As another school year comes to a close, we’re excited to wrap up our Thinking Nation Partner Spotlight series by highlighting one more incredible school community. The purpose of this series has always been simple: to shine a light on educators doing impactful work and to share ideas that inspire others to make thinking the minimum in their own classrooms. At a time when education is constantly evolving, we believe it’s important to celebrate the meaningful learning experiences happening every day across the country.
This month, we’re excited to spotlight our partnership with Ventura Unified School District. We had the privilege of connecting with Carly Donnick and her team (Layne Klopfenstein, Kristin Pekar, Tina Mohr, Mayra Brady -6th grade & Carley Williams -8th grade) at Cabrillo Middle School in Ventura, California to learn more about how they use Thinking Nation to create inquiry-driven history classrooms that spark curiosity, engagement, and deeper student thinking.
Cabrillo Middle School Social Studies Teachers- Carley Williams & Carly Donick
What does it mean to make thinking the minimum standard at your school or in your classroom?
Making thinking the minimum standard is at the heart of Thinking Nation and what we pursue at Cabrillo. It means every student is expected to engage in meaningful, critical thinking as the foundation of learning, not as an add-on or enrichment opportunity. This mindset shifts the focus from “Did students complete the task?” to “Did students think deeply about the task?” In doing so, it transforms classrooms into spaces where curiosity, analysis, and reasoning are not exceptions, but the expectation for every learner.
What changes have you noticed in student engagement, confidence, or thinking skills?
Students are moving beyond simple recall and toward deeper historical thinking by making claims, supporting them with evidence, and clearly explaining their reasoning. Their written responses demonstrate greater depth and complexity, and many students are beginning to engage with multiple perspectives rather than searching for a single “right” answer. We’ve also seen growth in how students use evidence—they are becoming more intentional in selecting relevant evidence and more thoughtful in explaining how it supports their claims.
In what ways has this approach shaped conversations around instruction, data, or collaboration?
As students have grown in their ability to think critically, make evidence-based claims, and engage with multiple perspectives, Thinking Nation has also transformed the way our department collaborates. It has reframed our conversations and fostered a shared language across grade levels around teaching historical thinking skills. Our PLC meetings now center on how to intentionally scaffold these skills from 6th through 8th grade, helping us break down content silos and establish unified goals that support deeper student thinking across the department.
What would you share with other educators or schools considering this work?
Thinking Nation’s formative assessments provide consistent opportunities for students to analyze primary and secondary sources and apply their understanding through questions rooted in historical thinking skills. These assessments have also strengthened our ability to use student data in meaningful ways—helping us identify students who need additional support, determine which skills have been mastered, and target areas where further growth and intervention are needed.
Why This Matters
Thinking Nation and its partner schools share a commitment to creating classrooms where thinking is the expectation, not the exception. Through inquiry-driven instruction, students are challenged to ask questions, analyze sources, construct evidence-based claims, and engage deeply with historical content rather than passively consume it.
The work happening across Cabrillo Middle School’s Social Studies department reflects a shared belief that all students are capable of rigorous thinking when given the right support and opportunities. By aligning instructional practices, strengthening collaboration across grade levels, and focusing on historical thinking skills, this partnership is creating lasting impact and not just student achievement. A learning culture grounded in analysis, communication, and questioning empowers students to better understand the world around them and prepares them to become thoughtful citizens now, and in the future.