NinevehHensleyJackson United School Corporation

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Nineveh-Hensley-Jackson United School Corporation

• POWER STANDARDS

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NHJ VISION (THIRD READING)
The vision of the Nineveh-Hensley-Jackson
United School Corporation is
that of a dynamic organization
that will work in partnership with the family and
community to maintain and
provide adequate resources for
a safe, disciplined and productive
environment where all students and highly
competent and committed adults
are meaningfully engaged in
learning. Our curriculum design and
instructional practices will
provide the knowledge, attitudes, skills,
and habits for all students to become
responsible citizens in
American society, life-long learners, and
successful participants in a global and
technological society.
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The NHJ Mission will achieve the vision by
providing

• Open communication with parents and community
  about issues concerning the NHJ school district
• prompt feedback to parents about student learning
  progress and guidance for home support for
  student learning
• the community with reports concerning academic
  performance through graduation and beyond

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Mission Contd.

• data-driven, cost-analysis of student learning
  needs, financial operating costs, and facility
  requirements
• school improvement plans that meet North Central
  Association requirements
• a process of staff evaluation that connects
  student performance with professional
  development
• a process for hiring competent staff

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Mission Contd.

• a comprehensive K-12 program in a safe
  environment that prepares students for successful
  post-secondary education
• a comprehensive K-12 student assistance/guidance
  program that promotes career awareness,
  educational planning that includes post-secondary
  opportunities, self-awareness, self-esteem, and
  character development and
• a continuous process of vision and mission review.

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DISTRICT SURVEY
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How does the State of Indiana define a standard?

• A standard is generally what students need to
  know and be able to do.

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State Standards also include indicators. What is
an indicator?

• Indicators are grade specific expectations for
  students. Detailed explanations of standards.
  We generally will be referring to indicators when
  we speak of Power Standards.

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What is a Power Standard?

• Prioritized standards (indicators) that are
  derived from a systematic and balanced approach
  that distinguishes which standards (indicators)
  are absolutely essential for student success from
  those that are nice to know. When mastered the
  student is able to learn other curriculum
  objectives.

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Why do we need to work on Power Standards?

• Are students passed on without being proficient?
• Are there too many standards to cover leading to
  inconsistency in instruction from one teacher to
  the next?
• Do teachers feel like standardistos?

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Why do kids come to you unprepared?

• Lack of motivation.
• High student mobility.
• Diverse learning needs.
• There are so many standards there is only time to
  cover them quickly. (Breadth instead of depth)
• Ineffective instruction in prior grades.

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Instead of blame, what probable causes can we
control and address in a systematic way?
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Move from coverage to focus!

• We must prioritize standards/ indicators they
  need to know to be successful next year.
• Spend more time on the high priority
  standards/indicators.

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Focus will allow us to

• Concentrate more on high order thinking skills
• Integrate past knowledge with present learning
• Cover topics with more depth

• Remediate when standards/indicators are not
  mastered
• Triangulate the assessment of learning progress
  toward standards/ indicators

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We need to implement an Action Research method of
inquiry to help teachers inform and improve (1)
their practice, (2) their understanding and
decision-making in their practice, and (3) the
effect of their practice on student results.
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The future at a glance!

• We need to
• Create the power standards.
• Align class, school, and district assessments to
  the Power Standards.
• Conduct and collect assessments.
• Analyze assessment results to improve
  instruction. (Professional Development)

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What is the significance of all this?

• You are about to determine what is essential for
  students to know in order to be successful in
  your class! We are talking about MASTERY!
• Power Standards must be mastered!!

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What does mastery learning of power standards
mean for instruction?

• Desired results must be identified.
• Acceptable evidence of mastery must be
  determined.
• Learning experiences must be planned to help all
  students achieve mastery.

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The instruction of Power Standards must be in a
format that shows progressive development from
introduction, through reinforcement, to mastery
on a K-12 continuum.
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Critical Questions

• When should a power standard be introduced?
• How long should a power standard be covered?
• When should the power standard be mastered?
• Are there levels of mastery? (Blooms, Wiggins)

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Critical Questions (Contd)

• How well does a student need to demonstrate
  mastery?
• How do you assess an introductory grasp of
  learning something?
• What benchmarks should be established during the
  reinforcement period before mastery?

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How do we decide what to teach within the
allotted time?

• Given the limited time you have with your
  students, curriculum design has become more and
  more an issue of deciding what you wont teach as
  well as what you will teach. You cannot do it
  all. As a designer, you must choose the
  essentials.
• Heidi Hayes Jacobs, 1997

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What is a systematic and balanced approach that
we can use to identify Power Standards?
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Guiding Questions For Identifying Power Standards

• What essential understandings and skills do
  teachers in the next grade up expect students to
  know and be able to do?
• What essential understandings and skills do
  students need beyond a single test date for
  their success in future life and career(s)?
• What essential understandings and skills will be
  of value in multiple disciplines?

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Guiding Questions For Identifying Power Standards

• What essential understandings and skills do
  students need for high-stake tests? (ISTEP, ACT,
  SAT, etc.)?
• What additional criteria should be considered?

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Remember to

• Cluster and/or incorporate standards together if
  possible.
• Weed the garden of standards that are
  insignificant!
• Look for a K-12 flow of learning development!

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You will be divided up in the next few minutes to
complete a worksheet!
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Questions and Discussion

• What questions do you have about narrowing
  standards/indicators to the essentials?

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