2. Purpose of
Presentation
• To provide a rationale for common curriculum and
power standards as a system;
• To clarify the definition of power standards and
their relationship to the core curriculum;
• To validate the power standards work that has
already been done at the building level;
• To define the long term goals/plan for power
standard work.
3. Current Power Standards
Work Across District
• There is a range of work that has been done;
• Each building is at a different entry point.
• We want to use the work that has already
been done and acknowledge that this is going
to be an ongoing process.
4. School Board Goal #1
Increase the Academic
Achievement of Every Student
• Continue to define core learnings for
each grade level content area and
class.
• Develop a plan to guarantee that all
students receive core curriculum and
instruction.
5. Increase the Academic
Achievement of Every Student
• Develop and maintain common academic
frameworks for curriculum and assessment.
• Align academic programs within the
district and ensure coherence between
grade levels and curricular areas.
• Establish a clear, shared definition of career
and college readiness, and provide rigorous
academic pathways allowing for four-year
college and beyond.
6. Equal Access for All
• Clear progression of learning with no gaps
or repetitions
• No advantages or disadvantages for
students that are dependent on the school,
classroom experiences or course offerings
• Common standards that are understood by
students, parents and educators
7. Shoreline’s Instructional Framework
#1 What do all students need to learn?
CORE CURRICULUM and POWER STANDARDS
The RtI System
Text
Student
#2 How do we know Learning #3 What do we do if they
they have learned it? don’t learn?
#4 What do we do if they
already know it?
INTERVENTIONS AND
COMMON ASSESSMENTS
EXTENSIONS
8. Shoreline’s Instructional
Framework
• Professional Learning Communities (PLC) -
Educators committed to working collaboratively in ongoing
processes of collective inquiry and action research to achieve
better results for the students they serve. Professional learning
communities operate under the assumption that the key to
improved learning for students is continuous job-embedded
learning for educators.
• Response to Intervention (RtI) - An assessment and
intervention process for systematically monitoring student progress
and making decisions about the need for instructional modifications
or increasingly intensified services using progress monitoring data
(NRCLD, 2006).
9. Core Curriculum:
(a working definition)
A core curriculum is a collectively
defined district-wide system that
includes:
• Foundational standards;
• Sequence of equivalent and equitable learning
experiences;
• Common instruction materials and strategies;
• Common assessments.
10. Power Standards:
(a working definition)
• A prioritized set of measurable,
foundational standards that students must
master because they have the most
endurance, leverage, and relevance
for the next level of instruction that are
agreed upon, assessed, and understood
across the district.
11. Power Standard:
Reading Example
Analyze the way in which the theme or
meaning of a selection represents a view or
comment on life using textual evidence to
support the claim.
• Is this measurable?
• Does it have endurance?
• Does it have leverage?
• Is it relevant?
12. Timeline
Question #1 What do all students need to
know?
• Collect power standards from buildings in P-6 reading,
P-6 math, and secondary content areas - June 2010
• District and teacher/leader teams will edit and pull
together commonalities - Summer 2010;
• District power standards distributed to all - Fall 2010;
• Review standards yearly across district (depts. and
grade levels) to guide instruction.
13. Timeline (cont.)
Question #2 How do we know they have
learned it? (2010-2011)
• Create assessment leadership team(s).
• Collect test items and tasks already being used
in buildings.
• Define and develop district common
assessments.
• Field test common assessments.
14. Shoreline’s Instructional Framework
#1 What do all students need to learn?
CORE CURRICULUM and POWER STANDARDS
The RtI System
Text
Student
Learning #3 What do we do if they
don’t learn?
#2 How do we know #4 What do we do if they
they have learned it? already know it?
INTERVENTIONS AND
COMMON ASSESSMENTS
EXTENSIONS
