GUIDED PLANNING

GUIDED PLANNINGPeter DiStefano

Assistant PrincipalMetcalfe County High School

Assigned to PLA (Persistently Low Achieving) three years ago.

Ranked 224 in the state in 2009-2010 Three years later MCHS is a Bronze Metal

School which ranked us in the top 50 in the state.

Guided planning was brought to MCHS by Boyd Randolph, Vangie Altman, and Vennesa Worley (ERL and ERS Staff)

METCALFE COUNTY HIGH SCHOOL

A time for feedback A time for constructive criticism and praise A learning experience for everyone involved A time to document A time to plan and improve lessons A time to improve instructional activities A time to review student achievement A time to review Expectations A time to make teachers accountable An uncomfortable time for some

Guided Planning Is

Standard: A standard is a specific, quantifiable (data) component of the body of knowledge students are expected to demonstrate knowledge or mastery of. Grade level standards are provided by the Kentucky Department of Education

Three S’s In Guided Planning

Strategy: A strategy is a plan of action designed to achieve how you are going to accomplish or achieve a goal or task. A strategy is designed to enhance the skill acquisition. For example: A graphic organizer from Thoughtful Education is a strategy. (A Venn Diagram would be the strategy of how students are going to compare and contrast two concepts---compare and contrast would be the skill).


Skill: Skills are the subcomponents that make up a standard. A standard must be deconstructed in order to identify all the skills needed for students to demonstrate knowledge or mastery of. Some examples of skills are: compare and contrast, reading for meaning, using context clues, inference, adding and subtracting whole numbers, ordering fractions and converting percentages to decimals


Guided Planning can get EMOTIONAL

GUIDED PLANNING

STANDARDS

Guided Planning Protocol

The teacher must assess students over standards prior to developing the unit. (Pre-assessment)

The teacher must create their assessment prior to teaching the unit.

The teacher must plan ahead. This will be difficult for a lot of teachers as old lesson plans will be tossed and some have multiple preps.

GUIDED PLANNING PROTOCOL

Identify what standards are being taught for each class and each teacher. At MCHS, we teach: KCAS (Literacy/Math), ACT Skills, EOC, KOSSA, Core Content/Program of Studies, Advanced Placement Standards, World Language Standards, and National Psychology/Sociology Standards.


The number of standards to be taught per unit must be a manageable number.

4-5 per unit

Standards per lesson per day will vary.


Are teachers clear on what the standard is asking them to teach to mastery?

If the standard said that students will “Analyze,” ask teachers what their definition of analyze is. Some teachers are just using a standard because it’s matches what we want to teach and students are not learning skills needed to perform the task.

Are instructional activities aligned to a standard?


DECONSTRUCTION


What topics are teachers going to teach for each class?

What standards are congruent with those topics?

Can only part of the standard be taught?

When will the rest of that standard be taught?


Can we combine topics that naturally fit together?

Example: I can analyze the impact of war on The

United States economy. should we: Combine all the wars I must teach to show

similarities and differences? Wait until we get to that chapter in the book

to teach a particular war period?


YOU CAN TELL WHO TEACHES STANDARDS AND SKILL SETS AND WHO TEACHES BY THE BOOK WHEN A TEACHER TELLS YOU WHAT CHAPTER THEY ARE ON.


Teachers must learn to deconstruct standards and we must teach them.

Break standards into bite sized pieces (I can Statements). Teachers can have a few I can statements per lesson.

Deconstruct a standard completely first and then decide what parts of the standard are congruent with the topic they are teaching at the moment.


USE OF I CAN STATEMENTS: Teachers usually use I can’s to deconstruct the standard and they will write I Can’s exactly as stated in the standard. I CAN SUMMARIZE A PRIMARY SOURCE (What does this mean to a student?)

SUCCESS CRITERIA puts it into simple terms by defining or giving an example: THIS MEANS that you can look at the first three lines of the Preamble of the Constitution and put those three lines in your own words.


A good time to review walk through data collected. If possible, stop by the classroom for a walkthrough before you have a teacher for guided planning.

A good time to remind teachers of what

your expectations are from time to time


DAILY FORMATIVE ASSESSMENTS: Thumbs up/down, marker boards,

anticipatory sets (bell ringers), flashbacks, and exit slips

ANSWER FIRST STRATEGY: Come up with three questions where the answer is 10 (give them the obvious questions of 10+0 and 9+1 as examples.


How are teachers using these exit slips/bell ringers to drive instruction?

Is everyone using bell ringers and giving grades? ( We found teachers gave a grade everyday after they went over them in class for 1 point and another teacher waited until the end of the week to have students turn them in for a grade after they went over answers every day. Problems? Assessing Learning after answers given (of student or teachers knowledge?)


ASSESSMENT


Create Assessments before teaching the unit. Turn in assessments for review of standard

congruency and DOK level. Teachers must put the standard they are assessing on this copy. For a constructed response, teachers must turn in their 4 answer.

Reviews for tests: Study Guides a waste of time? Review of I Can statements.

Ask students for feedback. Return graded Assessment back within 1

week.


INSTRUCTIONAL ACTIVITIES


We discuss topics here. If you are not well versed in a particular

subject area have the teacher explain the topic to you. If you do not understand, ask them for examples or to explain it in English.

You can get a good read on a teacher and how they teach their classes by doing this.


We require a literacy and math strategy in every class every week. Teachers must document this in their lesson plans and turn in student samples with teacher feedback on them during guided planning each week.

Usually the documentation is for the previous week, but if you have guided planning late in the week, it may be documented for the current week.


One week after the test, teachers must bring in their results and we go over them. We discuss:

Why so many kids missed question number 2. We look at how the question was constructed. Where in their lesson plans they taught that

material. Why they thought the kids missed it. What did

the students say when you asked them why they missed it?

We analyze their constructive responses and look at how they scored student responses.


We found a need to create a Curriculum Committee because of inconsistencies from department to department and teacher to teacher.

Some teachers were on a point system and some did percentages. Some percentages were higher that others for homework/projects.

Grade Inflation


Some had tests worth the same as a homework assignment. We developed a faculty wide scoring system that we put in place for all classes as far as percentages for tests, homework/projects, and quizzes/daily work, and EOC or class finals.

CONSISTENCY IN EVERY CLASSROOM!


RESPONSE TO INTERVENTION


1. Does the teacher have an RTI plan for each tier?

Tier 1- Is it a core issue? Re teach the standard to everyone (Usually is the case)

Tier 2- Intensive, individualized focused instruction on a specific skill

Tier 3- 2. The teacher reassesses through

formative assessment


We ask the teachers: What are you doing for RTI? Did it Work? Prove it! Next Steps?

Teachers would answer: “We went over it again in a bell ringer, I talked to them individually, or we went over it as a large group.”

We asked for documentation in lesson plans. If you do not have documentation, it did not take place.


Guided planning is a slow process for some and quick process for others

Administration must be patient as some will be reluctant and some accepting of the process

Resistance Missing Guided Planning Some may need two sessions per week Reducing Guided Planning for some teachers

as a reward (tried it but went away from it)


Feel Free to contact me with any questions.

Peter DiStefano Assistant Principal

Metcalfe County High School [email protected]

270-432-2481


mailto:[email protected]

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GUIDED PLANNING

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