Power Indicators

1. Power Indicators • Power Indicators – a subset of the complete list of indicators for each grade and each subject. They represent the “safety net” of indicators students must learn prior to exiting current grade level. • All indicators are not equal in importance! • Narrow the indicators by distinguishing the “essentials” from the “nice to know”. • Teach the “nice to know” in the context of the essentials! • Prioritization, not elimination!

2. Guiding Questions for Identifying Power Indicators • Which indicators are critical for our students to know and understand? • Which indicators—according to our state assessment data—do we especially need to emphasize? • Which indicators represent concepts and skills that endure?

3. Power Indicators Selection Criteria • Consider looking at all the indicators through the common “lens” of: • Endurance, leverage, and readiness for next level of learning OR • What students need for success—in school, inlife, and on state tests?

4. Endurance—Will this indicator provide students with knowledge and skills that will be of value beyond a single test date? For example, proficiency in reading will endure throughout a student’s academic career and professional life. • Leverage—Will this provide knowledge and skills that will be of value in multiple disciplines? For example, proficiency in creating graphs, tables, and charts and the ability to draw accurate inferences from them will help students in math, science, social studies, and language arts. The ability to write an analytical and persuasive essay will similarly help students in every academic discipline.

5. 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? For example, fourth-grade teachers are unanimous that reading comprehension and math facts recall are essential for third graders who wish to enter the fourth grade confidently and pursue fourth-grade studies successfully. Those same fourth- grade teachers are not unanimous that the ability to assemble a leaf collection, identify dinosaurs, or know the state capitals are required knowledge for entry into fourth grade.

6. More Specifically . . . A Six Step Process to Identifying Power Indicators • Use your professional judgment• Look for connections to state assessments • Chart selections • Find vertical alignment • Find vertical flow • Acquire Feedback

7. Step 4: Find Vertical Alignment • Compare one grade’s selections to the grade above and the grade below within that same grade span • Identify gaps, overlaps, and omissions • Make adjustments as needed in indicators selected to ensure the vertical “alignment” within that grade span

8. Pacing the Power Indicators?(Curriculum Calendars) • OPTION: Sequence list of Power Indicators for logical progression within each grade or course • Schedule those Power Indicators by week, quarter, trimester, or semester • Develop common assessments aligned to Power Indicators

9. End Product • K-12 Alignment of Power Indicators in all content areas • Common assessments developed and utilized by grade level • Consistency and focused instruction • Continuity and team approach • Ownership and accountability • Improved instruction and student achievement