Let’s Get S.T.A.R.T.ed

Let’s Get S.T.A.R.T.edStandards Transformation and

Realignment in Thompson

Effective change leaders create coherence.

Michael Fullan – Leading in a Culture of Change

Change Theory of Action

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

Why• Engage in the Context of the Change


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



• 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



• 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


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?

What• Engage in the Content of the Change


• Principal Leadership– Each principal must engage school community in

the Content of Change– School Community = Staff, Students, Families– Learning Services will create ongoing support





stakeholders in the Content of Change– Key Stakeholders = Staff, Committees, Community– Learning Services will create ongoing support




• 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


Backwards Design Process“Beginning with the End in Mind”

The Literature

• Rigorous Curriculum Design - Ainsworth

• Understanding by Design - Wiggins/McTighe

• Assessment for Learning - Stiggins

How• Engage in the Process of Change

Backwards Design Process


Process of Change– School Community = Staff, Students, Families– Learning Services will create support modules for

Principal and Leadership Teams




stakeholders in the Process of Change– Key Stakeholders = Staff, Committees, Community– Learning Services will create ongoing support




• 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


Standards Transformation Logic Model2010 - 2014+

Identifying the Key Responsibilities within each Component

• Standards Awareness & Alignment• Robust Learning Cycle Content• Standards-Based Grading/Reporting• Family & Community Engagement

Do• Engage in the Implementation of Change

Standards Transformation Logic Model


the Implementation of Change– School Community = Staff, Students, Families– Learning Services will create ongoing support





stakeholders in the Implementation of Change– Key Stakeholders = Staff, Committees, and Community– Learning Services will create ongoing support

structures for Leaders



• 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


Let’s Get S.T.A.R.T.edStandards Transformation and

Realignment in Thompson

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

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

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

Thompson School District

Rigorous Curriculum

Design

Think-Write-Pair-Share

A rigorous curriculum is….

Rigorous Curriculum Defined

A rigorous curriculum is an inclusive set of the following intentionally aligned components organized into sequenced units of study:

Clear learning outcomesMatching assessmentsEngaging learning experiencesEvidence-based instructional strategies

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.

A Rigorous Curriculum Design Supports the Robust Learning Cycle

1. What do all students need to know and be able to do? (Standards)

2. How do we teach so that all students learn? (Instruction)

3. How will we know if they have learned it? (Assessment)

4. What will we do if they don’t know or come to us already knowing? (Differentiation and Enrichment)

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)

Middle SchoolSTART Process

High SchoolSTART Process

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

Break

Reflect on the numbers

66 45 36

62 46 29

142 85 35

Why Prioritize?

• Organization• Clarity• Focus

Priority Standards and Supporting Standards

Where are we in the START process?


Which of the following 9th grade standards would you prioritize

and why?

1. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.

2. 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.

Whole Group

How did you determinewhich standard is a priority?

Filters

• Endurance• Leverage• Readiness for the next level of

learning• Standardized test emphasis

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

Activity Page 14-15

• Individually identify three priority standards•Come to consensus for the

top three as a table group

Table Talk Dialogue

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


Each Middle School Content area finalize priority learnings by April 27, 2011


High School courses need to be aligned with the new standards by the end of April 27, 2011.


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

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

RCD Step 2

RCD Step 3

RCD Step 4

Say Something

• Find a partner• Silently read each section of

pages 16-21• After each section take turns

commenting on the section

Cour

se A

sses

smen

ts

Cour

se A

sses

smen

tsApproximately 2 units a year over the next

2-3 years

Built by Project Teams over next 2-3 years

Working Lunch

School Perspective Outcomes

• Where is your school is in the process now?• How might your school benefit from this

work?• Predict some challenges for your school• What might your leadership role look like?

Welcome Back!

• Share your Building artifact

Perspective Swap

•Please pack and stack – and move to your content area team

RCD Step 5

Step 5: Construct the Unit Planning Organizer

• Look at pages 24-27

• Which areas might be important to include on the district template?

• Discuss/Highlight at your table group

• Capture thinking from group


• Analyze where your content area is in the overall process

• Create a clear plan for the work to do during the three remaining district days and the work that could be done at the building level

• Have a plan for the work to be done at the buildings in between

HS English

• 12th Grade English• Speech Requirement


• Analyze where your content area is in the overall process

• Create a clear plan for the work to do during the three remaining district days and the work that could be done at the building level

• Have a plan for the work to be done at the buildings in between

Documents

Let’s Get S.T.A.R.T.ed