MTSS Problem Solving Committee
for Secondary Schools
December 12th, 2017
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
PSAT/SAT
Cognitive Demand/Rigor
Appropriate Assessments
While we don’t have an app, we do have a
new potential tool, but we need your
feedback and support.
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
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 missalignment 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
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.
Student Engagement, Content Rigor, & Assessment Tool: ELA
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: __________________ ?