This document discusses plans to implement standards-based reforms in the Thompson school district. It will transition to a rigorous curriculum model focused on clear learning outcomes, assessments, instruction, and communication. The goals are to ensure all students achieve grade-level standards and are prepared for college and careers. A key part of this work will be transitioning individualized education programs to be standards-based, using data to set goals aligned with grade-level content and monitor student progress. The process will involve backwards design and understanding how to teach and assess what students need to know at each grade level. All staff are expected to participate in the standards transformation through reflection and adjustment of current practices.

1. Robust Learning Equity in Access
Culture of Excellence
Responsible Healthy Constituent
Stewardship Relationships
Let’s Get S.T.A.R.T.ed
Standards Transformation and
Realignment in Thompson

2. • The Context for Change
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

3. • The Context for 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

4. • The Content 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?

5. • The Content of the Change

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

7. • The Process of 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

8. Thompson School District
Rigorous
Curriculum
Design

9. 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

10. 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.

11. 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)

12. 7 Steps to Standards-based IEPs
This 7 step process can help school personnel to:
a.) consider each student’s strengths and needs
to develop goals focused on closing the gap
between the student’s levels of academic
achievement and grade level standards; and
b.) use data to make decisions.

13. Goals
To support IEP teams to develop documents that, when
implemented, provide access to the general
curriculum and enable students to demonstrate
academic achievement linked to grade-level content.
To guide IEP teams to make informed decisions about
each student’s strengths and needs and how the
student is performing in relation to the state’s grade-
level content standards for the grade in which the
student is enrolled.

14. Creating Standards-based IEPs

15. Creating Standards-based IEPs
1. Consider the grade-level content
standards for the grade the student is
currently enrolled.
•What is the intent of the content standard?
•What is the content standard saying that the
student must know and be able to do?

16. Creating Standards-based IEPs
2. Examine student data to determine where
the student is functioning in relation to
the grade-level standards.
• Has the student been taught content aligned with
grade-level standards?
• Has the student been provided appropriate
instructional scaffolding to attain grade-level
expectations?
• Were the lessons and materials used to teach the
student aligned with state grade-level standards?
• Was the instruction evidence-based?

17. Creating Standards-based IEPs
3. Develop the present level of academic
achievement and functional performance.
• What does the progress monitoring data tells us?
• What programs, accommodations, and/or interventions
have been successful?
• What does the previous IEP tell us?
• How does the student's disability affect participation
and progress in the general curriculum?
• What supports does the student need to learn the
knowledge and attain the skills to progress in the
general curriculum?
• What does the gap analysis tell us?

18. Creating Standards-based IEPs
4. Develop measurable goals aligned with
grade-level academic content standards.
• What are the student’s needs as identified in the
present level of performance?
• Does the goal have a specific timeframe?
• What can the student reasonably be expected to
accomplish in one school year?
• Are the conditions for meeting the goal addressed?
• How will the outcome of the goal be measured?

19. Creating Standards-based IEPs
5. Assess and report the student’s progress
throughout the year.
• How does the student demonstrate what he/she knows
on classroom, district and state assessments?
• Are a variety of assessments used to measure progress?
• How will progress be reported to parents?

20. Creating Standards-based IEPs
6. Identify specially designed instruction
including accommodations and/or
modifications needed to access and
progress in the general education
curriculum.
• What accommodations are needed to enable the
student to access the knowledge in the general
education curriculum?
• What accommodations have been used with the student
and were they effective?
• Has the complexity of the material been changed in
such a way that the content has been modified?

21. Creating Standards-based IEPs
7. Determine the most appropriate
assessment option.
• What accommodations are allowed on district and state
assessments?
• Are those accommodations currently being used in the
classroom?
• What can be learned from the student’s previous state
and district assessment results?

22. Expectations
1. All staff must be actively involved in the
standards transformation.
2. This process will require reflection and
adjustment to current practices.
3. Exemplar standards-based IEPs by 2014.

23. Questions?