common assessmentFormative assessment (FA)Regroup/ ReteachLesson 2Lesson 3Lesson 4FAFAPLCPLCPLCCurriculumPlanning for learningQuick ReviewThe backwards design model of planning for learning begins with the curriculum and the work of the PLC to develop common assessments aligned to that curriculum. Next begins the cycle of lesson design and delivery, formative assessment, and response to assessment data.25Planning for Learning

Quick ReviewWhat do students need to know and be able to do?How will we know when they have learned it?What will we do when they havent learned it?What will we do when they already know it?The four questions of the PLC drive your ability to effectively plan for learning.26Planning for Learning

Quick ReviewForethought will support you as you plan for learning:Yearly DocumentsUnit DocumentsStandards and ClarifiersSample assessment itemsResourcesCollaboration tools (learn more in Forethought 201)Forethought will work hard to support you as you plan for learning by providing:Yearly DocumentsUnit DocumentsStandards and ClarifiersSample assessment itemsResourcesCollaboration tools

27Afternoon Collaboration

We will end by discussing your task for this afternoons collaboration. You will synthesize your learning from today by putting Forethought to work for you as you plan for the learning of the students who will enter your classrooms next week.

(If this is the first session of the day, add: you will be reminded of where to find the instructions for this afternoons work at the end of your next session.)28Resources Website

schools.birdvilleschools.net/eduphoriaClick on the page for August 2012: District Professional LearningYou will find todays presentations, along with detailed instructions for the afternoon activity on this website. Click on the page for August 2012: District Professional Learning.

(Click on the link and demonstrate where to find the August 2012 page. Point to the presentations available for download.)29Return to your assigned location after lunchMeet in your assigned PLC group12:45-2:15 pm: Planning for Learning using Forethought2:30-3:30 pm: Scavenger HuntCampus Collaboration: Afternoon Activity

(Read the slide)

You will be able to access all of the following information this afternoon, so please do not feel like you need to write everything down.30Planning for Learning using ForethoughtTask 1: Celebrations and LogisticsTask 2: Student ExpectationsTask 3: Evidence of LearningTask 4: Planning for LearningTask 5: Planning for Learning Part 2

Campus Collaboration: 12:45-2:15 pmThese tasks will make up the work of your PLC from 12:45-2:15 pm.31Task 1: Celebrations and LogisticsOne speaker at a timeShare a moment from the end of last school year or this summer that you would like to celebrate with your peers.Assign one team member as time keeper and one to control computer and type in lesson plan.

Campus Collaboration: 12:45-12:55 pm

(Read instructions on the slide)32Task 2: Student ExpectationsIdentify one student expectation (or standard for the course you teach) in the first six-weeks that you predict students will struggle with.What criteria did you use to select the student expectation? Examine the Standard Clarification, if available, and discuss the cognitive rigor, content, and context of the SE.It is possible that the SE you select will not have a clarifying document. In this case, examine the SE to determine the cognitive rigor, content, and context.What do students need to know and be able to do?

Campus Collaboration: 12:55-1:05 pm(Read instructions on the slide)

33Task 3: Evidence of LearningLocate or create an assessment item that will allow students to demonstrate evidence of their learning. Discuss the item and how it will be an effective measurement of student learning in regards to this specific SE.Discuss indicators you will use to rate student performance.

How will we know when they have learned it?

Campus Collaboration: 1:05-1:25 pm

(Read instructions on the slide)

34Task 4: Planning for LearningUtilize the Share My Lesson Planner feature within Forethought to collaboratively design a lesson.Use the Quality Lesson Plan Rubric as a guide to ensure deep alignment to the standard.

Campus Collaboration: 1:25-1:50 pm

eduphoria!Forethought(Read instructions on the slide)

35Task 5: Planning for Learning Part 2Anticipate necessary interventions to accommodate different learning needs. Consider accommodations, modifications, and extensions.Focus on the questions:What will we do when they havent learned it? What will we do when they already know it?

Campus Collaboration: 1:50-2:15 pm(Read instructions on the slide)

36BREAK 2:15-2:30

You will have a break from 2:15-2:3037Scavenger Hunt 2:30-3:30schools.birdvilleschools.net/eduphoriaClick on the page for August 2012: District Professional Learning, then Scavenger Hunt

To end the day, you will get a chance to have some fun and cement your learning about Forethought. Visit the same eduphoria Birdville website and click on the August 2012: District Professional Learning page. You will find the instructions for and link to the Scavenger Hunt activity there. 38Please bring the following items tomorrow:

glue/glue stickscissorstape

Print out the lesson your team designed or bring an iPad/laptop so you can access it in Forethought.

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