Take That, Reverse It

I've always loved Gene Wilder's depiction of Willy Wonka, and quoting him for the title of this blog post about backward design is perfect. Based on the work of Grant Wiggins and Jay McTighe, and sliding in pieces from Marzano's Cognitive System, Marzano's Assessment Strategies, and the Michigan Assessment Consortium, we have developed an Assessment-Curriculum-Instruction Blueprint to assist teachers with their collaborative, intentional planning of units. It takes the model of teaching first, drafting the assessment last and reversing it.

The Blueprint itself is a 6 hour professional learning session that will be offered later this fall for State Continuing Education Clock Hours, but this blog post will serve as a birds-eye view of the process. As we move into Domains 2 and 4 of Marzano’s Instructional Framework (“The Art and Science of Teaching”), the intentionality and collaborative work are key. Thus, assume all pieces are done in a collaborative setting. The first step is stating the purpose of the end-of-unit common assessment. Teachers ask themselves two questions – why are we creating the assessment, and what is the desired outcome? This is closely related to the second step – stating each Standard/Strand from the curriculum that will be the subject of the assessment. Depending on the content area, those standards may be from the Michigan HSCEs or GLCEs, the CCSS as adopted by Michigan, AP/College Board, unique FHPS curriculum, or other nationally-recognized standards.

Those first two steps usually do not take too much time.  Step three is where the rubber meets the road – looking at rigor.  Using Marzano’s Cognitive System, teachers take time to reflect upon what level of rigor is best suited for students to demonstrate proficiency in the identified Standards/Strands. Within the Blueprint, teachers are asked to attach one or more rigor types of each of the identified Standards/Strands. Marzano’s Cognitive System has four levels:

1) Knowledge Retrieval – recalling information from permanent memory; students are merely calling up facts, sequences, or processes exactly as they have been stored.

2) Comprehension – identifying what is important to remember and placing it into appropriate categories; students use synthesis to identify the most important parts of concepts and delete any that are insignificant or extraneous.

3) Analysis – engaging students to use what they know to create new insights and invent ways of using what they have learned in new situations.

4) Knowledge Utilization – using the highest level of cognitive processes, examples include weighing options to determine the most appropriate course of action, experimental inquiry, and problem-solving when an obstacle is encountered.

Building upon that work, teachers then move to step four and begin selecting or drafting assessment items. As the process unfolds, teachers reflect upon whether the types of items and number of items comprise a balanced assessment. In addition, teachers contemplate whether there is enough rigor and depth, given that the rigor levels possible for each assessment type are dependent on the content of the item itself:

1) Selected Response (Multiple Choice, True/False, Matching) -- the rigor is equivalent to Knowledge Retrieval, and samples students’ mastery of knowledge elements.

      2) Constructed Response (Diagram, Fill in Blank, Short Answer, Web, Concept Map, Flowchart, Graph, Table, Matrix, Illustration) -- the rigor is equivalent to Knowledge Retrieval or Comprehension, dependent on content, and samples students’ mastery of knowledge elements and suggests understanding of relationships; brief descriptions of simple problem solutions provide a window, albeit it shallow, into reasoning proficiency.

    

      3) Extended Constructed Response (Essay, Research Report, Lab Report) -- the rigor is equivalent to Knowledge Retrieval, Comprehension, Analysis, or Knowledge Utilization, dependent on content, and taps students’ understanding of relationships among elements of knowledge; longer descriptions of complex problem solutions may provide a deeper window into reasoning proficiency.

     

     4)  Performance (Presentation, Movement, Science Lab, Athletic Skill, Dramatization, Enactment, Project, Debate, Model, Exhibition, Performance Task, Portfolio) -- the rigor is equivalent to Knowledge Retrieval, Comprehension, Analysis, or Knowledge Utilization, dependent on content, and infers students’ reasoning proficiency from direct observation; evaluates skills as they are being performed; assesses both proficiency in carrying out steps in product development as well as attributes of product itself.

     5)  Observations/Conversations (Oral Questioning, Observation, Interview, Conference, Process Description, Checklist, Rating Scale, Journal Sharing, Thinking Aloud A Process, Student Self-Assessment, Peer Review) -- the rigor is equivalent to Knowledge Retrieval, Comprehension, Analysis, or Knowledge Utilization, dependent on content, and explores students’ mastery selectively but in depth; infers reasoning proficiency more deeply by asking students to think aloud ot through focused, follow-up questions; assesses skill in oral communication directly; probes knowledge of procedures and attributes of quality but not product quality itself.

Again, step threes and fours require substantial intentional planning and thought by teachers, but it is being done in a collaborative setting. It also reveals whether there is a “stretch” in the assessment to challenge students, whether every item on the assessment is tied to an identified Standard/Strand, and whether the numerical value of the item in the assessment is a weight that aligns to the rigor. In addition, teachers collaboratively build a rubric to score the assessment.

Now that the assessment is built, teachers move to planning their instruction with the Instructional Framework. The first move is within DQ1 – Communicating Learning Goals and Feedback – all three elements. As teachers then move through DQs 2-9, reflections include how and when the content represented in the assessment will be taught to ensure learning for all students, determining resources that will be needed, deciding methods and strategies to engage all learners, and what common formative assessments might be employed along the way. 

Once the assessment is administered and collaboratively scored, what to do with the data? The Blueprint suggests five beginning questions: 1) what did you notice in the data? 2) what surprised you in the data? 3) what feels good to see and is affirming? 4) is there anything that raised questions for you? 5) what do you need or want to know more about? If teams request it, an instructional coach will be present to help process the data analysis.

The data generated also has to be shared and acted upon. How will results be shared with students and parents? In what form and for what purpose? Are there any other stakeholders that should be given the data? Then, how and when will the collaborative teachers address students that did not demonstrate proficiency on the essential learning embodied in the Standards/Strands? How and when will the collaborative teachers address students who demonstrated advanced proficiency? These are collective group decisions to be made with the professional learning community context.

Finally, there is a last column on the Blueprint that is for personal reflection. It asks teachers to contemplate what they might do differently the next time in creating the assessment, planning the instruction, and teaching the content to improve student learning. Not only does this help out students, but it aids our own professional growth.

Whew.  It's a lot, we know. But we're here to work and learn right along with you. As indicated, a 6 hour session will be offered later this fall to learn more about the Blueprint and hands-on practice in a collaborative setting. If you have any comments in the interim, please post them below.

J. Walton

MythBusters: Intentional Planning

I wish I could say that this blog entry will be packed with the kind of science entertainment that you would see on Discovery Channel's "MythBusters." Alas, I am neither as talented nor as bright as Jamie and Adam. But, if you want to know more about Domain 2 of Dr. Robert Marzano's Instructional Framework (and let's be honest -- who doesn't?), read on.

As we enter year two of our three-year implementation of the Instructional Framework, the focus is on intentional planning.* Domain 2 poses the tenth and final design question: "What will I do to develop effective lessons organized into a cohesive unit?" Simply put, intentional planning is the "what, how, when, and why" that good teachers do to support student learning. Relying upon the research of Marzano and others, Bryan Goodwin writes in his book Simply Better: Doing What Matters Most To Change The Odds For Student Success (ASCD 2011) that intentional planning requires teachers to pose questions to themselves, such as: "Why am I giving a pop quiz? What am I hoping to learn about my students? Why am I breaking students into small groups? What am I hoping students will learn? Why am I giving a particular writing prompt? What am I hoping to have students demonstrate?" When we begin to be intentional in all that we do, we become more effective teachers and our students benefit.

To help us dip our collective toe into the water of intentional planning before the school year begins, on with the myth-busting:

Myth: It sounds great, but with everything else I have to do there is no time for intentional planning.
Reality: It does take time. But instead of viewing it as "more" time, think of it as "repurposed" time. Reflect upon how much time you currently spend planning, and repurpose that into intentional planning. Even if intentional planning results in additional time as you begin, your time will be more effectively and efficiently used.

Myth: I already intentionally plan -- take a look at my planner. I am being asked to start all over.
Reality: No. Just like you don't teach the same lessons in exactly the same way year in and year out, intentional planning helps you take what you already have and adjust it for the unique, new learners you have in front of you each day. Take what you already have -- it's a great start -- and look at it with the "what-how-when-why" mindset. Keep all that you can, tweak what must change, and create what you still need.

Myth: I can't do it alone.
Reality: You could, but you shouldn't. Intentional planing is best done through collaboration. What colleague(s) do you share a common planning period with? How might an instructional coach be of assistance? How might the instructional leaders in your school (e.g., principal, assistant principal, department chair, etc.) be of assistance? You don't have to go it alone.

Myth: I was just getting the hang of Domain 1. Moving to Domain 2 will confuse me and my students.
Reality: Domains 1 and 2 are interdependent. If you look at the eight (yes, eight -- not forty-one) elements of Domain 2, you will see that they infuse Domain 1. As an example, the first step of any intentional unit plan is to identify your learning goals for the unit, which relates to Domain 1, Element 1 (provide rigorous learning goals) and Domain 2, Element 44 (attention to established content standards). For a more in-depth look, read Chapter 10 of The Art and Science of Teaching (ASCD 2007), where Marzano provides examples of how Domains 1 and 2 seamlessly interact.


Remember, everyone is on this learning journey -- district staff, principals, teachers, and students. Not one of us is an expert, but collectively we will achieve our goal: all learners achieving individual potential.


J. Walton


*Intentional planning also supports the backward design process promoted by Jay McTighe and Grant Wiggins (also embedded within Marzano's Instructional Framework), and that process will be the subject of the next blog entry.

What Do You Do?

Whenever I meet someone new and they ask what I do for a living, I typically respond, "I'm a high school teacher currently working as an instructional coach." Even for people in education, this doesn't really answer their question. The position of instructional coach is relatively new in the field, and differs greatly depending on the district. So, in addition to a weird look, the next question is usually, "okay, but what do you do?" And, the emphasis is often on a different word, depending on the person. Actually, many in our own district are often fuzzy on "what we do."

What Do You Do?
The "what" usually depends on the day, for me and my fellow six coaches. In addition to the more traditional one-on-one, confidential coaching with teachers, we also group coach professional learning communities (PLCs) and other teacher teams. Alongside teachers, we develop curriculum for Spanish Immersion, Chinese Immersion, our Gifted & Talented program, and K-12 Common Core alignment. We work with principals, teachers, and paraprofessionals on initiatives such as Strategic Teaching to Accelerate Reading Success (STARS), Response to Instruction (RtI), and the FHPS Literacy Framework. We work directly with students on literacy and environmental programs. We engage in professional learning with teachers in areas such as the Instructional Framework, consensus mapping, and collaborative learning labs (CLLs). We also provide ongoing support to our principals and Schools Success Teams (SSTs) in the critical work of school improvement.

What Do You Do?
The emphasis on the first "do" always reminds me of the 1982 Adam Ant "Goody Two Shoes" song: "Don't drink, don't smoke, what do you do?" Any time a teacher is not actively engaged with kids on a daily basis, some people are suspect of them. As coaches, we certainly work differently than we did as classroom teachers. Some of our colleagues even refer to us now as "them," since we are housed at the Administration Building. This saddens me. First, because we are all on the same team - the team that is working hard every single day to do what is best for kids.  Second, because we still think of ourselves as teachers. Personally, if I ever stop thinking of myself as a teacher, it is time to quit.

What Do You Do?
For me, the best day is one that I am in one our high schools, interacting with kids and teachers. Any time I am blessed with an invitation to co-teach or otherwise engage with kids, I leap at the opportunity. That is the one downside to being a teacher who is an instructional coach - no regular classes of kids to teach and learn with. Generally speaking, my job is to support our high school teachers and administrators in any way that I can. When I was hired, the primary focus was on school improvement, but it has grown over the last 17 months. I continue to work with SSTs, but I now also coordinate our Advanced Placement (AP) program. We have an extraordinary cadre of teachers who offer courses in 24 different AP subjects, providing our kids with an opportunity to earn college credits.  I've also become involved with our ELA and math teachers as we engage in the important work of redesigning our curriculum in light of Michigan's adoption of the Common Core State Standards. I hope to continue facilitating CLLs and gaining new insights alongside our teachers. Finally, I am also shepherding long-term projects for both testing-out exams and backward design/common assessments.

What Do You Do?
I love what I "do." Since switching professions 12 years ago, I have never once dreaded going to school or the Instruction Office. How lucky I am that I get to live out my passion every single day. There are plenty of times I feel frustrated or even angry, but it does not diminish the love I have for teaching and learning. What do I do? I try to make a positive difference in the lives of kids, and I go to bed every night hoping I did so.

Romancing the Standards

You are committed to this relationship.  After all, most of you have been in it for your entire adult life.  In the beginning, it was new and exciting, and you were hyper-focused on every little detail.  But as time went on, life became hectic.  There were kids to help, meetings to attend, and a million other things that pulled at you. So, you told yourself it was okay, that your curriculum would understand.

Wait, what?  At a recent planning meeting, I suggested that we need to date our content standards, or maybe even take them on a weekend couples retreat.  Not because we don't care anymore, but because we've both changed over time.  We think we know each other, but like a human partner, we often  put them last because we know they will always be there. And, all of the other things we put first are really important, too.

My idea might seem too far out there, but bear with me.  Much like a couples therapist recommends intentional "us" time, reconnecting with our content standards is in the best interest of great teaching and learning for kids.  After all, the standards are the bedrock for everything we do in the classroom.  We identify them for each unit, we decide how we want to want to assess proficiency in them, they are the basis for our learning goals, and we develop instruction around them. They really do deserve more intentional attention from us.  And, as a district, we are moving into Domain 2 of Dr. Marzano's Instructional Framework this coming year.  Domain 2 focuses on planning and preparation, with one of the elements being "appropriate attention to established content standards."  It's a match made in heaven.

So, with all of the other demands on our time, how do we find and commit to intentional "us" time with our content standards?  First, try the couples retreat idea -- get a group of teachers together and work as a team.  Learn with and from each other in a more efficient use of time.  Second, invite an instructional coach along.  Not that we are therapists, but we can help plan the most effective use of time and resources, and we have experiences with others you may find useful.  Third, plan your time with the "date night" mentality.  Hold the time sacred and do not let anything else interfere with it.  Fourth, if you're really pressed for time, just flirt with the content standards for ten minutes every day.  It shows them you still care.