Shoreline
Instructional
 Framework
 Power Standards and
   Core Curriculum
Purpose of
           Presentation
•   To provide a rationale for common curriculum and
    power standards as a system;

...
Current Power Standards
    Work Across District
• There is a range of work that has been done;
• Each building is at a di...
School Board Goal #1
     Increase the Academic
  Achievement of Every Student

• Continue to define core learnings for
  e...
Increase the Academic
 Achievement of Every Student
• Develop and maintain common academic
  frameworks for curriculum and...
Equal Access for All
• Clear progression of learning with no gaps
  or repetitions
• No advantages or disadvantages for
  ...
Shoreline’s Instructional Framework


                       #1 What do all students need to learn?
                 CORE ...
Shoreline’s Instructional
                   Framework
•   Professional Learning Communities (PLC) -
    Educators committ...
Core Curriculum:
       (a working definition)
A core curriculum is a collectively
defined district-wide system that
include...
Power Standards:
       (a working definition)
• A prioritized set of measurable,
  foundational standards that students mu...
Power Standard:
      Reading Example
Analyze the way in which the theme or
meaning of a selection represents a view or
co...
Timeline
Question #1 What do all students need to
know?

•   Collect power standards from buildings in P-6 reading,
    P-...
Timeline (cont.)
Question #2 How do we know they have
learned it? (2010-2011)

•   Create assessment leadership team(s).

...
Shoreline’s Instructional Framework


                        #1 What do all students need to learn?
                  COR...
Questions?
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Shoreline's power standards keynote

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Shoreline's power standards keynote

  1. 1. Shoreline Instructional Framework Power Standards and Core Curriculum
  2. 2. Purpose of Presentation • To provide a rationale for common curriculum and power standards as a system; • To clarify the definition of power standards and their relationship to the core curriculum; • To validate the power standards work that has already been done at the building level; • To define the long term goals/plan for power standard work.
  3. 3. Current Power Standards Work Across District • There is a range of work that has been done; • Each building is at a different entry point. • We want to use the work that has already been done and acknowledge that this is going to be an ongoing process.
  4. 4. School Board Goal #1 Increase the Academic Achievement of Every Student • Continue to define core learnings for each grade level content area and class. • Develop a plan to guarantee that all students receive core curriculum and instruction.
  5. 5. Increase the Academic Achievement of Every Student • Develop and maintain common academic frameworks for curriculum and assessment. • Align academic programs within the district and ensure coherence between grade levels and curricular areas. • Establish a clear, shared definition of career and college readiness, and provide rigorous academic pathways allowing for four-year college and beyond.
  6. 6. Equal Access for All • Clear progression of learning with no gaps or repetitions • No advantages or disadvantages for students that are dependent on the school, classroom experiences or course offerings • Common standards that are understood by students, parents and educators
  7. 7. Shoreline’s Instructional Framework #1 What do all students need to learn? CORE CURRICULUM and POWER STANDARDS The RtI System Text Student #2 How do we know Learning #3 What do we do if they they have learned it? don’t learn? #4 What do we do if they already know it? INTERVENTIONS AND COMMON ASSESSMENTS EXTENSIONS
  8. 8. Shoreline’s Instructional Framework • Professional Learning Communities (PLC) - Educators committed to working collaboratively in ongoing processes of collective inquiry and action research to achieve better results for the students they serve. Professional learning communities operate under the assumption that the key to improved learning for students is continuous job-embedded learning for educators. • Response to Intervention (RtI) - An assessment and intervention process for systematically monitoring student progress and making decisions about the need for instructional modifications or increasingly intensified services using progress monitoring data (NRCLD, 2006).
  9. 9. Core Curriculum: (a working definition) A core curriculum is a collectively defined district-wide system that includes: • Foundational standards; • Sequence of equivalent and equitable learning experiences; • Common instruction materials and strategies; • Common assessments.
  10. 10. Power Standards: (a working definition) • A prioritized set of measurable, foundational standards that students must master because they have the most endurance, leverage, and relevance for the next level of instruction that are agreed upon, assessed, and understood across the district.
  11. 11. Power Standard: Reading Example Analyze the way in which the theme or meaning of a selection represents a view or comment on life using textual evidence to support the claim. • Is this measurable? • Does it have endurance? • Does it have leverage? • Is it relevant?
  12. 12. Timeline Question #1 What do all students need to know? • Collect power standards from buildings in P-6 reading, P-6 math, and secondary content areas - June 2010 • District and teacher/leader teams will edit and pull together commonalities - Summer 2010; • District power standards distributed to all - Fall 2010; • Review standards yearly across district (depts. and grade levels) to guide instruction.
  13. 13. Timeline (cont.) Question #2 How do we know they have learned it? (2010-2011) • Create assessment leadership team(s). • Collect test items and tasks already being used in buildings. • Define and develop district common assessments. • Field test common assessments.
  14. 14. Shoreline’s Instructional Framework #1 What do all students need to learn? CORE CURRICULUM and POWER STANDARDS The RtI System Text Student Learning #3 What do we do if they don’t learn? #2 How do we know #4 What do we do if they they have learned it? already know it? INTERVENTIONS AND COMMON ASSESSMENTS EXTENSIONS
  15. 15. Questions?

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