Post on 29-Jan-2016
description
Let’s Get S.T.A.R.T.ed
Standards 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
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
Why• Engage in the Context of the Change
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
Why• Engage in the Context of the Change
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
Why• Engage in the Context of the Change
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
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
What• Engage in the Content of the Change
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
What• Engage in the Content of the Change
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
What• Engage in the Content of the Change
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
• 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
How• Engage in the Process of Change
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
How• Engage in the Process of Change
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
How• Engage in the Process of Change
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
• 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
Do• Engage in the Implementation of Change
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
Do• Engage in the Implementation of Change
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
Do• Engage in the Implementation of Change
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 Stage
Objectives:
• 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
Break
Priority Standards and Supporting Standards
Where are we in the START process?
Priority Standards and Supporting Standards
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
Priority Standards and Supporting Standards
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
Break
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