School Annual Report Data
(2009 – 2010 School Year)
PLC/Curriculum:
(e.g. UbD/math)
Group members:
Dawna M, Tiffany J, Larissa P,
Shannon T, Deb B, Brian G, Kim J,
Dana F, Christine V, Dave J, Steve W
Bill M, Esmail S, Audry W (AISI)
Understanding by Design
Goal : Identify which goal your group is working towards
CBE End-statements
1. To advance learning and excellence in learner outcomes through quality learning opportunities.
2. Each student will possess the knowledge, skills, and attitudes required for academic success and be
effectively prepared for life, work and continued learning.
3. Each student will be a responsible citizen by being an informed and involved member in his or her
local, national and global communities
4. Each student will acquire the skills, attitudes and knowledge to achieve personal highest potential.
5. Each student will possess the character to do what is right, act morally with wisdom, and balance
individual concerns with the rights and needs of others.
Outcome 1 from 2009/2010 school year’s SDP: (What did you want this to look like when
we get to where you want us to be?”)
Students will develop and deepen understanding of
important concepts in core curricular areas.
E2
Academic Success 
CBE End Linkage (which E-statement applies?):
(Circle one)
Reflection on 2009 – 2010 Performance for Goal #1:
Strategy
*Baseline data for
2008 – 2009 (last
year)
(SDP = School development plan)
Your target for
the end of
2009– 2010
(this year)
Measurement tool
you used
Actual
Measurement
Status:**
Achieved
target or Not
Achieved
1.
PLC reads Understanding
by Design
0 chapters read
All chapters
read
Count
13
Achieved
2.
PLC applies concepts in
UbC to their practice (one
unit, including planning
ties to outcomes, performance based assessments)
0 units complete
5 completed
units across all
curriculum
areas
Count
0
Not achieved
0 teachers utilizing
UbD
20 teachers
Count
14
Not achieved
* becomes Baseline data for the 2010/2011 School Development Plan
** Can be the basis for new strategies/targets/measures
…over
Analysis:
1. Accomplishments (what did we actually succeed in doing?):
Working with lead teachers and other teachers in core curricular areas, and with
AISI support, these teachers were in-serviced on the three stages of Understanding by
Design (UbD): Outcomes, Evidence and Planning for instruction. The group leadership
was expanded and became a steering committee which included the assistant principal,
two learning leaders as well as one of our AISI teachers. Lead teachers attended regular
60 – 90 minute after-school sessions focused on specific aspects of each Stage and/or
chapter. This afforded participants with the opportunity for rich, professional dialogue
with their colleagues, the development of a common language around UbD, and the
development of familiarity with the UbD workbook and its resources. Assigned follow-up
work was typically a part of each session. Teachers were able to work on concepts
leading up to the next session and then were asked to reflect and report back on their
progress. This provided curricular areas with an opportunity to experiment and work
together to come to common understandings about the key concepts behind UbD. AISI
support was available outside of the regular meeting time as well. During the course of
the year the UbD group expanded as three other teachers expressed an interest in moving
into the PLC from their prior PLC. In the end fourteen teachers were involved in the first
year, providing a solid base from which to expand next year.
2. Factors mitigating success (what prevents us from realizing our outcome?):
Understanding by Design is presented as a 3-5 year process. Its complexity, a shift in
thinking about learning and teaching and the demands and competition with other expectations
and initiatives placed upon teachers necessitates a long term approach. While we made
significant progress we did not move forward with UbD to the extent that we anticipated, and
have a better appreciation as to why this is considered a 3-5 year process. Our greatest period
of time was spent in developing a working understanding of the concepts and processes as set
out in Stage 1. This stage, by far, required the greatest paradigm shift for the participants,
laying the groundwork for Stage 2 and 3. In retrospect, this additional time was critical in
allowing participants to reach a deeper, more meaningful understanding.
3. Implications for the future (what needs to happen next to move forward?):
With participating teachers gaining a year’s experience with and exposure to UbD the plan
is to bring all staff on board, with this year’s participants assuming a leadership role.
While staff will work en masse to gain understanding and experience with UbD, lead
teachers and other participants from this year will work along with their colleagues in
curriculum meetings and ad hoc meetings to further the work of UbD. We’ll need to survey
students to determine the current level of various UbD concepts to which they are
currently exposed, with a post survey in the future. The expectation will be that all
teachers are beginning to apply the processes and concepts in their planning and teaching
next year, and that beyond that, all units will be developed through UbD. To that end
consideration of strategies to ensure teacher “buy-in” are essential. The creation of
opportunities for cross-curricular planning would be idea, as well.
Use a second sheet of paper if you have another outcome to report