Power+Standards+Chapter+2


 * Partner Talk:**

Discuss the similarities and differences between Big Ideas and Power Standards. What would Power Standards look like in our Essential Units of Study? Power Standards are aligned to Big Ideas but are more grade level specific. Power Standards are more content specific; Big Ideas can cross content areas. Power Standards are more focused like Big Ideas and should be in multiple units of study. Power Standards could be moved to where Big Ideas are and Big Ideas moved to Title page. Power Standards could be bolded, italicized, highlighted to distinguish them from the TEKS and what is tested. Power Standards could be at a higher level like an essential question that can be achieved through multiple TEKS. ? Not sure about the crossover between Power Standards, Big Ideas, and TEKS (knowledge and skills vs student expectations).

Discuss the benefits for providing teachers with a “Safety Net” similar to the example shown in the book. (p. 22-23) • Talk about vertical flow, gaps, overlaps, and omissions LA Spelling document contains some of this information. (Thought process used in creating the documents) In the sample on pages 22-23, the 7th grade portion seems to be not as aligned or as specific as the 6th and 8th grade example. People may see or appear to see more gaps than there really are. This can be dangerous. Vertical alignment documents are very beneficial to see the big picture. In the process, we need to consider the vertical look and have the professional development to stand behind the content knowledge. Everyone needs to be involved in the process so we can maintain the integrity of the Power Standards. The reality is we are not there yet. We need to do a lot of new learning. Differentiation, Pre-Assessment Learning Progressions could come into play. How do we sustain the learning associated with understanding Power Standards? Vertical look has been powerful so far--we are getting better at not teaching the same "love unit" at every grade level. LA Vertical TEKS document helps look at specific skills are every grade level. Identifying some of the Power Standards may help to clarify this even more. Vertical conversations need to happen on campuses.

How would grading/report cards be affected?

Clarity in the grades (what does it really mean?) report issue for parents consistency across the district grades taken on facts tests, 9 week assessments, color sheet, etc. student data notebooks (grades seem less effective) How do we change the system? Parents expect grades because that is what they grew up with. Communication would be improved with parents--tie back to specific skills Eduphoria--grades???