Power+Standards+Chapter+3

Fold a piece a paper like an accordion creating 4 sections.
 * Make your graphic organizer**:

Before we begin the process of creating Power Standards, let's brainstorm other ideas that may want to be considered to impact student learning. Teachers need more training in content knowledge, lack deeper understanding of what needs to be taught. Changes in state standards. Teachers in teams need more planning with unit of study. Does math need learning progressions, logical sequence of what needs to be done Areas of district need in content areas Additions to teacher leaders, buy in an desire to take new learning to the teams, losing capacity of getting everyone up to speed. Knowledge and readiness of the students - pre-skills Implications of bilingual with power standards - are they same? What about in other content areas? Grading and reporting, report cards need to be considered Learning more about power standards with the CAT team, what do other distrcts do and how to the manage them More integration - does this come first. Teachers need to see elementary and secondary working collaboratively What will be benefit from creating power standards? Positive step forward More professional development on backward design, more teacher designed assessment, more owned by the teacher. Start small with a cluster of campuses
 * 3 Minute Storm:**
 * Share out**: Each person shares an idea without discussion until all ideas have been shared. Next, discussion begins.

What process would we follow in identifying power standards? Who needs to hear this information? Which content area do we begin with? What should be our time line? Which version of the Accordion Model would work best? Accordion in - begin with the campuses, accordion out - begin with district Have a system in place, p.31, have a process already happening and teachers used to the process, very similar to that with TEA, chance to look over documents and give feedback. Looking at the accordion out. Grandview and where we are with them. Hard to get consensus when campus has already to made plan specific to their campus. Complaints and concerns that are there at GVH, could be the same at others as well, but have not heard it as much Everyone make the change at the same time, and collaborate on certain things. Where do you start and look at those that go across content areas? maybe too hard at this time. Do we make the power standards fit into our EUS's? We just do not want to make them fit, may have to shift and adjust our curriculum documents. Check and balance. Have some grade levels that have better curriculum documents than others. Vertical alignment would help with improving curriculum documents. Learn from this year - STUDY! STUDY! STUDY! Jenny - trying to find power standards workshop that they are talk about in the book. Unwrapping the Standards - Nancy looking at the book.
 * Chapter 3:**
 * Whole group discussion:**

Good food for thought. If we decided that we want to go this route, what is the benefit? Need to lay out a plan - Monta, Brett, and principals, before we could begin. Would bring Todd's group into this? Need to explore this option before we go forward (if and when) with a plan. Middle school, not called power standards, but similar.