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


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 experiencesInstructional 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

Cycle1. 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)

Elementary START Process

Setting the StageObjectives:

• Understand an overview of Rigorous Curriculum Design (RCD) in Thompson School District

• Begin planning for school-based training

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

Priority Standards and Supporting Standards

Where are we in the START process?

Which of the following 3rd grade standards would you prioritize

and why?

1. Compare/contrast the themes, settings andplots of stories written by same author or similarcharacters

2. Explain how specific aspects of a text’s specific

illustration contribute to what is conveyed bythe words of the story

Whole Group

How did you determine

which standard is a priority?

Filters

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

Activity Page 14-15

• Individually identify three priority standards•Come to consensus for the top three as a table group


Where are we in the START process?

Finalize Priority Learnings April 18th Liaison Meeting

District will name Units ofStudy/Themes (start with Reading)

Steps: 2-4• Step 2: Name the Units ofStudy (district)

• Step 3: Assign theStandards: Priority andSupporting (building)

• Step 4: Preparing aPacing Calendar (building)

Say Something

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

Working Lunch

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?

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)

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

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

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

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

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

Essential Questions, cont.

Look at pages 44-46 with apartner and determine thecharacteristics of goodessential questions anddiscuss the samples

Key Vocabulary, p.71

Specific academic or technical

vocabulary

START (Blue Bar #2)• Align with Depth of Knowledge

(CDE)

• Review of DOK handout

• Comparison to Bloom’s, p 40-41

START (Blue Bar #3)• Create Assessments

• Read pages 50-55; underline what is important

• Discuss at your table

START (Blue Bar #3), cont.

Which one of these things is most like a ball?

A. soup canB. appleC. orangeD. checker

START (Blue Bar #3), cont.

Which of these functions match the threebranches of the government? (an answer can beused more than once)

1. Judicial a. makes laws2. Executive b. oversees foreign affairs3. Legislative c. interprets laws

d. passes the national budgete. has the power to declare war

START (Blue Bar #4)• Plan differentiated learning experiences

• Individually jot down characteristics to describe engaging learning experiences

• Whip around

• Browse pages 73-75, 93-115

• TSD instructional framework

START (Blue Bar #5)

•Create lesson plans–weekly–daily

Let’s Get S.T.A.R.T.ed

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