Power Standards Power Standards IntroductionIntroduction

Millbury Public SchoolsMillbury Public Schools

August 26, 2008August 26, 2008

Why are we here? Have you Why are we here? Have you ever…ever… been overwhelmed by the been overwhelmed by the

demands of too many standards demands of too many standards and too few classroom hours?and too few classroom hours?

said to yourself, “I just don’t said to yourself, “I just don’t have the time to teach have the time to teach everything I am expected to everything I am expected to teach?”teach?”

been frustrated with the focus been frustrated with the focus on breadth over depth?on breadth over depth?

Beginning with end in mind…Beginning with end in mind…

Picture this scenario..Picture this scenario..““You pack your family into the car for a You pack your family into the car for a

family vacation… you stop at the gas family vacation… you stop at the gas station and fill up the tank (it costs station and fill up the tank (it costs $65.00 to fill the tank)… you get on $65.00 to fill the tank)… you get on the Mass Pike to start your trip with the Mass Pike to start your trip with your children already beginning to your children already beginning to ask, “are we there yet?”… You look ask, “are we there yet?”… You look at your spouse and the two of you at your spouse and the two of you simultaneously ask, “Where are we simultaneously ask, “Where are we going anyways?” --- Does this make going anyways?” --- Does this make sense?sense?

“To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you’re going so that you better understand where you are now so that the steps you take are always in the right direction.”

(Covey, 1994)

Objectives for today…Objectives for today…

To introduce MPS staff to the To introduce MPS staff to the concepts of power standards, concepts of power standards, benchmarks, and ‘unwrapping’ the benchmarks, and ‘unwrapping’ the standardsstandards

To develop a common vocabulary To develop a common vocabulary and understanding of terms related and understanding of terms related to this processto this process

To establish a timeline for To establish a timeline for developing district-wide standards developing district-wide standards and assessmentsand assessments

How does one go about How does one go about determining what is worth determining what is worth understanding?understanding?

Important to know and do

“Enduring”Understanding

Worth being

familiar with

Wiggins and McTighe, 2000

Written

Curriculum

Taught

Curriculum

Tested

Curriculum

English and Steffy, 2001

Deep CurriculumAlignment

Power standards are… “prioritized Power standards are… “prioritized standards that are derived from a standards that are derived from a systematic and balanced systematic and balanced approach to distinguishing which approach to distinguishing which standards are absolutely essential standards are absolutely essential for student success from those for student success from those that are nice to know.”that are nice to know.”

Ainsworth, 2004Ainsworth, 2004

PPOWER OWER SSTANDARDSTANDARDS

The dilemma of standards…The dilemma of standards…

Marzano (2001) found that…Marzano (2001) found that… Average 200 broad standards; Average 200 broad standards; 3093 benchmarks 3093 benchmarks Feasibility given # of Feasibility given # of

days/hours/minutesdays/hours/minutes Necessary to lengthen to grades 21-Necessary to lengthen to grades 21-

22 prior to college22 prior to college Increase time or decrease Increase time or decrease

standardsstandardsSource: (Marzano and Kendall;MACREL, Source: (Marzano and Kendall;MACREL,

Awash in a Sea of StandardsAwash in a Sea of Standards ,1999) ,1999)

How do Marzano’s findings How do Marzano’s findings compare to Massachusettscompare to Massachusetts Mathematics…Mathematics…

Five strands (Number Sense and Five strands (Number Sense and Operations; Patterns, Relations, Operations; Patterns, Relations, and Algebra; Geometry; and Algebra; Geometry; Measurement; and Data Analysis, Measurement; and Data Analysis, Statistics, and Probability )Statistics, and Probability ) Broad concepts identified at the Broad concepts identified at the

beginning according to NCTM beginning according to NCTM standardsstandards

Learning standards (419 standards Learning standards (419 standards prek-12)prek-12)

With all these standards…With all these standards…

Staff becomes overwhelmedStaff becomes overwhelmed Focus on breadth over depthFocus on breadth over depth Teachers play the ‘blame’ gameTeachers play the ‘blame’ game In the end, students lose out as In the end, students lose out as

teachers ‘glaze’ over all the teachers ‘glaze’ over all the standards and rush to cover all standards and rush to cover all the standardsthe standards

So what’s the answer?So what’s the answer?

LESS is more!!!!LESS is more!!!!

LLeverageeverageEEndurancenduranceSSuccessuccess

ininSSchoolchool

To begin this process, the To begin this process, the guiding question becomes…guiding question becomes…

What do your students need for What do your students need for success – in school this year, success – in school this year, next year, and so on (leverage; next year, and so on (leverage; readiness for next levels of readiness for next levels of learning), in life (endurance), learning), in life (endurance), and on your state tests?and on your state tests?

What is the process?What is the process?

Select area to address – (i.e. Math, ELA, Select area to address – (i.e. Math, ELA, Science/Technology, etc)Science/Technology, etc)

Within subject area, select strand to Within subject area, select strand to addressaddress

Selection of Power Standards – individual Selection of Power Standards – individual => as group=> as group

Review selection in alignment with state Review selection in alignment with state testingtesting

Select skills within the standards selected Select skills within the standards selected (individual => as group)(individual => as group)

Review selection in alignment with state Review selection in alignment with state testingtesting

Process Continued…Process Continued…

Examine vertical flow within grade-Examine vertical flow within grade-spansspans

Grade-span sharingGrade-span sharing Sequencing of standardsSequencing of standards Development of periodic Development of periodic

assessments to identify student assessments to identify student strengths/weaknesses in meeting the strengths/weaknesses in meeting the Power StandardsPower Standards

Develop action plan for introducing/ Develop action plan for introducing/ presenting standards to school, presenting standards to school, community, etc.community, etc.

So what might a product look So what might a product look like?like?Let’s take a trip to MSP Let’s take a trip to MSP Township in Indianapolis, Township in Indianapolis, Indiana… home to a Indiana… home to a variety of cultural variety of cultural events… and of course to events… and of course to the…the…

Indy 500!!!!Indy 500!!!!

The timeline…The timeline…

August – Staff Professional August – Staff Professional developmentdevelopment

September/October – September/October – additional meetings with individual additional meetings with individual

grade-levels to discuss process / grade-levels to discuss process / introduce formsintroduce forms

Grades/department begin process to Grades/department begin process to identify standards (ELA/math - prek-6; identify standards (ELA/math - prek-6; all subject areas (by department)– 7-12)all subject areas (by department)– 7-12)

November – November – PD day: PD day:

Vertical alignment… cross grade-level Vertical alignment… cross grade-level meetings to review identified standardsmeetings to review identified standards

The Timeline…The Timeline…

December/JanuaryDecember/January Refinement of standards in Refinement of standards in

grade/dept meetingsgrade/dept meetings Sequencing/mapping of standardsSequencing/mapping of standards Develop benchmark assessments Develop benchmark assessments PD Day – refining/reviewing PD Day – refining/reviewing

benchmark assessmentsbenchmark assessments

The Timeline…The Timeline…

February/March:February/March: Grades/department begin process Grades/department begin process

to identify standards (Science/tech to identify standards (Science/tech and History - prek-6) and History - prek-6)

PD day: PD day: Vertical alignment… cross grade-Vertical alignment… cross grade-

level meetings to review identified level meetings to review identified standardsstandards

The timeline…The timeline…

April-JuneApril-June Refinement of standards in Refinement of standards in

grade/dept meetingsgrade/dept meetings Sequencing/mapping of standardsSequencing/mapping of standards Develop benchmark assessments Develop benchmark assessments Development of brochures/ Development of brochures/

informational packets for parents informational packets for parents to communicate standards by to communicate standards by grade-levelgrade-level

As we go through this process, always As we go through this process, always remember…remember…

“It is a process, not an event; a marathon, not a sprint.”

(Larry Ainsworth, 2004)

• We are all in this together…

• This process will benefit both you as the teacher and, more importantly, your ability to ensure that our students are able to surpass the curricular demands of the Massachusetts Department of Elementary and Secondary Education.

Most importantly…