1. Middle School Math & Literacy Mapping Institute Standards Transformation and Realignment in Thompson

4. Effective change leaders create coherence. Michael Fullan – Leading in a Culture of Change

5. 3-Day Work ShOutcomes  Understand how the Rigorous Curriculum Design work relates to the overall Thompson Strategic Plan, Mission and Vision.  Be able to articulate how this process is different from the process used in recent years, and why we are using it  Create 6-8 Scope & Sequence in RWC and Math  Understand the basics of Understanding by Design  Create Stage 1 and Stage 2 of UbD Units

6. Outlining the Three Days of Work  Grounding  Resource Review CC materials  Sequence Work  Intro to UbD  Complete Sequencing  Begin completing Stage 1 of the Unit Maps Day 1Day 2Day 3  Stage 2 – Assessment Evidence  Complete Stage 2 of the Unit Maps

7. Vision 20/20 Thompson Strategic Plan

8. Empower to Learn Challenge to Achieve Inspire to Excel

9. Text Rendering  Knowing Your Learning Target  Connie M. Moss, Susan M. Brookhart and Beverly A. Long (2011). Educational Leadership. ASCD: 68(6). Big Ideas: Know: (Vocab) Do:

10. Buzz at your Group  What were some of your Big Ideas?  What were some of your Know?  What were some of your Do?

11. Share out to the Whole Group  What were some of your Big Ideas?  What were some of your Know?  What were some of your Do?

12. Mix – Freeze – Pair – Share Prepare to Blend

13. Sync Thinking with RCD Big Ideas: Know: (Vocab) Do:

14. Mix – Freeze – Pair – Share Where do some of your Big Ideas fit on the RCD map?

15. Mix – Freeze – Pair – Share From your perspective where is our District on the RCD process right now?

16. Quick Infomercial April 29 – UbD Training – for Instructional Coaches May 24/25 – Elem Standards Alignment Team Summer – UbD Workshops and Building TIC TEN Week - Sequence Shareout/Sister Schools (some schools will use sequence this year…) Coordinated BLDG & DIST Wednesdays – Focus on Building UbD and Assessment Literacy Knowledge – Begin creating and/or implementing Units

17. Mix – Freeze – Pair – Share Given where we are headed, what are some of the implications of our work these two days?

18. Parking Lot Lingering Questions Thoughts & Ideas

19. Break

20. Return from Break

21. Grounding Our Work  Understanding the sequencing process through a constructivist approach  Developing an understanding of the (Stage 1) UbD components of Big Ideas, Essential Questions, Skills (Evidence Outcomes)  Building your confidence with scope and sequencing work

22. Deconstructing a Model  Review Sample 7 th Grade Scope & Sequence

23. Deconstructing a Model  What do you notice about the structure?  How do the Topics compare to the Essential Questions and the Big Ideas?  How might you define Essential Questions and Big Ideas?  In what ways do the (Skills) Evidence Outcomes connect and flow?

24. Sharing the Glossary – Table Buzz  Review the Glossary of Terms  What do you understand?  What questions to do you have?

25. Outlining the Three Days of Work  Grounding  Resource Review CC materials  Sequence Work  Intro to UbD  Complete Sequencing  Begin completing Stage 1 of the Unit Maps Day 1Day 2Day 3  Stage 2 – Assessment Evidence  Complete Stage 2 of the Unit Maps