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Presenters outline plan to turn 'profile of a graduate' into measurable standards
Summary
Presenters at a school meeting said they will convert the district’s 'profile of a graduate' into measurable academic and social-emotional standards, describing the representative working groups that developed the draft and saying teacher teams will plan rollout and assessment next year.
Johanna, a presenter, thanked Superintendent Bertram and said the group intends to make social and academic behavioral expectations part of the district’s measurable standards.
"I just wanna extend my my gratitude to superintendent Bertram for prior to prioritizing this work," Johanna said, adding that preparing graduates for future jobs will require "resilience, ... communication, and ... self awareness." The presenters urged moving beyond a poster and making those competencies part of classroom standards.
Why it matters: The presenters said the work aims to put social-emotional competencies on the same footing as math, English language arts and science standards so schools can teach and assess those skills consistently across grade levels.
Presenters described how the standards were developed. Patrick, a presenter, said a larger advisory of about 41 people represented multiple grade bands—"from K–2, 3, 5, 6, 8, and 9, 12"—and included teachers, counselors, administrators, behavioral support interventionists, school psychologists and special education teachers. He said a smaller group of 11 or 12 then met to refine and "wordsmith" the standards.
"We had representatives ... and that was the group of 41," Patrick said, explaining the narrower team later distilled the large group's input into draft standards.
On instruction and assessment, Patrick said teacher teams and site leadership will determine how standards are taught and measured. "We will be working with our teacher teams and leadership teams at each site next year to figure out how we're going to teach this and how we're going to assess it," he said, noting teams will identify grade-level priorities such as which standards to emphasize in third through fifth grade versus ninth and tenth grade.
Another presenter described the transition in tone from a conceptual "profile of a graduate" to formal standards: "we ... are elevating this from a profile of a graduate poster on a page to social and academic behavioral standards that will stand side by side with our math and ELA and history and science standards," the presenter said.
No formal vote or adoption was recorded in the transcript; presenters described a process of ongoing work and next steps for site teams to plan classroom implementation and assessment.
The meeting proceeded to additional questions and clarifications following the presentation; presenters said the next phase will focus on classroom-level planning and assessment design.
