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Learning and Instruction

Learning Community

Tecumseh Public Schools have the highest expectations for learning achievement and are committed to providing high-quality learning opportunities for each and every student to achieve high levels of success.

In 2016, Tecumseh Board of Education adopted the Strategic Design with Exit Student Outcomes for each of the seven Spheres of Living. The Strategic Design provides the framework for creating the ideal learning experience for all students. Our curriculum, instruction, and assessment practices are rigorous, ensuring that our students will be successful in life after leaving TPS. To learn more, please access the links below.

Curriculum

Curriculum Standards

Common Core State Standards

Michigan Science Standards

  • Science Grades K-12

Michigan Social Studies Expectations

Advanced Placement Curriculum- High School

Jackson College Middle College branch at Tecumseh High School

Career Technical Education (CTE)- High School

Curriculum Instruction Materials

ELA K-8 Curriculum

THE ELA CURRICULUM

Wit & Wisdom is composed of four modules per grade level. Each artfully explores a specific topic to develop depth of understanding and inspire curiosity. At the core of each module is a selection of literary works, informational texts, and visual art. Modules are made up of 30 lessons which are covered in 6-8 weeks of study. All modules integrate reading, writing, speaking, listening and language instruction.

Wit & Wisdom

Module Topics & Texts

Kindergarten

1st Grade

2nd Grade

3rd Grade

(Click on a topic to view texts)

Module 1 Module 2 Module 3 Module 4
The Sea Outer Space A New Home Artists Make Art
Mod 1 Tip SheetMod 2 Tip SheetMod 3 Tip SheetMod 4 Tip Sheet

4th Grade

5th Grade

6th Grade

7th Grade

8th Grade

Math Curriculum

Learning, Instruction and Assessment

Early Learning Centers

Learning and Instruction

Learning and instruction at North and South Early Learning Centers focus on building strong foundational skills by providing opportunities for students to engage in learning at their developmental level. Students are challenged and find success and joy in learning. Opportunities are created for creative thinking, collaboration, problem solving, and reflection.

In creating the Ideal Learning Experience, students' individual goals, interests, and learning styles guide their learning experiences. One way this is done is through the use of Project-Based Learning (PBL).

Project-Based Learning is a research-based instructional practice that allows students to gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging and complex question, problem, or challenge. By integrating content across the disciplines and taking into account students’ interests and learning styles, teachers will provide meaningful learning opportunities for each and every student.

Assessment

We align assessments directly to TPS learning outcomes and curriculum. We use student assessment data consistently and effectively to understand and explain each student’s progress, to provide a feedback loop to educators regarding learning strategies, and to help TPS educators and leaders to continuously improve student results.

Learning is monitored daily through the use of formative assessments in the classroom. To monitor learning growth and achievement throughout the year, the following assessments are also used:

  • NWEA MAP Growth is a computer adaptive test created by NWEA that students take three times per school year. The results provide teachers with the information needed to create learning opportunities based on each student's developmental learning level, as well as monitor and support each student’s academic growth over time.
  • The Fountas & Pinnell Benchmark Assessment is a one-on-one assessment that is administered by teachers throughout the year to determine each student’s independent and instructional reading levels. Teachers are able to observe student reading behaviors, engage in comprehension conversations that go beyond retelling, and make informed decisions regarding the child’s next steps for learning and instruction.
  • DIBELS is a one-on-one assessment that is administered by teachers throughout the year to measure each student’s foundational literacy skills. This data is used to create each student’s literacy plan of study. A DIBELS Parent Guide is available here.

Compass Learning Center

Learning and Instruction

Learning and instruction at Compass Learning Center focuses on continuing to build upon each student’s foundational skills. Students are engaged throughout the day with learning opportunities at their developmental level. Students are challenged and find success and joy in learning.

Opportunities are created for creative thinking, collaboration, problem solving, and reflection. In creating the Ideal Learning Experience, students individual goals, interests, and learning styles guide their learning experiences. One way this is done is through the use of Project-Based Learning (PBL).

Project-Based Learning is a research-based instructional practice that allows students to gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging and complex question, problem, or challenge.

By integrating content across the disciplines and taking into account students’ interests and learning styles, teachers will provide meaningful learning opportunities for each and every student.

Assessment

We align assessments directly to TPS learning outcomes and curriculum. We use student assessment data consistently and effectively to understand and explain each student’s progress, to provide a feedback loop to educators regarding learning strategies, and to help TPS educators and leaders to continuously improve student results.

Learning is monitored daily through the use of formative assessments in the classroom. To monitor learning growth and achievement throughout the year, the following assessments are also used:

  • NWEA MAP Growth is a computer adaptive test created by NWEA that students take three times per school year. The results provide teachers with the information needed to deliver appropriate content for each student and determine each student’s academic growth over time.
  • The Fountas & Pinnell Benchmark Assessment is a one-on-one assessment that is used as needed by teachers throughout the year to determine each student’s independent and instructional reading levels. Teachers are able to observe student reading behaviors one-on-one, engage in comprehension conversations that go beyond retelling, and make informed decisions regarding the child’s next steps for learning and instruction.

STEAM Learning Centers

Learning and Instruction

Learning and instruction at STEAM East and West Learning Centers focus on creating learning opportunities for creative thinking, collaboration, problem solving, and reflection. Through Project-Based Learning opportunities, students are challenged and find success and joy in learning. Project-Based Learning (PBL) is a research-based instructional practice that allows students to gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging and complex question, problem, or challenge. As a STEAM Learning Center, Science, Technology, Engineering, Arts, and Mathematics content are integrated into meaningful and relevant learning experiences. In creating the Ideal Learning Experience, students individual goals, interests, and learning styles guide their learning in specially designed student-centered environments.

Assessment

We align assessments directly to TPS learning outcomes and curriculum. We use student assessment data consistently and effectively to understand and explain each student’s progress, to provide a feedback loop to educators regarding learning strategies, and to help TPS educators and leaders to continuously improve student results.

Learning is monitored daily through the use of formative assessments in the classroom. To monitor learning growth and achievement throughout the year, the following assessments are also used:

  • NWEA MAP Growth is a computer adaptive test created by NWEA that students take three times per school year. The results provide teachers with the information needed to deliver appropriate content for each student and determine each student’s academic growth over time.

High School

Learning and Instruction

Learning and instruction at Tecumseh High School focuses on providing multiple learning pathways to ensure that each student is prepared for their future. Students are engaged throughout the day with relevant learning experiences. In creating the Ideal Learning Experience, students individual goals, interests, and learning styles guide their learning experiences. One way this is done is through the use of Project-Based Learning (PBL). Project-Based Learning is a research-based instructional practice that allows students to gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging and complex question, problem, or challenge. By integrating content across the disciplines and taking into account students’ interests and learning styles, educators provide meaningful learning opportunities for each and every student.

TPS students are provided with opportunities to experience many different trades, vocations, and careers during their time in High School.

  • Job Shadowing and internships
  • Jackson College Middle College
  • Mechatronics
  • LISD Tech Center
Assessment

We align assessments directly to TPS learning outcomes and curriculum. We use student assessment data consistently and effectively to understand and explain each student’s progress, to provide a feedback loop to educators regarding learning strategies, and to help TPS educators and leaders to continuously improve student results.

Learning is monitored daily through the use of formative assessments in the classroom. To monitor learning growth and achievement throughout the year, the following assessments are also used:

  • NWEA MAP Growth is a computer adaptive test created by NWEA that 9th and 10th grade students take three times per school year. The results provide teachers with the information needed to deliver appropriate content for each student and determine each student’s academic growth over time.
  • PSAT
  • SAT

Professional Learning

Professional Development

Tecumseh Public Schools believe in the importance of ongoing professional development for our educators. Educators at the Early Learning Centers and Compass Learning Center have daily common planning time with their instructional team members to plan and prepare learning opportunities that meet each child at their developmental learning level. Educators throughout the district take part in monthly professional development with their building colleagues, reflecting on instructional practices for the continuous improvement for the ideal learning experience.

Instructional Coaches

In order to provide specific feedback to educators on their practice, there are four Instructional Coaches who work directly with educators on a regular basis to support their work with each student. Through co-planning and co-teaching activities, the Instructional Coaches work individually with educators on key aspects of the teaching and learning process. Through one-on-one support throughout the school year, educators have the opportunity to work with a trusted colleague, practice new skills that correlate to improved learning outcomes, and receive feedback on areas for growth. This support is instrumental in our work at Tecumseh Public Schools--ensuring that each child has learning opportunities every day that support their growth as a student.

Instructional Assistants

Everyone at TPS plays an integral role in supporting our students. TPS Support Staff, including Instructional Assistants, Noon Hour Supervisors and Security Personnel, receive monthly training on specific topics that support learning and development. TPS educators take their role as models for youth seriously and demonstrate their commitment to their safety and learning continuously.

Key Performance Indicators

What Adults Will Do

  • Teachers will continue to use best instructional practices.
  • Faculty will monitor implementation of instructional framework.
  • Faculty will participate in data meetings three times per year.
  • Faculty will set goals to support a growth mindset.
  • Faculty and parents will provide feedback through surveys three times per year.
  • Parents will be engaged in the learning process.
  • Our community will support learning opportunities.

What Students Will Do

  • Students will participate in perception surveys three times per year.
  • Students will set goals and monitor own learning including academic and 21st century skills.
  • Students will communicate the “why” throughout each unit of study.
  • Students will articulate their learning to authentic audiences.
  • Students will show up every day, feel safe, stay in school, be engaged in learning and want to come back tomorrow.

What Our Buildings Will Look and Feel Like

  • All members of the school community will work collaboratively on meaningful tasks.
  • Student work will be displayed.
  • Everyone in the building will demonstrate and understand building expectations.
  • Recognition of successes will occur throughout the school year.
  • Connections of and for learning are visible.

Progress Monitoring

  • Classroom walk-throughs w/rubric
  • Formal observations
  • Data meetings
  • Professional development
  • Goal setting
  • Surveys
  • Focus groups

Progress Updates