Using Power Standards to Build an Aligned Curriculum

A Process Manual
1. Auflage 2011
ISBN: 978-1-4129-9116-2
Verlag: Corwin

Buch, Englisch, 216 Seiten, Format (B × H): 178 mm x 254 mm, Gewicht: 420 g

"This is the first book that I have encountered, in all my years of leading districts through curriculum alignment, that makes the process manageable and doable."
—Jody L. Ware, Superintendent
Mundelein Consolidated High School, IL

"This book will allow schools and districts to effectively align standards, curriculum, and assessments to establish continuity between departments and across grade levels."
—Sharon Madsen Redfern, Principal
Highland Park Elementary School. Lewistown, MT

Align your curriculum for success with Power Standards

Schools continually face the challenge of developing a useful, aligned curriculum that can effectively support student achievement and assessment. This book gives administrators and teachers the tools to make it happen. Award-winning educator Joe Crawford describes how to build the aligned curriculum that is so crucial to student success. The key is identifying Power Standards—the most critical skills that all learners must have. These skills are then taught in a logical sequence of instruction throughout the year. Key benefits of this process include:

- A standards-based curriculum developed by teachers and leaders

- Consistent objectives throughout the school
- A common assessment system for measuring student success

- A one-page curriculum outline that eases communication with all stakeholders

This manual is loaded with examples, practical advice, and checklists. Readers also have access to a corresponding Web-based software package that facilitates the process electronically and stores the curriculum plan on the Internet. Lead your school to excellence with Power Standards!

Autoren/Hrsg.

Crawford, Joe

Crawford, Joe T.

Fachgebiete

• Sozialwissenschaften Pädagogik Schulen, Schulleitung Schulleitung, Schulentwicklung
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Schulpädagogik

Inhaltsverzeichnis

Foreword by Dr. Jody L. Ware
Preface
Acknowledgments
About the Author
Software Availabiilty
1. Process Overview and Curriculum Issues
Chapter Expectations
Process Overview
What About National Standards?
Survey of Current Environment
What Are Power Standards?
Process Summary
Process Checklist
2. Designing the Work Process
Chapter Expectations
Who Will Do the Work, and What Will They Do?
Goals, Roles, and Responsibilities
Process Summary
Process Checklist
3. Developing and Deploying the Power Standards
Chapter Expectations
Getting Started
Developing Power Standards
Deploying the Power Standards
Publishing the Power Standards
Final Publication and Use of Power Standards
Gathering Feedback
Final Publication and Use of Power Standards
Process Summary
Process Checklist
4. The Next Step: Quarterly Instructional Objectives
Chapter Expectations
The Change Process Continues
Publishing and Communication Issues
Board of Education Action
The Group to Do the Work
What Are Quarterly Instructional Objectives?
A Curriculum System
Developing the Quarterly Instructional Objectives
Samples and Numbering the Quarterly Instructional Objectives
Realities of the Quarterly instructional Objectives
Publishing and Reviewing the Quarterly Instructional Objectives
Process Summary
Process Checklist
5. Planning for Common, Aligned Assessments
Chapter Expectations
What Are Common, Aligned Assessments?
Why Use Common Assessments?
Stepping Out of the Box
Predesign Issues
Considering Assessment Options
Doing the Work
A Sample of Doing the Work
Further Applications of the Work
Publication and Storage Issues
Scoring and Using the Data
Final Thoughts and Use in Response to Intervention
Process Summary
Process Checklist
6. Special Concerns and Issues
Chapter Expectations
Overview
Common Curriculum and Formative Assessment Practices
Legal Mandates
Instructional Strategies and Methods
How Do We Begin?
Process Summary
Process Checklist
7. Troubleshooting and Follow Through
Chapter Expectations
Ready, Set, Go! The Feedback Loop
Critical Questions
Dealing With the Feedback
Keeping the Project Alive
Final Thoughts and Advice
Process Summary
Process Checklist
Resource A: Standards-Based Curriculum Guide Models and Related Documents
Resource B: Sample Power Standards and Quarterly Instructional Objectives
Resource C: Suggested Forms for Developing Power Standards, Instructional Objectives, and Feedback
Resource D: Recommended Agency References
Resource E: Sample Results
References and Suggested Readings
Index

Über Autor(innen)

Crawford, Joe T.
Learn more about Joe Crawford's PD offerings

Joe Crawford spent 36 years in public education at the high school, junior high, middle school, and district level as an English teacher, assistant principal, principal, and assistant superintendent focusing on improving student performance. He has been recognized by the Illinois State Board of Education in the Those Who Excel program and by the Carnegie Foundation in the National Systemic Change Award. Additionally, he was principal of a twice-recognized National Blue Ribbon School of Excellence and met two presidents as part of that recognition. He was also chosen by the Illinois State Board of Education and the Milken Family Foundation as a National Distinguished Educator. He has also been active in the Total Quality Management and continuous improvement, and his work reflects the tenets of these industry-standard approaches to improvement. While doing this work, his district received a Silver Award from the Baldrige Foundation.

Following the work of Larry Lezotte, Doug Reeves, Mike Schmoker and others, he works with local districts to apply this invaluable work and research in the real world of public schools and kids—making the transition from research to reality possible and even pleasant. He works with teachers and districts to build capacity and to create a common sense of mission through shared ownership of solutions. By involving those who will implement decisions in the actual decision-making process, he helps create a sense of buy-in and a much deeper understanding of state standards and the improvement process, leading to sustainable, long-term improvement in student performance.