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	Item	Purpose
12:50	Welcome and Overview of Agenda	Settle in
12:55	• Review Feedback • Time for questions, reflections, insights, or nightmares • Introduce Elementary PBE site	• Adjust inservice to meet needs of teachers • Address questions/concerns Promote common understanding of work, challenges, concerns • Identify resources
1:10	Video and discussion: Principle #10 Students given opportunities to make important decisions about their learning	What might PBE look like in an elementary classroom? Connecting PBE work to your classroom
1:25	Time for 3 Ts: (Try it- Talk about it- Tell your story) Report back on your PBE experience, so matter how small a step	Promote collaboration, conversation using PBE language, provide inspiration and insight to colleagues Identify challenges and successes Make a commitment to implement PBE in 2 ways by Dec 5th- bring evidence from CR
1:35	Break for conversation and refueling	Important for well being and good frame of mind
1:50	Retrieval: Steps in Backward Design	Building knowledge
2:00	Taking the first Steps in backward design- Unpacking a Performance Indicator	Collaboration, building knowledge
2:40	Closing Reflections: Questions, input and Feedback N-S-E-W	Clarity of our work, collaboration Need-Suggest-Excite-Worry

Agenda Nov. 7th

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Feedback From October 6

Elementary PBE Materials You can access this by going to TRSU Curriculum and Learning, click on PBE Workshop

Needs	Suggestions	Excites	Worries
1- Time to do the work 2- Time to work together 3- Concrete Examples 4- Clear expectations	1- More talk-time w/ colleagues 2- Meet in grade level groups 3- More mixing of groups 4- Glossary/vocab exchange 5- Fewer Articles / More Articles 6- Specific time for questions	1- Working together 2- Better serve our students 3- Get kids inspired, more invested 4- Possibility of change 5- Student centered learning 6- Reaching all students	1- Will something replace PBE? 2- Some may not be open 3- A lot of change all at once 4- A lot of work and energy 5- Difficult to adjust thinking 6- Will this work in preK, K-2? 7- Stress on colleagues

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PBE in the elementary Classroom: Video

PBE Principle #10 : Students are given opportunities to make important decisions about their learning.

Owning Their Own Reading: This is a 3 minute video of a 4th grade classroom.

Watch the video twice-

First - to gain an overview and understanding of the approach
Second- consider these questions when you watch it a 2nd time

1- Think of a student who struggles with reading - what would this classroom be like for the student?

2- What are the implications for your classroom in terms of student learning? Instruction?

3- How do you see this happening in your classroom?

Time to Talk

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3 Ts

- Try it - talk about it - Tell your Story -

We can all help move our PBE work forward by:

Using the language
Talking about experiences with colleagues- no matter how small the step
Getting and giving feedback, sharing ideas

1- In small mixed grade level groups: Tell your story about your PBE implementation experience, your discussion with a colleague, your insights

2- Share out with whole group

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Break for Conversation and Refueling

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Recall the Steps to Backward Design. Make a list with a partner.

Identify

desired

Results

P.I.

Determine acceptable evidence

Plan

learning experiences

Identify

Skills

Knowledge

Needed

Verification

Criteria

Rubric

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Begin the process of designing a PBE module

1- In grade level groups, choose one performance indicator you will work on together

2- Write the Performance Indicator on the large sheet of paper for your group

3- “Unpack” your Performance Indicator.

Ask: What skills & knowledge will your students need in order to show they are proficient?

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Unpacking a Performance Indicator Skills & KNowledge

Example: Tennis (P.E.)

Performance Indicators:

• Demonstrates competency and/or refines activity-specific movement skills in two or more lifetime activities

• Exhibits proper etiquette, respect for others and teamwork while engaging in physical activity and/or social dance

• Applies the terminology associated with exercise and participation in selected individual-performance, activities, games

Skills	Knowledge
Ground strokes Serve Ball toss Volley Overhead	Tennis etiquette (provide server w/ balls, quiet during play, calling balls out, wait for others to be in place before serving) Rules of the game Keep score Specific terminology: fault, deuce, let serve, ad in/out, love, ace, break-point, service court, baseline

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Unpacking a Performance Indicator Skills & KNowledge

Example: ELA Grade 1

Performance indicator: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

Skills	Knowledge
Listen to others Speak one at a time Ask questions to clear up confusion Articulate one’s thoughts Respond to what someone else says	Understand agreed upon rules of a discussion Etiquette: taking turns Knowledge of topic (or text) Type of question to ask to get the desired information

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Unpacking a Performance Indicator Skills & KNowledge

Example: ELA Grade 5

Performance indicator: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

Skills	Knowledge
Listen carefully Make eye contact Stay focused on current discussion Expand upon ideas of others Ask questions to clarify Clearly articulate ideas Come prepared (text)	Understand agreed upon rules of a discussion Knowledge of topic (or text) Type of question to ask to get the desired information Organize ideas in purposeful way Know what information is relevant

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Your Turn to unpack your PErformance Indicator

1- Identify what the Performance Indicator asks kids to be able to do and what they need to know

2- List the skills kids will need to have in order to show Proficiency

3- List the knowledge kids will need in order to show Proficiency

4- As a group, visit “skills and knowledge” from other groups- discuss

5- Whole group discussion- we are in this together- conversation & collaboration is key to our success.

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If time…

repeat the process with another Performance Indicator

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Before Feedback:

Any Final Thoughts or Questions?

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Time for Feedback

N-S-E-W

N- What do you need?

S- What suggestion(s) do you have

E- What are you excited about?

W- What worries you?

Make a commitment to implement PBE in 2 ways by Dec 5th, and bring evidence from the classroom. (E.g. Bring in a P.I. or a Learning Target you have posted , evidence of a skill a student has mastered, description of how you used the language w/ student or parents, unpacking a P.I.)