Connecting the Dots

PLC

AfL

DI

Higher Order

Thinking

TLCP

Multi- Literaci

es

Arts

Technology

Inquiry

BIP

SEFSIP

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

• Literacy@School Learning Centres

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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?

AudienceWhat 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 IntermediateConsultants Supported by Consultants for Student Success/ TransitionSpec. Ed ESLLiteracy@School 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 Teacher2.Literacy Teacher3. Spec. Ed Teacher4. 7/8 Lead5. Designated Transition Pathways Contact6. ELL TeacherNote: 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 Litearcy@School 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 Literacy@School 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 2010 - 2011

DA

TE

Role Audience Format Topic June 2011 Report

Who are the leaders and facilitators? (e.g., a team, school principal, division leader, board consultant)

What group(s) of educators (e.g., teachers, administrators) will experience this professional learning?

What model of professional learning will be used (e.g., collaborative inquiry using a professional learning cycle and DI knowledgeable facilitator, workshops, peer coaching, book study, lesson study)?

What resources will be used (e.g., DI Teaching /Learning Examples for a particular subject, 2010 DI Educator’s Package)?

Learning Goals: What is the intended learning? What will participants know and be able to do at the end of the learning session/period?

Evidence: What will be the evidence of educator learning (e.g., differentiated assignments with a common rubric, DI key feature look-fors)? Have educators moved from knowing to doing? What will be the evidence of student learning (e.g., work samples, achievement data, learning skills data)?

Implemented as planned?

Barbara Harold: Curriculum Coordinator, Intermediate Education Intermediate Consultants

Phase 1: Literacy@School teachers, administrators, SERTS, division partners Dates: November 29th, December 12 2011, +6 half days per school to be determined by the intermediate school team and the consultant

2 Face to face full day workshop sessions for school teams (before/ during/ after) teaching (differentiated as a pre-assessment of participants indicates) 2-3 job-embedded days to support in-the-school learning opportunities using “Powerful Designs” such as Lesson Study, Action Research or Co-teaching as determined by the team. Note: Schools can expand teams to include others (EA for example) through flexible use of release time.

Ministry “Reach Every Student” DI Training packages (focus on “Assessment for Learning” and Literacy. parts 1 &2) SEAL document YRDSB Revised

Transition Learner Profile Assessment resource

(Anne Davies “Classroom Assessment that Works”) and YRDSB “Guidelines for Assessment

Learning for All Seven Strategies of

Assessment for Learning by Jan Chappuis

Start Where They Are by Karen Hume

Budget: Cohort 1/ Phase 1 Training Teacher Release: 45 (teachers) x $240. X 5 sessions = $54 000 Food: $2 000 Resources: $2000

Total cost = $58 000

DI Intermediate Team Networks Teams will: -deepen understanding of the elements of AfL to differentiate instruction/ assessment for students -learn and apply a number of DI models (RAFTS, Choice Charts, Tiered Assignments, Graphic Organizers) to personalize instruction

Teams will share evidence of their learning journey including student work and teacher planning that model AfL and DI.

Phase 2: Going deeper with DI Dates: Feb. 16, March 2, 2011, + 6 dates per school to be determined in consultation between the school teams and the consultants

1 Face to face half day visit to an Intermediate Literacy@School site to observe classroom practice embedding differentiated instruction and a debriefing session…1/2 day back at the school to “continue the conversation” …1 face to face full day workshop for school team with classroom evidence and discussion around embedding DI in classroom practice and sharing…..4 -6 half

Ministry “Reach Every Student” DI Training packages (focus on “Assessment for Learning” and Literacy. parts 1 &2) SEAL document YRDSB Revised

Transition Learner Profile Assessment resource

(Anne Davies “Classroom Assessment that Works”) and YRDSB “Guidelines for

DI Intermediate Team Networks Teams will: -deepen understanding of the elements of AfL to differentiate instruction/ assessment for students -learn and apply a number of DI models (RAFTS, Choice Charts, Tiered Assignments, Graphic Organizers) to personalize instruction

Teams will share evidence of their learning including student work and teacher planning that model AfL and DI Data will be collected from students with special needs to look at achievement pre and post DI learning

Phase 2 Differentiated Instruction

Day 1: Full day (5 release days)

L@S: Full day (1/2 day visit, ½ day planning)

½ day ½ day ½ day ½ day ½ day ½ day ½ daySharing

Suggestions for a timetable

Planning or co-teaching and debriefing

Co-teaching of lesson 1

Planning

Co-teaching of lesson 2

Planning

Co-teaching of lesson 3

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.

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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

AssessmentHow 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

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Conversations

Observations ProductsWritten workProjects, VideosPerformances

C

O P

Conferencing with studentsQuestioning studentsStudent portfolios

Anecdotal notesWatching literature circlesWatching science experiments

How do we collect and make sense of all the learning data?

Video Clip here