Instructional Minute

Week of March 21st:

• MTSS Tier 1 Academics
• Prevention, Proactive, and Differentiation
• Aligning Marzano with Tier 1

The first step to implementing a District MTSS model is to create clarity on Tier 1 and work to create consistency within the Tier 1 Model. LSD’s District Workshop Model was implemented to do just that. When our students are being presented with the Tier 1 content in a consistent manner, all instructional systems are presented with an opportunity to create better alignment; better systems that work together ultimately leading to better academic outcomes for ALL students.

MTSS is considered the "umbrella" of a tiered systems approach. MTSS encompasses the "whole child" (Cognitive, physical, behavioral, social and emotional) using data-driven problem solving to provide support for ALL students' needs.

Pre-Assessment - a way to gather evidence of students’ readiness before beginning a lesson and/or unit and then intentionally utilizing that evidence to plan instruction that will meet the needs of the learner.

• Opportunity to maximize the effectiveness of the lesson by informing the teacher which students are ready for today’s lesson.
• Providing equitable access to core content with building blocks (prerequisite skills) to those students who may need it.
• Teacher thinks about what prerequisite skills would be necessary for succes and creating a quick assessment to determine “is everybody ready for today’s lesson?” If not, “what could I quickly teach to level the playing field and lessen the learning gap?”

Pre-Assessment as a “Do Now” -

Pre-Assessment can be done as a “Do Now” within the LSD workshop Model. The teacher creates a small group based on the data collected from the “Do Now”, the remaining students can be engaged in another task for the short 5-6 minutes while the small group instruction takes place.

Pre-Assessment as an Exit Slip

Pre-Assessment can be done as an Exit Slip for the upcoming instruction. The teacher can review the exit slips to not only determine the misconceptions and/or needed building blocks, but also have time to prepare the small group instruction based on the data collected in the Exit Slip.

Desired Effect: Evidence (formative data) demonstrates students process content (i.e. new, going deeper, cognitively complex) as a result of group organization. (See Diagram)

The Standards Based Weekly Tests are located in the carousel. Choose: “Program Assessments”, then “Standards Based Weekly Tests”. You then have the option to select online or pdf versions of the tests.

Procedure: Using think alouds and a gradual release model, practice test taking strategies (finding the answer in the text, crossing off ‘bad’ answers, identifying important words in the questions, identify the type of questions) using the Standards Based Weekly Assessments. M-STEP does not use Performance Based test formats.

Start with a paper copy (printable PDF) for the first one so students can highlight and annotate right on the test. Then move to assigning the test through ThinkCentral and do the work together as guided practice. As students seem to become more proficient with the practice, teachers can gradually release support from most or all students and then review misconceptions or areas of difficulty after they complete the assessment independently.

How to assign Standards Based Weekly Assessments in ThinkCentral:

https://drive.google.com/file/d/1lo-rmTEIMJkqz56UEUisw3Rl4gLsWkx8/view?usp=sharing

The lesson plan provided below follows the district workshop model.

Do Now:

(Example:) Use a google form (or half sheet of paper) to ask students two test-like questions with previously taught content.

Learning Target: I can use test taking strategies to demonstrate my ability to read and comprehend text. (RL.X.10, RI.X.10) (replace X with grade level)

Direct instruction (I Do): Model a think aloud about how you strategize while answering test questions.

(Example:) Is the answer in the text, is it in my head, or both? Are there any answers I know are obviously not correct? I think it might be a or c, watch as I go back through the text to find the answer….

Direction Instruction (We Do): Guide students through the test taking experience.

Check for Understanding: Once 85% of students are able to answer questions correctly, move to independent practice

Work Time: Students work on an assigned Standards Based Weekly assessment on their own.

Formative Assessment: ThinkCentral assists with assessment, grading student work when assigned online. Only written responses need to be scored.

Debrief: Students restate the learning target and self assess their progress toward achieving the desired outcome (Fist to Five self assessment). Students can identify strategies they used (that were taught during direct instruction) during their independent work on a sticky note and place it on chart paper.

We would love to feature them in the Instructional Minute.

Email them to: michelle.lake@lansingschools.net

In addition to the photo, please be sure include your name, school and grade level.

Direct Instruction (mini-lesson) follows the gradual release model, in which the teacher first demonstrates the teaching point, models the new learning (I Do), then provides the students guided practice (We Do).

Amplify Science videos that will help out all teachers! Whether you are a novice or expert, there is something here for you! Click the link below.

• Click here to access the specific videos related to Teach Like a Champion.

This is from the Teach Like a Champion Field Guide

ELA - Math - Science - Social Studies - Career and Technology In Education - Physical Education Standards - Visual and Performing Arts - World Language Standards