Power Standards


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A presentation by Paul Bauer, Curriculum Coordinator for Sciotoville Community School

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Power Standards

  1. 1. Wouldn’t It Be Nice <ul><li>If we did something consistently in each grade level/content area </li></ul><ul><li>If we did something consistently district wide </li></ul>
  2. 2. Wouldn’t It Be Nice <ul><li>If teachers were actually involved in the process from beginning to end </li></ul><ul><li>If teachers were able to work together (collaborate???) </li></ul>
  3. 3. Wouldn’t It Be Nice <ul><li>If teachers were treated as professionals and were given/provided time to work together (collaborate?!??!) </li></ul>
  4. 4. Wouldn’t It Be Nice <ul><li>To be on the same page </li></ul>
  5. 5. <ul><li>We have great teachers doing great things, and doing great work! </li></ul><ul><li>Individually (for most part) but on different pages </li></ul><ul><li>In other words… </li></ul><ul><li> let’s work smarter not harder! </li></ul>
  6. 6. I know, I’m a genius!! <ul><li>How about . . . </li></ul><ul><ul><li>Doing something consistently in each grade level/content area </li></ul></ul><ul><ul><li>Doing something consistently as a district </li></ul></ul><ul><ul><li>Involving teachers in the process beginning to end </li></ul></ul><ul><ul><li>Having teachers work together </li></ul></ul><ul><ul><li>Providing time for teachers to work together </li></ul></ul><ul><ul><li>Getting everyone on the same page </li></ul></ul><ul><ul><li>Creating an opportunity where our great work can get great results </li></ul></ul>
  7. 7. How About… Power Standards/Indicators
  8. 8. Power Standards <ul><li>A Proven Process for Prioritizing the Standards </li></ul>
  9. 9. Ever Wondered This? <ul><li>So many standards (indicators), so little time! How can teachers effectively teach and assess them all? </li></ul>
  10. 10. Would You Agree? <ul><li>Isn’t depth of a lesser number of key concepts and skills preferable to “covering” superficially every concept in the book? </li></ul><ul><li>Typically in U.S., teaching has been “inch deep, mile wide” </li></ul><ul><li>Wouldn’t “inch wide, mile deep” better meet students’ learning needs? </li></ul><ul><li>Would you agree?? </li></ul>
  11. 11. Deciding What to Teach Within Time Allotted <ul><li>“ Given the limited time you have with your students, curriculum design has become more and more an issue of deciding what you won’t teach as well as what you will teach. You cannot do it all. As a designer, you must choose the essential.” </li></ul><ul><li>Heidi Hayes Jacobs, 1997 </li></ul>
  12. 12. Power Standards <ul><li>Power Standards/Indicators--a subset of the complete list of standards/indicators for each grade and each subject. They represent the “safety net” of indicators students must learn prior to exiting current grade level. </li></ul><ul><li>All standards (and indicators) are not equal in importance! </li></ul><ul><li>Narrow the standards and indicators by distinguishing the “essentials” from the “nice to know” </li></ul><ul><li>Teach the “nice to know” in the context of the essentials! </li></ul><ul><li>Prioritization, not elimination! </li></ul>
  13. 13. But the State Tests All Standards! <ul><li>Good set of Power Standards will address about 88% of the items on the state test, but not 100% </li></ul><ul><li>If you go after that extra 12%, you will have to cover many more standards (indicators) and have less time to teach the truly essential ones </li></ul><ul><li>Rationale: better to be proficient at 88% of what will probably be on state test versus exposure to 100% of what could be on test </li></ul>
  14. 14. Critical Conversations <ul><li>“ What knowledge and skills do this year’s students need so they will enter next year’s class with confidence and a readiness for success?” </li></ul>
  15. 15. Power Standards Rationale <ul><li>Please refer to information from Douglas Reeves in supporting documents: </li></ul><ul><ul><ul><li>The “Safety Net” Curriculum </li></ul></ul></ul><ul><ul><ul><li>Power Standards for the Middle Grades </li></ul></ul></ul>
  16. 16. How do Educators Prioritize? <ul><li>Given all the standards/indicators in every grade and content area, how do you decide what is most important for students to know and be able to do? </li></ul>
  17. 17. Guiding Questions for Identifying Power Standards/Indicators <ul><li>Which standards/indicators are critical for our students to know and understand? </li></ul><ul><li>Which standards/indicators— according to our state assessment data —do we especially need to emphasize? </li></ul><ul><li>Which standards/indicators represent concepts and skills that endure ? </li></ul>
  18. 18. Power Standards Selection Criteria <ul><li>Consider looking at all the standards through the common “lens” of: </li></ul><ul><ul><ul><li>Endurance, leverage, and readiness for next level of learning OR </li></ul></ul></ul><ul><ul><ul><li>What students need for success—in school , in life , and on state tests ? </li></ul></ul></ul>
  19. 19. <ul><li>Endurance —Will this standard or indicator provide students with knowledge and skills that will be of value beyond a single test date? For example, proficiency in reading will endure throughout a student’s academic career and professional life. </li></ul>
  20. 20. <ul><li>Leverage —Will this provide knowledge and skills that will be of value in multiple disciplines? For example, proficiency in creating graphs, tables, and charts and the ability to draw accurate inferences from them will help students in math, science, social studies, and language arts. The ability to write an analytical and persuasive essay will similarly help students in every academic discipline. </li></ul>
  21. 21. <ul><li>Readiness for the next level of learning —Will this provide students with essential knowledge and skills that are necessary for success in the next grade or the next level of instruction? For example, fourth-grade teachers are unanimous that reading comprehension and math facts recall are essential for third graders who wish to enter the fourth grade confidently and pursue fourth-grade studies successfully. Those same fourth-grade teachers are not unanimous that the ability to assemble a leaf collection, identify dinosaurs, or know the state capitals are required knowledge for entry into fourth grade. </li></ul>
  22. 22. A General Process for Identifying the Power Standards/Indicators <ul><li>K-12 participation (Individually and then by grade-spans) </li></ul><ul><li>Select targeted content area(s) in state standards </li></ul><ul><li>Agree with colleagues on selection criteria </li></ul><ul><li>Start process in ONE grade within that particular grade span </li></ul><ul><li>Grade spans reach consensus on power standards/indicators </li></ul><ul><li>All grades reach consensus on power standards/indicators </li></ul>
  23. 23. More Specifically… A Six Step Process to Identifying Power Indicators <ul><li>Use your professional judgment </li></ul><ul><li>Look for connections to state assessments </li></ul><ul><li>Chart selections </li></ul><ul><li>Find vertical alignment </li></ul><ul><li>Find vertical flow </li></ul><ul><li>Acquire Feedback </li></ul>
  24. 24. Step 1: Use Your Professional Judgment <ul><li>Using your selection criteria, review content area standards INDIVIDUALLY </li></ul><ul><li>Then compare/contrast your selections WITH COLLEAGUES </li></ul><ul><li>Reach initial consensus of what YOU believe is ESSENTIAL for students to know and be able to do in that particular content area and in that particular grade </li></ul>
  25. 25. Step 2: Look for Connections to Test <ul><li>Review state testing information and other key assessments </li></ul><ul><li>Review your actual student test data </li></ul><ul><li>Look for connections between your selected Power Standards, your test information, and your data </li></ul><ul><li>Revise your selections as needed </li></ul>
  26. 26. Step 3: Chart Your Selections <ul><li>Head a piece of chart paper with the grade level/content area (1 st grade Reading, 10 th grade Geometry, Geography, Life Science, etc.) </li></ul><ul><li>List the Power Standards (Indicators) you have identified by number (1.1, 1.3, 1.4.b, etc.) </li></ul><ul><li>Identify standard/indicator after each number </li></ul>
  27. 27. Step 4: Find Vertical Alignment <ul><li>Compare one grade’s selections to the grade above and the grade below within that same grade span </li></ul><ul><li>Identify gaps, overlaps, and omissions </li></ul><ul><li>Make adjustments as needed in indicators selected to ensure the vertical “alignment” within that grade span </li></ul>
  28. 28. Step 5: Find the Vertical “Flow” <ul><li>Once Power Standards/Indicators are identified in one grade span (K-2, 3-5, 6-8, or 9-12), make connections to the other grade spans (2-3, 5-6, etc.) until you have K-12 “flow” of essentials </li></ul><ul><li>Indentify gaps, overlaps, and omissions again </li></ul><ul><li>These are your Power Standards/Indicators! </li></ul><ul><li>Repeat the process for remaining content areas </li></ul>
  29. 29. Step 6: Acquire Site Feedback <ul><li>Share the rationale and first drafts of Power Standards/Indicators in every building </li></ul><ul><li>Ask people to review drafts and provide feedback and input </li></ul><ul><li>Incorporate collective feedback and input into second draft </li></ul>
  30. 30. Pacing the Power Standards? (Curriculum Calendars) <ul><li>OPTION: Sequence list of Power Standards (indicators) for logical progression within each grade or course </li></ul><ul><li>Schedule those Power Standards (indicators) by week, quarter, trimester, or semester </li></ul><ul><li>Develop common assessments aligned to Power Standards/Indicators </li></ul>
  31. 31. School Planning Suggestions <ul><li>Decide in which content area(s) to begin </li></ul><ul><li>Include research-based rationale , followed by the process , followed by grade-level group activity </li></ul><ul><li>Consider the amount of time you have with staff and ONLY do what can be accomplished in that time frame </li></ul><ul><li>Have school key assessment data available for grade levels </li></ul><ul><li>Share the responsibility—present as a TEAM </li></ul>
  32. 32. End Product <ul><li>K-12 Alignment of Power Standards/Indicators in all content areas </li></ul><ul><li>Common assessments developed and utilized by grade level </li></ul><ul><li>Consistency and focused instruction </li></ul><ul><li>Continuity and team approach </li></ul><ul><li>Ownership and accountability </li></ul><ul><li>Improved instruction and student achievement </li></ul><ul><li>Handout (pgs. 66-67,42 Power Standards, Samples of End Product) </li></ul>
  33. 33. Plan for Wellston City Schools <ul><li>Reading/Language Arts and Math. K-3 </li></ul><ul><li>All content areas 4-12 </li></ul><ul><li>Individually (teacher) develop list of power indicators (plan time) </li></ul><ul><li>Grade level/department (Ex. 2 nd grade, 4 th grade math/science, 7 th grade Language Arts) come to consensus on power indicators (plan time/department meetings) </li></ul><ul><li>Grade spans/depts (K-2, 3-5, 6-8, 9-12) meet to identify and get consensus on power indicators (release day) </li></ul><ul><li>Make connections with other grade spans (2-3, 5-6, 8-9, K-12) (release day/subs) </li></ul><ul><li>Culminate and distribute K-12 draft in each content for final district review/revisions (Director of Curriculum and select staff) </li></ul><ul><li>Adopt and implement power indicators district wide </li></ul>
  34. 34. When do we start?? <ul><li>Now!! Begin working on development of list of power standards/indicators individually. </li></ul><ul><li>Meet as grade level/content area to come to consensus of “essential” standards/indicators </li></ul><ul><li>Be prepared by 1 st Early Release next year to meet as grade spans k-2, 3-5 etc. </li></ul><ul><li>Other grade spans will meet (2-3, 5-6, etc., release day/subs) </li></ul>