MIDAS Teacher Module #5
Project partners
Student Examples of the Instruction and Assessment Cycle
Learning Objectives
- Apply the Instruction and Assessment Cycle to support students who moved from the alternate to the general assessment in accessing grade-level content standards.
- Integrate multiple assessment measures and instructional strategies to address individual student needs while maintaining grade-level expectations.
Introduction
In Module 1, we introduced the Instruction and Assessment Cycle as a framework for supporting student learning.
In Module 2, we focused on Where Am I Going?—establishing clear learning goals and essential outcomes for each unit and lesson.
In Module 3, we explored Where Am I Now?—using multiple measures to understand student progress.
In Module 4, we looked at Where to Next?—using school-wide and classroom assessment data to make instructional decisions that enhance student learning.
Now, in Module 5, we provide examples of elementary, middle school, and high school students who moved from the alternate to the general assessment and how their instructional teams used the Instruction and Assessment Cycle to inform their instruction and services to increase student academic achievement.
Integrating AI into Instructional Planning
Artificial Intelligence (AI) can play a valuable role in supporting teams to plan instruction for an entire class and individual students simultaneously. In these examples, we used AI to generate helpful insights that we could review, refine, or use to inspire our thinking. For example, we followed this prompting sequence when we integrated AI into writing Kathryn’s example:
- Shared: The grade-level science standard(s) that applied to the unit
- Asked: What are the MOST essential concepts and skills within this standard? Distill them to the fewest words.
- Introduced: Information about the student, including her learning strengths and gaps and her instructional and assessment history
- Asked: Given this student profile, what would success look like for a student who learns based on achieving the essential concepts/learnings in this unit?
- Asked: What are the barriers in the learning environment that could interfere with this student learning these concepts?
- Shared: Her benchmark and classroom assessment data results
- Asked: How could the team plan the instruction for this unit for the whole class and the individual student?
These AI prompts are not intended as a step-by-step guide but rather as an example of how we structured and sequenced them to generate meaningful information.
Some general rules if you are using AI for idea generation and lesson planning:
- Ensure that you maintain student confidentiality. Do not include students' names or any identifying information in the information entered in AI.
- If you have the option, do not allow AI to save the information that you enter. This way, student information does not become part of the larger universe of information that AI pulls from.
- Remember AI can “hallucinate” and make up facts to fill in the blanks. To counter this, double-check that what was suggested by AI aligns with the facts that you know about the student.