“Go confidently in the direction of your dreams. Live the life you have imagined.” —Henry David Thoreau
Understanding by Design Unit planning template Identify Goals & Understandings > Assessment> Activities
Stage 1 Desired Results School Driven
Established Goals/Transfer Goal: What do students need to learn and be able to do? Include essential standards. Students will design, manage, and execute a personalized post-secondary plan that demonstrates independence, self-advocacy, critical thinking, and the ability to connect goals, requirements, and next steps.
Enduring Understandings: What understandings are desired about the big ideas of this unit?
Postsecondary planning is ongoing and student driven.
Academic decisions, interests, and strengths shape future opportunities.
CCMR components are interconnected steps, not isolated tasks.
Effective planning requires evaluation, deadlines, and revision.
Long-term success depends on learning how to learn.
Essential Questions: What questions(s) will guide inquiry and point toward the big ideas and transfer goals of the unit?
How do my goals and strengths shape my postsecondary options?
What does it mean to “connect the dots”?
How can I evaluate which pathway aligns with my aspirations?
How do tools and research support informed decisions?
How do I advocate for myself?
Students will know…
FAFSA/TASFA, applications, military steps, endorsements, TSI, certifications.
Postsecondary planning terminology.
Steps for building a comprehensive plan.
Research and organization strategies.
Students will be able to…
Create and revise a postsecondary plan.
Compare multiple pathways.
Conduct research and evaluate sources
.Communicate with reps.
Advocate for themselves.
Organize tasks and deadlines.
Reflect on strengths and goals
Stage 2 Assessment Evidence: Teacher and School Driven How will we know if students have learned?
Goal: Create and present a personalized postsecondary plan.
Role: Postsecondary plan architect.
Audience: Counselor, teacher, selected adults.
Situation: Use digital tools to design the plan and present it.
Performance: Plan map, CCMR checklist, reflection essay, conference presentation.
Standards: Accuracy, justification, clarity, advocacy, reflection, digital tool use.
Key Criteria to reflect performance task (rubric, checklist)
Accurate requirements Logical sequence Strong justification Professional communication Reflective depth
Other Evidence (essay, work sample) What other evidence (formative, observations. Home learning, etc.) will be collected to determine whether or not Desired Results have been achieved?
Notes, drafts, role-play logs, observations, research tasks.
Stage 3 Learning Plan Activities: (Teacher Driven) How will students engage in learning?
Consider the WHERETO elements These questions are/can be directed as…. What the teacher and/or the student do in regards to the WHERETO.
W – Where are we going? – Introduce BHAG, rubric, expectations.
E – Equip: – FAFSA workshops, pathway lessons, research modeling, tool demonstrations.
R – Rethink/Revise: – Reflection prompts, feedback loops, pathway revisions.
E – Self-evaluation: – Journals, checklists, reflection essays.
T – Tailoring: – Multiple pathways, differentiated templates, targeted supports.
O – Organization: – Sequence moves: understand → research → plan → revise
Resources What print and web resource best supports the unit? Also provide additional resources used in planning for activities or during instruction.
TEA CCMR Resources
FAFSA/TASFA website
Occupational Outlook
Handbook Military branch pages
UbD (Wiggins & McTighe)
Reflection (Optional)
Were the lessons successful? How do you know? What would you do differently next time? Intervention (What will we do if students don’t learn it?) Small-group sessions Research workshops One-on-one check-ins Scaffolded templates
Enrichment (What will we do if students don’t learn it?) Competitive application planning Job shadowing Mentor interviews Scholarship extensions
