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

23. Today’s Seminar Outcomes • Understand the START Process Vision and the elements of a Rigorous Curriculum Design • Be able to articulate how this process is different from the process of recent years • Know how you will be engaged in this process as a leader

24. School Perspective Outcomes • Know where your school is in the process now • Identify benefits of this work for your school • Predict some challenges for your school • Make connections to your roles as leaders and how we can empower your community

25. Content Perspective Outcomes • Know where your content area is in the overall process • Have a clear plan for the work to do during district days and the work to do at the building level • Have a detailed plan for the 3 district days • Have a plan for the work to be done at the buildings in between

26. Thompson School District Rigorous Curriculum Design

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

28. 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 Evidence-based instructional strategies

29. 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.

30. 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)

31. 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)

32. Middle School START Process

33. High School START Process

34. Components of RigorousCurriculum 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

35. Break

36. Reflect on the numbers

37. Why Prioritize? • Organization • Clarity • Focus

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

39. Priority Standards and Supporting Standards

40. Which of the following 9th grade standards would you prioritize and why? • Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. • Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

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

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

43. David Conley – College Knowledge • Read to infer/interpret/draw conclusions • Support arguments with evidence • Resolve conflicting views encountered in source documents • Solve complex problems with no obvious answer

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

45. Table Talk Dialogue • What did you notice about how going through this process supported your learning and ability to construct meaning?

46. Priority Standards and Supporting Standards Each Middle School Content area finalize priority learnings by April 27, 2011

47. Priority Standards and Supporting Standards High School courses need to be aligned with the new standards by the end of April 27, 2011.

48. Priority Standards and Supporting Standards Priority Learnings at the high school level will commence when all the new standards have been aligned to all courses (Algebra II, Anatomy, Photography)

49. Steps: 2-4 • RCD Step 2: Name the Units of Study • RCD Step 3: Assign the Standards: Priority and Supporting • RCD Step 4: Identify sequence of units across district

50. RCD Step 2 RCD Step 4 RCD Step 3