Let’s Get S.T.A.R.T.ed

1. Let’s Get S.T.A.R.T.ed Standards Transformation and Realignment in Thompson

4. Effective change leaders create coherence. Michael Fullan– Leading in a Culture of Change

5. Change Theory of Action

6. Engage in the Context of the Change • Why Vision 2020 – Thompson MVV + SP (Mission, Vision, Values & Strategic Plan) We are living in an era of • Global Interconnectivity • Cultural Diversity • Knowledge/Information Economy • Rapid, Exponential Change

7. Engage in the Context of the Change • Why Vision 2020 – Thompson MVV + SP (Mission, Vision, Values & Strategic Plan) We are realigning our system so every child • has access to robust teaching, learning, and high expectations • graduates from high school career and college path ready with the knowledge and skills to be a lifelong learner and successful citizen

8. Engage in the Context of the Change • Why Vision 2020 – Thompson MVV + SP (Mission, Vision, Values & Strategic Plan) • Principal Leadership • Each Principal must engage school community in the Context of Change • School Community = Staff, Students, Families • Learning Services will create ongoing support structures and modules for Principal and Leadership Teams

9. Engage in the Context of the Change • Why Vision 2020 – Thompson MVV + SP (Mission, Vision, Values & Strategic Plan) • Learning Services Leadership • Each Leader must engage department and key stakeholders in the Context of Change • Key Stakeholders = Staff, Committees, Community • Learning Services will create ongoing support structures and modules for Learning Services Leaders

10. Engage in the Content of the Change • What Systemic & Continuous Improvement • Robust Learning Cycle • Curriculum – What should students learn and why? • Assessment – How will we know they know/can do? • Instruction – How will we teach to ensure they learn? What will we do when they don’t learn or learn prior to expectation? • Communication – How will we communicate what they have learned/still need to learn?

11. Engage in the Content of the Change • What Systemic & Continuous Improvement • Principal Leadership • Each principal must engage school community in the Content of Change • School Community = Staff, Students, Families • Learning Services will create ongoing support structures and modules for Principal and Leadership Teams

12. Engage in the Content of the Change • What Systemic & Continuous Improvement • Learning Services Leadership • Each Leader must engage department and key stakeholders in the Content of Change • Key Stakeholders = Staff, Committees, Community • Learning Services will create ongoing support structures and modules for Learning Services Leaders

13. Engage in the Content of the Change • What Systemic & Continuous Improvement • Instructional Coach/School-Based Leaders • Each Instructional Coach/Curriculum Leader must be able to support staff in the Content of Change • Learning Services Coordinators will create initial and ongoing support structures for Instructional Coaches and school-based leaders

14. Backwards Design Process “Beginning with the End in Mind” The Literature • Rigorous Curriculum Design - Ainsworth • Understanding by Design - Wiggins/McTighe • Assessment for Learning - Stiggins • Engage in the Process of Change • How

15. Backwards Design Process • Principal Leadership • Each principal must engage school community in Process of Change • School Community = Staff, Students, Families • Learning Services will create support modules for Principal and Leadership Teams • Engage in the Process of Change • How

16. Backwards Design Process • Learning Services Leadership • Each Leader must engage department and key stakeholders in the Process of Change • Key Stakeholders = Staff, Committees, Community • Learning Services will create ongoing support structures and modules for Learning Services Leaders • Engage in the Process of Change • How

17. Backwards Design Process • Instructional Coach/School-Based Leaders • Each Instructional Coach/School-Based Leader must be able to support staff in the Process of Change • Learning Services Coordinators will create support initial and ongoing support structures for Instructional Coaches and school-based leaders • Engage in the Process of Change • How

18. Standards Transformation Logic Model 2010 - 2014+ Identifying the Key Responsibilities within each Component • Standards Awareness & Alignment • Robust Learning Cycle Content • Standards-Based Grading/Reporting • Family & Community Engagement • Engage in the Implementation of Change • Do

19. Standards Transformation Logic Model • Principal Leadership • Each principal must engage school community in the Implementation of Change • School Community = Staff, Students, Families • Learning Services will create ongoing support structures and modules for Principal and Leadership Teams • Engage in the Implementation of Change • Do

20. Standards Transformation Logic Model • Learning Services Leadership • Each Leader must engage department and key stakeholders in the Implementation of Change • Key Stakeholders = Staff, Committees, and Community • Learning Services will create ongoing support structures for Leaders • Engage in the Implementation of Change • Do

21. Standards Transformation Logic Model • Instructional Coach/School-Based Leaders • Each Instructional Coach/School-Based Leader must be able to support staff in the Implementation of Change • Learning Services Coordinators will create support initial and ongoing support structures for Instructional Coaches and school-based leaders • Engage in the Implementation of Change • Do

22. Thompson School District Rigorous Curriculum Design

23. Think-Write-Pair-Share A rigorous curriculum is….

24. Rigorous Curriculum Defined A rigorous curriculum is an inclusive set of the following intentionally aligned components organized into sequenced units of study: Clear learning outcomes Matching assessments Engaging learning experiences Instructional strategies

25. Rigorous Curriculum Defined A rigorous curriculum serves as both the detailed road map and the high quality delivery system for ensuring that all students achieve the desired end: the attainment of their designated grade or course specific standards within a particular content area.

26. A Rigorous Curriculum Design Supports the Robust Learning Cycle • What do all students need to know and be able to do? (Standards) • How do we teach so that all students learn? (Instruction) • How will we know if they have learned it? (Assessment) • What will we do if they don’t know or come to us already knowing? (Differentiation and Enrichment)

27. Blending the Old with the New Page 5: Highlight with three colors— • Color 1: efficacy/confidence (independent) • Color 2: have some skill (instructional) • Color 3: will need help (frustration)

28. Elementary START Process

29. Setting the Stage Objectives: • Understand an overview of Rigorous Curriculum Design (RCD) in Thompson School District • Begin planning for school-based training

30. Components of Rigorous Curriculum Model • Read page 6 with school partner(s) • From the lens of your school, determine what you have in place • Share your school perspective with others at your table

31. Break

32. Priority Standards and Supporting Standards Where are we in the START process?

33. Priority Standards and Supporting Standards

34. Which of the following 3rd grade standards would you prioritize and why? 1. Compare/contrast the themes, settings and plots of stories written by same author or similar characters 2. Explain how specific aspects of a text’s specific illustration contribute to what is conveyed by the words of the story

35. Whole Group How did you determine which standard is a priority?

36. Filters • Endurance • Leverage • Readiness for the next level of learning • Standardized test emphasis

37. Activity Page 14-15 • Individually identify three priority standards • Come to consensus for the top three as a table group

38. Priority Standards and Supporting Standards Where are we in the START process? Finalize Priority Learnings April 18th Liaison Meeting District will name Units of Study/Themes (start with Reading)

39. Steps: 2-4 • Step 2: Name the Units of Study (district) • Step 3: Assign the Standards: Priority and Supporting (building) • Step 4: Preparing a Pacing Calendar (building)

40. Say Something • Find a partner • Silently read each section of pages 16-21 • After each section take turns commenting on the section

41. Working Lunch

42. Welcome Back! • How might you summarize step 2 with Partner 1? • How might you summarize step 3 with Partner 2? • How might you summarize step 4 with Partner 3?

43. Step 5: Construct the Unit Planning Organizer • Look at pages 24-27 • Which areas might be important to include on the district template? • District will provide a common template • District will define learning progression and assign standards (process TBD)

44. Designing the Curricular Unit of Study-12 Steps • Look at page 30 • Jigsaw p.31-34 • 6 people at table • each person take two sections • share with group

45. START (Blue Bar #1) • Identify Big Ideas/Enduring Understandings & Skills/Essential Questions/Key Vocabulary • Look at p. 49 to get an overview of a sample unit planning organizer

46. Big Ideas, p. 43 • Determine 3-4 foundational understandings for each unit • Complete sentences, not phrases • Big ideas convey to students the benefit of the learning of the standard (life-long learning) • Three types: broad, topical, or both

47. Enduring Understandings & Skills, p.35 • Understanding by Design • What do we want students to know and be able to do? • Unpacking the standards • finding the nouns and verbs

48. Essential Questions • Big Idea: Literary devices enhance and deepen fictions impact upon the reader • As a table group discuss how you might turn this big idea into an essential question

49. Essential Questions, cont. Look at pages 44-46 with a partner and determine the characteristics of good essential questions and discuss the samples

50. Key Vocabulary, p.71 Specific academic or technical vocabulary