Constitution Day 2020: Resources for Highlighting the Enduring Importance of Our Constitution
The EUPISD, the League of Women Voters, and 4H have once again partnered to support regional recognition of Constitution Day. While we miss the opportunity to meet in person with our local legal professionals, we also believe the resources included here will help make Constitution-centered education meaningful for students in any setting. And we are VERY excited to have partnered directly with the Justices of the Michigan Supreme Court! We hope you take a few moments to view the collection and then use it with your students on Constitution Day and in the coming weeks. Also, if you have a chance to return to this site after using the materials to complete this survey to give us feedback, we will use the information in future planning. Thanks--and Happy Constitution Day!
The Michigan Supreme Court's Chief Justice McCormack speaks about the enduring importance of our Constitution.
Chief Justice McCormack answers questions about the U.S. Constitution as a part of Constitution Day events.
The Justices of the Michigan Supreme Court Reflect on the Constitution
View this collection of pictures and quotes from each of the Justices of the Supreme Court, created expressly for our EUP Constitution Day event!
Interactive Constitution Trivia Game (based on Who Wants to Be a Millionaire?)
Created through a local partership, this competitive game leads students to consider various important aspects of the Constitution--and have fun while doing so!
Who Wants to Be a Millionaire GUIDE: This document provides answers to all the questions in the game above, as well as additional interesting facts, historical context, and explanations for teachers/students.
TED-Ed (They have lessons!)
(P.S. TED-Ed offers free lessons and original animations for all grades and subjects!)
Constitution Role Play
Many of us may have been asked to learn by heart and repeat on command: “We the people, in order to form a more perfect union …” This is indoctrination, not education.
The Constitution Role Play from the Zinn Education Project asks students to think critically about a number of issues that confronted the original framers of the Constitution. But the role play adds a twist: instead of including only the bankers, lawyers, merchants, and plantation owners who attended the actual Constitutional Convention, the activity also invites poor farmers, workers, and enslaved African Americans. This more representative assembly gives students a chance to see the partisan nature of the actual document produced in 1787.
Through engaging web design, students will navigate this Interactive Constitution to learn about the text, history, and meaning of the U.S. Constitution from leading scholars of diverse legal and philosophical perspectives.
A one-stop-shop for all things Constitution-related, this award-winning site offers comprehensive resources including a Constitution Guide, videos, timelines, issues, games and interactives, PDF lssons, and iBooks.
Don't forget to provide feedback for us through this short survey once you've tried out some of the resources! Thanks!
Multi-Tiered System of Supports
Through the lens of systems-work, the EUPISD promotes the installation and implementation of multi-tiered system of supports (MTSS) as defined by the MTSS Practice Profile. Through MTSS implementation, we work to meet all of our students’ academic and non-academic needs.
MTSS is a comprehensive framework comprised of a collection of research-based strategies designed to meet the needs of the whole child. Developed in Michigan by a collaborative stakeholder group, the MTSS Practice Profile includes the following Essential Components:
- Team-Based Leadership
- Tiered Delivery System
- Selection and Implementation of Instruction, Interventions and Supports
- Comprehensive Screening & Assessment System
- Continuous Data-Based Decision Making.
Whole School, Whole Community, Whole Child
The EUPISD recognizes that for many years, districts and schools have focused on the academic needs of students; being educational institutions, that is entirely understandable. Recently, it has become increasingly clear that academic success is influenced by many other factors which can significantly impact achievement and teaching practices. In other words, we must address and provide supports for social-emotional, physical and mental well-being of students by design, or we will have to deal with them by default.
The Whole School, Whole Community, Whole Child (WSCC) model outlines a collaborative approach to meeting the whole child's needs. It recognizes five core tenets, the ten components of Coordinated School Health, and the need for policies, practices and processes aligned to the model. Developed through a partnership between the ASCD (the Association for Supervision and Curriculum Development) and the CDC (the Centers for Disease Control and Prevention) and adopted by the Michigan Department of Education, the WSCC model recognizes essential community partnerships and requires schools to look outside of their bricks and mortar to truly meet student needs. Most importantly, the WSCC model encourages a systems approach and can be used to drive a tiered delivery system as part of a school's integrated continuous improvement.
Continuous Improvement Process
The EUPISD supports an effective continuous improvement pathway for all disricts, focused on meeting as many needs as possible with data, funding, tools, and differentiated supports to improve whole child outcomes. A high-functioning continuous improvement process should be comprised of the following:
- Equitable opportunities, environments, and supports resulting in students that are healthy, safe, engaged, challenged, and supported,
- A continuous cycle of improvement that informs the way we work on a daily basis (rather than being an annual event designed to meet compliance requirements),
- Improvement processes that are integrated rather than isolated,
- Continuous improvement targets that reflect non-academic areas that influence academic achievement (rather than just academics by themselves),
- Improvement plans that consider systems necessary to support high-quality implementation of actions and high levels of student outcomes.
- A committment to understanding students through lenses that consider not only needs, but also assets.
Phone: 906-632-3373, ext. 5114
Degrees and Certifications:
Bachelor of Arts in Secondary Education Major: Language Arts Minor: Biology Master of Arts in Curriculum Development and Instruction
Ms. Lindsay Brindley
School Improvement Facilitator, Language Arts/Social Studies Curriculum Consultant
As a school improvement facilitator locally and at the state level, Lindsay supports districts as they establish practical systems for continuous improvement; this commitment closely relates to her instructional consulting position in both language arts and social studies, through which she works to increase viable curriculum, high-quality instruction, and robust assessment practices throughout the region.
Lindsay has taught locally at both the elementary and secondary levels, and has coordinated professional learning for local districts, multiple regions, and at the state level for over fifteen years. She continues to enhance her learning with certifications in Blueprint Facilitation, Adaptive Schools, Cognitive Coaching, and Reading Apprenticeship, as well as membership in a variety of professional organizations, including as a past board member of both the Michigan Council for Teachers of English and the Michigan Council for History Education. She is also a coordinating member of Michigan School Improvement Facilitators’ Network and the Michigan Continuous School Improvement workgroup, contributing to MDE’s recent redesign of the statewide Integrated Continuous Improvement Process.
K-12 Social Studies Instruction and Teacher Leader Corps
6-12 Literacy Instruction
MTSS Literacy, MTSS Strengthening Systems
Continuous School Improvement
Collaborative Learning Cycle
Blueprint for Systemic Reconfiguration
Reading/Writing Workshop, Reading Apprenticeship