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Kennett Consolidated SD staff outline 'profile of a graduate,' 'I can' statements and cornerstone experiences after three-day workshop
Summary
Teaching-and-learning staff described a three-day, co‑created curriculum workshop that produced grade‑span 'I can' statements, a clearer instructional focus and initial cornerstone experiences to guide curriculum development next year.
District teaching-and-learning staff reported results of a three-day professional-development workshop to the Kennett Consolidated School District Curriculum Committee on June 16.
Brenda (staff facilitator) and her colleagues described using the district’s draft Profile of a Graduate to guide collaborative work with teachers. Staff broke into elementary and secondary workshop sessions to translate graduate-profile statements into grade-span "I can" statements for k–2, 3–5, 6–8 and 9–12. Brenda said the team condensed material to three "I can" statements per grade span aligned to five categories: academic and digital literacy; global confidence; integrity; communication and collaboration; and social-emotional awareness.
Staff described co-creating an instructional focus in four categories (environment, tools, techniques and target) and using that focus to guide curriculum writing. They said the work culminated in drafting Cornerstone experiences — culminating projects or activities tied to the Profile of a Graduate and the "I can" statements — that teachers will embed in future curriculum maps. Saunders and staff gave an example used during the workshop: kindergarten students design and plant garden beds, later harvest produce, and first graders run a community dinner tied to that work.
Presenters emphasized teacher ownership of the work and strong staff engagement across the three days. "They were very excited to be a part of this process, and they understood the importance of having their voice heard," one facilitator said. Staff said physical products from the sessions (condensed statements and prototype Cornerstone descriptions) will be shared with teachers and used to guide curriculum-writing teams.
Committee members asked what reporting the committee will receive as the district creates curriculum maps. Saunders said curriculum maps will move both horizontally and vertically and will come to the board for approval; she said the committee should expect periodic updates and materials for public comment as the strategic plan and curriculum products are finalized.
Ending: Staff said they will continue to revise the instructional focus, I can statements and Cornerstone experiences and will share compiled outputs with teachers and the committee. Committee members requested future reports on graduation, enrollment, suspension and attendance data to be included with the district’s strategic plan and curriculum development reporting.
