MTSS Problem Solving Committee for Secondary Schools December 12th, 2017

If we imagine instruction is like an app: PSAT/SAT How do we ensure instruction is aligned to the demands of the PSAT and SAT If we imagine instruction is like an app: Teachers Lesson’s Principal’s Support Student Engagement Cognitive Demand/Rigor PSAT/SAT Appropriate Assessments

While we don’t have an app, we do have a new potential tool, but we need your feedback and support.

Student Engagement, Content Rigor, & Assessment Tool: ELA Since our last MTSS problem solving session, where we discussed potential factors contributing to student-performance issues on the PSAT and SATs, a small group of educators from around the county has been working a tool to support our efforts towards deeper learning.

Student Engagement, Content Rigor, & Assessment Tool: ELA John Hattie Hattie has broken down the levels of student engagement and the student behaviors you would expect to see during the lesson or activity. As a teacher, you can monitor the student involvement within the lesson and make adjustments as needed. As an administrator, you have a clear picture how engaged students are at any given point in the lesson, and most importantly, the extent they are ready to learn.

Student Engagement, Content Rigor, & Assessment Tool: ELA Our partners in Wisconsin have identified the activities that typically take place at each levels of cognitive demands. Teachers can use information like this, as well as their personal SEC report, to consider what lessons and activities they may implement to reach the desired level of cognitive demand. Principals, can use these categories to identify the expected level of student cognitive demand in a lesson, even if they are not really familiar with the subject area. University of Wisconsin: Surveys of Enacted Curriculum

Finally, in understanding the levels of depth of knowledge that are possible to be measured by different formats or methods, informs both teachers and principals what student knowledge is actually being assessed. This information also indicated the frequency and types of assessments student are exposed to as we consider preparing students for rigorous state assessments. ASCD: Tomlinson, Moon, and Imbeau

When we look at the combination of these observable behaviors and activities, we can develop a connection or correlation to the extend of the impact that instruction is having in student learning. ASCD: Tomlinson, Moon, and Imbeau

As we move up the continuums with the participation, activities, and assessments categories, teachers and principals can begin to identify potential issues where the expectations of the lessons or activities don’t align vertically, thus possible to identify what changes may be necessary to improve impact. ASCD: Tomlinson, Moon, and Imbeau

Having the ability to identify miss-alignment is critical in making changes during the lesson and planning for next step to revisit or re-emphasize learning goals. Frequently we find that teachers don’t consistently adapt or adjust instructional practices based on student learning, but then are disappointed with the results. ASCD: Tomlinson, Moon, and Imbeau

As we push into even higher levels of cognitive demand, this alignment becomes exponentially more important. ASCD: Tomlinson, Moon, and Imbeau

ASCD: Tomlinson, Moon, and Imbeau

ASCD: Tomlinson, Moon, and Imbeau

Student Engagement, Content Rigor, & Assessment Tool: ELA As we move forward, we first need your feedback on the tool and recommendation for how we implement our efforts systematically to ensure secondary teachers and principals can have maximum impact.

Kevin Feldman February 14th: Day 1 Secondary (General Session) Morning Admin-Teacher Training Overview (The Why: with Kevin and HR) Why use common strategies and what strategies have the highest impact Kevin Feldman will demonstrate best practice for group to react to Debrief/React to Lesson Afternoon Learn how to teach strategies, provide feedback, implement with fidelity Develop District/School Implementation Plan Spring: Site Visits We will schedule classroom visits with teacher volunteers whom attended the training to observe the implementation of what they learned. After school, have a 1 hour session where principals share how they implemented the initiative and what strategies they used to build the capacity to support the work.   February 15th: __________________ ?