Auburn School District 408 POWER STANDARDS September 3, 2009 Cindi Blansfield, Secondary Student Learning Director

1. Auburn School District #408POWER STANDARDSSeptember 3, 2009Cindi Blansfield, Secondary Student Learning Director Good morning and welcome back to school for the 2009-2010 school year. I am excited to have the opportunity to share some information with you this morning. I am going to speak specifically about power standards Good morning and welcome back to school for the 2009-2010 school year. I am excited to have the opportunity to share some information with you this morning. I am going to speak specifically about power standards

2. Essential Learnings for this session�

3. 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. Due to the large audience, we don�t have the ability or the time to facilitate questions during the power standards presentation. However, after this session, you will meet by building to debrief yesterday�s presentation by Dr. Many as well as this presentation on power standards. Please jot down notes/questions you might want to discuss during the next phase of the morning.Due to the large audience, we don�t have the ability or the time to facilitate questions during the power standards presentation. However, after this session, you will meet by building to debrief yesterday�s presentation by Dr. Many as well as this presentation on power standards. Please jot down notes/questions you might want to discuss during the next phase of the morning.

4. Mission �all students will achieve high standards of learning� The ASD Strategic Improvement Plan drives our work� If you have not reviewed it yet, please access it off of the Auburn School District website. It is our guiding document for our work over the next three years. The essence of the mission is on all students achieving high standards of learning. The ASD Strategic Improvement Plan drives our work� If you have not reviewed it yet, please access it off of the Auburn School District website. It is our guiding document for our work over the next three years. The essence of the mission is on all students achieving high standards of learning.

5. Goal 1: Student Achievement Objectives: 1a. Professional Learning Communities 1b. School Improvement Plans 1c. K-12 Standards-Based Focus There are four Goals to the Strategic Improvement Plan Goal 1 is about student achievement Goal 2 focuses on dropout rate and on-time graduation Goal 3 is about parent/guardian and community partnerships Goal 4 is about policies and resource management Professional Learning Communities and Power Standards are specifically mentioned in Goal 1 student achievement�included in the goals and objectives are activities and timelines to target our work over the next three years. There are four Goals to the Strategic Improvement Plan Goal 1 is about student achievement Goal 2 focuses on dropout rate and on-time graduation Goal 3 is about parent/guardian and community partnerships Goal 4 is about policies and resource management Professional Learning Communities and Power Standards are specifically mentioned in Goal 1 student achievement�included in the goals and objectives are activities and timelines to target our work over the next three years.

6. The launching point for Professional Learning Communities is answering question number one� In his presentation yesterday afternoon, Dr. Many talked about the critical questions of learning and creating a collaborative focus on learning. Power Standards provide an answer to question number one�what knowledge and skills should every student acquire as a result of this class, course, or grade level? The other three questions provide structure around assessment�how are we going to know; and intervention and enrichment. In his presentation yesterday afternoon, Dr. Many talked about the critical questions of learning and creating a collaborative focus on learning. Power Standards provide an answer to question number one�what knowledge and skills should every student acquire as a result of this class, course, or grade level? The other three questions provide structure around assessment�how are we going to know; and intervention and enrichment.

7. 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 We have been working with standards for almost 15 years. The work we have been doing has been worthwhile, but research supports taking standards to the next level for each student. This includes narrowing the curriculum and targeting learning for each individual student based upon state standardsWe have been working with standards for almost 15 years. The work we have been doing has been worthwhile, but research supports taking standards to the next level for each student. This includes narrowing the curriculum and targeting learning for each individual student based upon state standards

8. The research says� What Works in Schools, Dr. Robert Marzano Results Now, Mike Schmoker Making Standards Work, Dr. Douglas Reeves Many research studies across the nation have come to the same conclusion�Many research studies across the nation have come to the same conclusion�

9. 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.

10. Prioritization of state standards�not elimination of state standards

11. Criteria for Identifying a Power Standard Endurance�Will this standard or indicator provide students with knowledge and skills that will be of value beyond a single test date? Leverage�Will this provide knowledge and skills that will be of value in multiple disciplines? 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?

12. The broad overview of the puzzle centers around the guaranteed and viable curriculum, coined by Marzano and referenced yesterday by Dr. Many. The guaranteed and viable curriculum provides clarity for teaching and learning� Guaranteed� Viable� Power standards are the enduring understandings of that guaranteed and viable curriculum�what students need for success�in school this year, next year, and so on (leverage; readiness for the next levels of learning), in life (enduring) and on state tests Based upon prioritized state standards you will see power standards with broad over-arching enduring understanding-type statements with supporting state standards underneath them. On the secondary level, power standards prioritize the state standards while also identifying the state standards that belong to that broad statement. This should give a strong foundation for teachers across the district to collaborate on. Three audiences that must clearly understand the guaranteed and viable curriculum include the teacher�mentioned earlier. Parents need to know what is expected of their student and it may not be �parent friendly� if the standard is in technical, state standards terms. (This is especially true when you get into the secondary levels and into high school when the content becomes very specific and at a higher level. The standards need to be very clear to students. We started that work last August with the whole group presentation [show binder]. Remember we took the state standard and unpacked it into the 3 Cs�content, context and cognitive demand and then used that information to put the standard into kid-friendly language for daily learning targets. None of that has changed and I will connect that work with this work in just a few minutes. The broad overview of the puzzle centers around the guaranteed and viable curriculum, coined by Marzano and referenced yesterday by Dr. Many. The guaranteed and viable curriculum provides clarity for teaching and learning� Guaranteed� Viable� Power standards are the enduring understandings of that guaranteed and viable curriculum�what students need for success�in school this year, next year, and so on (leverage; readiness for the next levels of learning), in life (enduring) and on state tests Based upon prioritized state standards you will see power standards with broad over-arching enduring understanding-type statements with supporting state standards underneath them. On the secondary level, power standards prioritize the state standards while also identifying the state standards that belong to that broad statement. This should give a strong foundation for teachers across the district to collaborate on. Three audiences that must clearly understand the guaranteed and viable curriculum include the teacher�mentioned earlier. Parents need to know what is expected of their student and it may not be �parent friendly� if the standard is in technical, state standards terms. (This is especially true when you get into the secondary levels and into high school when the content becomes very specific and at a higher level. The standards need to be very clear to students. We started that work last August with the whole group presentation [show binder]. Remember we took the state standard and unpacked it into the 3 Cs�content, context and cognitive demand and then used that information to put the standard into kid-friendly language for daily learning targets. None of that has changed and I will connect that work with this work in just a few minutes.

13. Reading, Writing, Communication, Math, Science Committee Representation K-12 teachers�approximately 66 Input and feedback requested to/from teachers Post-secondary�Green River Community College and Pierce College Parents�6 The Arts, Health & Fitness, and Social Studies power standards to be created in 2009-2010 Creating Power Standards for the Auburn School District

14. Department of Student LearningElementary Student LearningSWIFT Sitehttp://swift.auburn.wednet.edu/district/index.php The Department of Student Learning, along with the leadership of teachers across the district, have worked hard to provide tools and support for you. There is a Secondary Student Learning SWIFT site� Depending on what you are teaching, you will all receive power standards or state standards. I have provided a tab for you labeled �Standards� for your binder. Language Arts, Math and Science teachers will receive copies of power standards and the Arts, Health and Fitness and Social Studies teachers will receive copies of the state standards. In addition, you will each receive information specifically from OSPI regarding the standards to put in your Glossary/Resources section of your notebook. After school starts, I will push out to you an updated vocabulary list to add to this section too. The Department of Student Learning, along with the leadership of teachers across the district, have worked hard to provide tools and support for you. There is a Secondary Student Learning SWIFT site� Depending on what you are teaching, you will all receive power standards or state standards. I have provided a tab for you labeled �Standards� for your binder. Language Arts, Math and Science teachers will receive copies of power standards and the Arts, Health and Fitness and Social Studies teachers will receive copies of the state standards. In addition, you will each receive information specifically from OSPI regarding the standards to put in your Glossary/Resources section of your notebook. After school starts, I will push out to you an updated vocabulary list to add to this section too.

16. I hope that as you collaborate around the power standards and create targeted tools, you will share them with me to be posted on this site or on the ASD Extranet for others to access.I hope that as you collaborate around the power standards and create targeted tools, you will share them with me to be posted on this site or on the ASD Extranet for others to access.

17. 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

18. What�s 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

19. 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 do�question #1 Re-organize teaching and learning based upon prioritization of standards (keep, drop, create) Communicate standards in parent- and kid-friendly language

20. 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

21. Now you will have the opportunity with the colleagues in your building to debrief presentations on PLCs and Power Standards. Share the schedule with them so they know where they are going to go next. Share the schedule with them so they know where they are going to go next.