Power+Standards+Chapter+4

**Reflective Questions:

After the safety net skills are decided, what other documents or professional learning needs to be in place to ensure that these standards are taught for deep understandi ng? Karen What would be the balance between different sets of people in the district in terms of understanding, for exmple, ECT, teacher leaders, principals, classroom teachers. What about secondary? What kind of professional development plan would move things forward in the "right" order? How do we not leave out "non-TEKS" skills or concepts - inquiry, 21st Century learning? With the safety nets and assessments in place for t ** **hose standards that are guaranteed for mastery, what steps can be taken** ** to ensure that the safety net standards are not all that is taught? Keeping in mind the other curriculum standards instead of the "favorite" lessons. Janice

Would have to carefully build up to a deep level of understanding of what the Safety Net is and is not and that it is not ALL we teach. Does it vary from campus to campus what is "essential" to teach? Lessons learned from the recent Math Vertical Team showed that we are NOT all on the same page in terms of what is being taught. One suggestion in the chapter was to have teachers develop formative and summative assessments based on the "safety net." To what extent will the "safety net" relate back to our assessments and parent reports? ** BETH Do we just assess the saftey nets? or test skills leading up to the saftey net? How would our desire to have 9 weeks assessments fit in with PS? We would want to really think about our purpose and what is needed? Dana The more involved the teachers, and the more teachers involved, the better the level of understanding on the part of the teachers and the less chance that teachers will just teach the Safety Net. How do you involve every teacher? and to what extent? How about our growth and new hires?
 * Thinking about the suggestions from chapter 4, how can we get more teachers and principals involved in the process in order to have more powerful results and a more valued final product? **

 Building a deep understanding that all standards are important and how these fit the power standards seems to be critical, what are some thoughts about starting with one content area vs diving in with all?** Laurel See benefit to having consistency across subjects and grades in how this process is conducted. Vertical meetings can help to include more teachers - even ECT and SCt coming together.
 * How can we involve more teachers in our curriculum process? (I like Dana's question)

Linda Get input from teachers to develop a system of collecting data and revising based on feedback (PDSA). We have district data, TAKS data, formative data, portfolios?
 * What data collection and revision systems would need to be part of the Power Standards/Safety Net Plan? How would we determine the effectiveness of utilizing Power Standards/Safety Net?**

Nancy Has to come from the teachers, even better if the idea comes originally from the teachers - again like what was coming from the Math vertical team discussions - they are asking for Power Standards without realizing they are. If all teachers could be involved, could really increase the level of understanding on the part of the teacher of their content areas.
 * What additional benefits might our teachers get from particpating in the process of creating power standards, specifically with regards to their understanding of the standards and their understanding of vertical alignment? How might this level of understanding of the standards affect a teacher's ability to "teach for understanding"?**

=== What tools/resources do we currently have in place to ensure that common language and vocabulary are being used across grade levels so that students and teachers can make connections from one grade level to the next? === Jennifer Collins Have some tools - TEA Vertical Alignment Docs, Essential Questions, vocabulary in EUS, our website and Eduphoria are some tools to access what we have.

**How will we ensure that the "Safety Net" concepts are taught and evaluated (formative) at the same level across our district? How will we measure individual student's progress with the "Safety Net"? ** Jennifer Meyer

How would creating "Safety Net" indictors support the possibility of standards based reporting? Jenny Would we want to just be reporting on the Safety Net or more than that? Other districts have used this to move to Standards Based reporting.

For January 11, we will read Chapters 5 & 6. Everyone will complete a shaping up a summary sheet (posted on the Wiki) for Jan 11.