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

2. 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

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

4. 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.

5. 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.

6. 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

7. 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

8. 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

9. 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

10. 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

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

12. ASCD: Tomlinson, Moon, and Imbeau

13. ASCD: Tomlinson, Moon, and Imbeau

14. 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.

15. 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: __________________ ?