1. District of Columbia Public Schools | 1200 First Street, NE | Washington, DC 20002 | T 202.442.5885 | F 202.442.5026 | dcps.dc.gov Planning for Student Success Office of Teaching and Learning: Department of Health and Physical Education

2. Objectives  Describe the Understanding by Design framework and process.  Describe the characteristics of an essential question.  Identify examples of essential questions.  Explain the impact of using backward design on student learning outcomes.  Use backward design to develop a standards-based unit. Planning for Student Success District of Columbia Public Schools | April 20162

3. Think, Pair, Share Planning for Student Success District of Columbia Public Schools | April 20163  How can you tell if a teacher has planned a lesson well?  You really understand something if…

4. Backward Design Planning for Student Success District of Columbia Public Schools | April 20164  Identify the desired results What should students know and be able to do? What are the primary goals of the instruction?  Determine acceptable evidence How will I know that students get it?  Plan learning experiences and instruction What must take place in order to ensure student success?

5. Essential Questions/ Enduring Understandings  Get to the core ideas of the discipline  Help students make sense of what is important  Cause genuine and relevant inquiry  Thought provoking  Requires consideration of alternatives  Spark meaningful connections with previous material and/ or experiences  Transferrable  Open-ended  Requires justification, not just an answer Planning for Student Success District of Columbia Public Schools | April 20165

6. Essential vs. Non-essential Questions Essential QuestionsNon- Essential Questions What do effective problem solvers do when they get stuck? What steps do you follow to solve problems? Who is a true friend?Who is the character’s best friend? Why do some people get sick when others don’t? What pathogens cause communicable diseases? What is the best way to resolve conflict?What are the steps to conflict resolution? How does creating space increase scoring opportunities? ???? Planning for Student Success District of Columbia Public Schools | April 20166

7. Using the Standards  The standards for your subject determine what students should know and be able to do. 6.6.1 Demonstrate the ability to use a decision-making process that includes identifying choices and examining the alternatives and consequences of each choice when making decisions related to the use of alcohol, tobacco and other drugs. Planning for Student Success District of Columbia Public Schools | April 20167 What do students need to know in order to be successful? What do skills do students need in order to be successful? Steps to decision making process, effects/ consequences of drug use, alternatives to drug use How to use the decision making process, strategies for refusing the use of alcohol, tobacco and other drugs

8. Determine Evidence  How can students demonstrate that they have the knowledge and skills for the unit? Planning for Student Success District of Columbia Public Schools | April 20168 What do students need to know in order to be successful? What do skills do students need in order to be successful? Evidence of learning? Steps to decision making process, effects/ consequences of drug use, alternatives to drug use How to use the decision making process, strategies for refusing the use of alcohol, tobacco and other drugs Demonstration of the use of the decision-making process (role plays, behavioral practice, etc.) Demonstrated use of refusal skills

9. Student Evidence  Student evidence should include formative and summative assessments. Formative assessments- check-ins throughout the unit to see if students are learning what you want them to learn. These can be exit tickets, writing prompts, behavioral practice, quizzes, etc. Summative assessments- occur at the end of the unit. Provide a final assessment of skills and knowledge that students gained throughout the unit. Planning for Student Success District of Columbia Public Schools | April 20169

10. Designing the performance task  The performance task should have real-world application and address: Goal- what is the challenge that is faced? Role- what role will students take on? Audience- who does this apply to? Standards- what standards will be addressed? Product/ performance- what will students produce or perform in order to demonstrate their understanding? Planning for Student Success District of Columbia Public Schools | April 201610

11. Performance Task Example  Your school counselor is looking for resources for students who are new to middle school. You have been asked to create a tool-kit for incoming 6 th graders to help them resist the pressure to try alcohol, tobacco or other drugs. Your tool kit should include refusal statements and strategies that can be used by students. Include in the tool-kit a sample dialogue between two people, where one person uses effective communication skills to resist pressure to use alcohol or other drugs Planning for Student Success District of Columbia Public Schools | April 201611

12. Scoring Rubric Planning for Student Success District of Columbia Public Schools | April 201612  Notice that the primary section of the rubric addresses the standards. You can add additional areas to assess, but the standards are the primary concern.  Insert a rubric here….

13. Unit Plan Sample  What will students be able to do (skills) at the end of this unit?  What will students know at the end of this unit?  What evidence will be collected throughout the unit?  How does the performance task allow demonstration of student achievement?  What daily activities will help students grasp the content and skills? Planning for Student Success District of Columbia Public Schools | April 201613

14. Backward Design Practice  Work in groups of 4.  Select a unit of study.  Use backward design to plan the unit.  Provide feedback. Highlight the essential questions and enduring understandings What will students know and be able to do? How will students demonstrate mastery (assessment)? How does the assessment align with the learning goals? What are the key learning experiences? How do the key learning experiences help answer essential questions and/ or lead to deeper understanding? Planning for Student Success District of Columbia Public Schools | April 201614

15. Have you created an account on Sched yet? 15District of Columbia Public Schools | Summer/Fall 2016 Sched is the new registration platform for District-led professional development days. All teachers and staff are required to register for PD using Sched in order to receive credit for attendance, unless otherwise specified. Features include ability to:  Access to all sessions being offered across the district  Filter sessions by content area/subject  Create a personalized schedule that can be printed, emailed, or synced with calendars  Access exit survey and session materials (PPTs, Word docs, etc.) Please visit the following URLs to register for Pre-Service Week PD sessions Extended Year Schools: https://extendedyearpreserviceweek2016.sched.org/https://extendedyearpreserviceweek2016.sched.org/ Traditional Calendar Year Schools: https://preserviceweek2016.sched.org/https://preserviceweek2016.sched.org/