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Instruction

 

EVIDENCE-BASED INSTRUCTIONAL PRACTICES
Instructional strategies
Researchers at Mid-Continent Research For Education and Learning (McREL) have identified nine instructional strategies that are most likely to improve student achievement across all content areas and across all grade levels. These strategies are explained in the book Classroom Instruction That Works by Robert Marzano, Debra Pickering, and Jane Pollock.

1. identifying similarities and differences
2. summarizing and note taking
3. reinforcing effort and providing recognition
4. homework and practice
5. nonlinguistic representations
6. cooperative learning
7. setting objectives and providing feedback
8. generating and testing hypotheses
9. cues, questions, and advance organizers
ACADEMIC VOCABULARY
Education researcher Robert J. Marzano suggests that we can help close the achievement gap by explicitly teaching subject-specific academic vocabulary to those students who are lacking the background knowledge to succeed in school. The Metropolitan School District of Steuben County has identified grade level specific vocabulary and uses Marzano’s Six-Step Process for instruction of these words.
 
 
DEPTH OF KNOWLEDGE LEVELS (DOK)
Level 1 Recall

Level 2 Skill & Concept

Level 3 Strategic Thinking

Level 4 Extended Thinking

·         Recall elements and details of story structure, such as sequence of events, character, plot and setting.
·         Conduct basic mathematical calculations. Label locations on a map.
·         Represent in words or diagrams a scientific concept or relationship.
·         Perform routine procedures like measuring length or using punctuation marks correctly.
·         Describe the features of a place or people.

·         Identify and summarize the major events in a narrative.
·         Use context cues to identify the meaning of unfamiliar words. Solve routine multiple-step problems.
·         Describe the cause/effect of a particular event. Identify patterns in events or behavior
·         Formulate a routine problem given data and conditions.
·         Organize, represent and interpret data.

·         Support ideas with details and examples.
·         Use voice appropriate to the purpose and audience.
·         Identify research questions and design investigations for a scientific problem.
·         Develop a scientific model for a complex situation.
·         Determine the author’s purpose and describe how it affects the interpretation of a reading selection.
·         Apply a concept in other contexts.

·         Conduct a project that requires specifying a problem, designing and conducting an experiment, analyzing its data, and reporting results/ solutions.
·         Apply mathematical model to illuminate a problem or situation.
·         Analyze and synthesize information from multiple sources.
·         Describe and illustrate how common themes are found across texts from different cultures.
·         Design a mathematical model to inform and solve a practical or abstract situation.
MULTI TIER SYSTEMS OF SUPPORT (MTSS)
MTSS is a framework that many schools use to provide targeted support to struggling students. It focuses on the “whole child.” MTSS supports academic growth and achievement, but it also supports many other areas. This includes behavior, social and emotional needs, and absenteeism.   More information can be found by accessing this link.  https://www.pbis.org/school/mtss
 
TECHNOLOGY INTEGRATION
The Metropolitan School District of Steuben County believes that effective technology integration must happen across the curriculum in ways that research shows deepen and enhance the learning process. In particular, it must support four key components of learning: active engagement, participation in groups, frequent interaction and feedback with teachers, and connection to real-world experts. Effective technology integration is achieved when the use of technology is routine and transparent and when technology supports curricular goals. 

Iplementations in technology include:
Student Devices:
Chromebooks Grades K-12
Google Applications and Google Classroom

 
 
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    • District Office

      MSD of Steuben County
      400 South Martha St.
      Angola, IN 46703

      Tel: 260-665-2854
      Fax: 260-665-9155
      Brent Wilson, Supt.
      Ann Rice, Assistant Superintendent
      Monte VanGessel, Business Manager
      Cyndi Nusbaum, Director of Curriculum and Instruction
      Chantell Manahan, Director of Technology

      High School

      Angola High School
      350 S. John McBride Ave.
      Angola, IN 46703

      Tel: 260-665-2186
      Athletics: 260-665-3780
      Fax: 260-665-7012
      Mr. Travis Heavin, Principal
      Mrs. Nancy Irwin, Asst. Principal
      Mr. Steve Lantz, Asst. Prin./Ath. Director
      Mr. Jack Vrana, Dir. of Guidance

      Educational Opportunity Center
      403 S. Martha St.
      Angola, IN 46703

      Tel: 260-665-1360
      Fax: 260-668-7928
      Mr. Gary Puckett, Principal

      Middle School

      Angola Middle School
      1350 East Maumee St.
      Angola, IN 46703

      Tel: 260-665-9581
      Fax: 260-665-9583
      Mr. Ryan Bounds, Principal
      Mr. Ryan Stellhorn, Asst. Prin./Ath. Director
    • Elementary Schools

      Carlin Park Elementary
      800 N Williams St.
      Angola, IN 46703

      Tel: 260-665-2014
      Fax: 260-665-7053
      Mr. John Curtis, Principal

      Hendry Park Elementary
      805 South Washington St.
      Angola, IN 46703

      Tel: 260-665-3215
      Fax: 260-665-5584
      Mrs. Lisa Bauer, Principal

      Pleasant Lake Elementary
      P.O. Box 69
      1205 W. Main St.
      Pleasant Lake, IN  46779

      Tel: 260-475-5055
      Fax:  260-475-5673
      Mrs. Rosie Brandt, Principal

      Ryan Park Elementary
      1000 South John McBride Ave.
      Angola, IN  46703

      Tel: 260-668-8873
      Fax:  260-668-8823
      Mrs. Amy Heavin, Principal

      Bullying?

      If you have witnessed or have knowledge of a student being bullied in the MSD Steuben County Schools please click the link below:

      Report Bullying eMail
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