Even though the first task is to separate concepts from skills, the two remain tightly connected. While working through the process, trust your professional judgment, and let yourself practice deciding these levels. Keep in mind that you can always revisit and revise your initial decisions later—usually during the drafting of assessment items. The power of this professional practice reveals itself in the doing of it!
Identify three or four Priority Standards as the focus for an upcoming unit of study. In this way, you can confidently set aside the standards documents and plan your unit of study directly aligned to your targeted Priority Standards. Teachers pose open-ended Essential Questions at the beginning of the unit to engage students to discover for themselves the related Big Ideas. JavaScript is Disabled For the best experience and to ensure full functionality of this site, please enable JavaScript in your browser.
Secondary RI. This standard endures far beyond one test, as students will need to read informational texts proficiently and substantiate their claims using evidence from the text when reading, writing, and speaking to a variety of audiences and for a variety of purposes. Students will cite textual evidence with increasing levels of sophistication throughout all of their years of schooling and will need to know how to do so in order to be college and career ready.
Leverage When the standard represents learning that is applied both within the content area and in other content areas, it has leverage.
Elementary W. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Secondary W. The ability to write an argument and support claims with valid reasoning and evidence provides leverage in other content areas.
For instance, students may be writing scientific, historical, or numerical arguments that they substantiate with evidence learned in specific content areas. Elementary 1. Secondary 6. At an early age, if students can understand the commutative and associative properties, they are ready to use those relationships between numbers to solve problems.
Later on, students show a readiness to apply all properties of operations to generate equivalent expressions that include whole numbers, fractions and decimals. Endurance, leverage, and readiness all carry equal weight when it comes to determining power standards. As Larry Ainsworth explains it, think of a triple Venn Diagram, and that for the overall success of students each circle in that Venn Diagram has equal importance as students move through their years of schooling and beyond.
In addition to endurance, leverage, and readiness, power standards are those that teachers will spend most of their instructional time teaching.
They are the standards emphasized on state and national assessments, as well as the focus of teacher assessments. Without criteria for determining if a standard is a power standard, there is the risk of teachers picking and choosing the standards they feel are the highest priority.
If every teacher in the grade level or course is emphasizing something different, you do not have a guaranteed curriculum for students. The prioritization of standards relies on collaboration and teachers following a thoughtful process to determine what should be a power standard.
To determine power standards, teachers need to work collaboratively in vertical teams i. K-2, , , to discuss standards and determine which meet the criteria above.
This process could be completed in one workshop day, or broken into smaller periods of time if necessary. Please note that the times listed below are approximations. I love that we worked through the process. I feel like I can really support my teachers.
Schools will find this valuable. It was powerful. Oh, and I loved the criteria to prioritize—very clear! For more information regarding how our team of educational consultants can assist your unique scholastic needs, reach out to us at your convenience! Tacoma, Washington Priority Standards.
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Prioritizing the Common Core- Power Standards. Step-by-step process explaining how to prioritize the K—12 standards, in both content areas.
Practical strategies for soliciting feedback from all participants, especially those not involved in the initial selection process. Narratives by district leaders from six different school districts in six different states describing how they identified their Priority Standards. Topics of the teaching consultancy book include: Why Power Standards?
The work is manageable for this team!
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