Auburn School District

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Auburn School District 408POWER
STANDARDSSeptember 3, 2009Cindi Blansfield,
Secondary Student Learning Director
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Essential Learnings for this session

• Why were power standards created?
• What are power standards?
• How do power standards relate to state standards?
• How were power standards created?
• What about content areas that currently do not
  have power standards?
• How does this impact me as a teacher?
• What are the expectations and next steps?

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After this session you will have the opportunity
with the colleagues in your building to debrief
presentations on part 1 of PLCs and Power
Standards.
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• Mission
• all students will achieve high standards of
  learning

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• Goal 1 Student Achievement
• Objectives
• 1a. Professional Learning Communities
• 1b. School Improvement Plans
• 1c. K-12 Standards-Based Focus

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The launching point for Professional Learning
Communities is answering question number one

• What knowledge and skills should every student
  acquire as a result of this class, course, or
  grade level?
• How will we know each student has acquired the
  essential knowledge and skills?
• How will we respond when some students do not
  learn?
• How will we respond when some students have
  clearly achieved the intended outcomes?

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• Standards are fair. Standards are effective. And
  they will never be implemented solely by virtue
  of a state mandate. Their effective
  implementation will be the result of
  professionals collaborating at the local level to
  prioritize and apply the standards in a practical
  classroom setting.
• Power Standards, Forward page xix, Dr. Douglas
  B. Reeves

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The research says

• What Works in Schools, Dr. Robert Marzano
• Results Now, Mike Schmoker
• Making Standards Work, Dr. Douglas Reeves

there are too many standards and not enough time
for any educator to be able to support every
student to achieve them all.
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Power Standards

• are based upon prioritized Washington State
  standards
• identify critical or essential skills for student
  success (in school, in life and on the state
  test)
• identify which state standards can be given less
  emphasis and
• provide clarity and consistency across the
  district.

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Prioritization of state standardsnot elimination
of state standards
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Criteria for Identifying a Power Standard

• EnduranceWill this standard or indicator provide
  students with knowledge and skills that will be
  of value beyond a single test date?
• LeverageWill this provide knowledge and skills
  that will be of value in multiple disciplines?
• Readiness for the next level of learningWill
  this provide students with essential knowledge
  and skills that are necessary for success in the
  next grade or the next level of instruction?

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Creating Power Standards for the Auburn School
District

• Reading, Writing, Communication, Math, Science
• Committee Representation
• K-12 teachersapproximately 66
• Input and feedback requested to/from teachers
• Post-secondaryGreen River Community College and
  Pierce College
• Parents6
• The Arts, Health Fitness, and Social Studies
  power standards to be created in 2009-2010

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Department of Student LearningElementary Student
LearningSWIFT Sitehttp//swift.auburn.wednet.ed
u/district/index.php
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What does this mean for me as a teacher?

• Clarifies for all teachers and administrators
  across the district what students are expected to
  know and be able to do in each grade level and
  content area--guaranteed
• Targets teaching and learning
• Establishes a common foundation to collaborate
  with colleagues about student achievement

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Whats Next?

• Continued professional development for teachers
  on professional learning communities
• Use power standards as a common point for
  teachers to collaborate about what students are
  expected to know and be able to do in each
  content and grade level
• Communicate power standards to parents
• Describe standards to students in kid-friendly
  language

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Steps for Implementation

• Establish a clear understanding of the power
  standards and supporting standards
• Collaborate with grade-level and content-area
  colleagues about what students are expected to
  know and be able to doquestion 1
• Re-organize teaching and learning based upon
  prioritization of standards (keep, drop, create)
• Communicate standards in parent- and kid-friendly
  language

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Sources

• Learning by Doing by DuFour, DuFour, Eaker and
  Many
• Power Standards Identifying the Standards that
  Matter Most by Larry Ainsworth
• Unwrapping the Standards A Simple Process to
  Make Standards Manageable by Larry Ainsworth

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Now you will have the opportunity with the
colleagues in your building to debrief
presentations on PLCs and Power Standards.