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Pump Up Achievement ….. With Power
Standards
Identifying Power Standards
The results from the CCSA and AIMS can be used to help identify the power standards that a school site wants to focus on when creating their instructional calendars. The data from Stanford 9 can be used to support power standard selection.
The explanation that follows is based on using the data that is available on the TUSD intranet.
How is the CCSA
and AIMS data presented?
(Look at School A Page 4 as an example. You may want to print page 4 so that you don’t have to keep scrolling back and forth.)
- Math is listed by the standard
assessed.
- This listing aligns with the breakdown used in the
Arizona State Standards.
- The standards and competencies are further broken down to
the performance objective level in the CORE Curriculum (which can also be
viewed on the intranet).
- The CCSA/AIMS Power Standards Results table shows:
Ř
Ř % corr Score column - the score for the number of
percent correct in each competency or standard
Ř WIP (Weighted Improvement Potential) column - the
amount of improvement possible weighted by the number of items in each
competency or standard
For School
A in the content area of
For School
A in the content area of Math for the standard of Mathematical Structure/Logic, there are 8 maximum
points. On
average the students are scoring 49.1% on Mathematical Structure/Logic. The WIP for Mathematical
Structure/Logic is 9.2% indicating that if the students were to obtain100%
for that standard, then the total math score could be increased by 9.2% (raising
the total math score from 59.6% to 68.8 %).
How is the CCSA
and AIMS data used to identify power standards?
Look at a WIP (Weighted Improvement Potential) column for (School A - Page 4). The WIP column is rank ordered with the top row reflecting the highest percent. The highest percents indicate that if these competencies (Reading and Writing) or standards (Math) are selected as the focus of instruction, then they have the most potential for raising test scores. In other words you get the most “bang for the buck.”
- The two highest ranked competencies or standards in each content area are the ones typically selected for determining power standards.
- Keep in mind that there is flexibility in selecting the power standards, depending on the absolute magnitude of the Weighted Improvement Potential (WIP). In some cases the top three WIPs may have little variance, so a site may choose to identify three power standards instead of two.
- School A Grade 3 AIMS results show that in the
content area of Math the standard of Mathematical
Structure/Logic has the highest WIP, 9.2%. The next highest is the standard of Number Sense at
8.3%%. These
two standards have the highest WIP percents so they are the standards that
would be selected as the power standards for Grade 3 at School
A.
If a score of 100% was obtained in each of these two areas, the
total Math score would increase from 59.6% to 77.1%.
However, if Data Analysis & Probability and Measurement & Discrete Mathematics (weighted lowest) were selected as the two power standards instead and a score of 100% were obtained in each of those standards, the total Math score would increase from 59.6% to 69.5%.
There is a greater achievement gain to be made by selecting Mathematical Structure/Logic and Number Sense as the two power standards.
NOTE: The highest
ranked standard or competency may not be the one with the highest maximum
points. In School
A, Mathematical Structure/Logic has 8 maximum points
compared to 10 maximum points with Number Sense, yet Mathematical
Structure/Logic has a higher weighted potential.
School
A
2000-01 Power Standard Indicator Results
AIMS Percent Correct Data for
School A Grade 3
Click on a heading (
|
|
|
||||||||||||
|
Competency |
|
%
corr |
WIP |
|
Competency |
|
%
corr |
WIP |
|
Standard |
|
%
corr |
WIP |
|
Identify Facts, Main Idea, Aut |
8 |
57.0% |
8.0% |
|
Narrative Writing |
15 |
58.1% |
14.0% |
|
Mathematical Structure/Logic |
8 |
49.1% |
9.2% |
|
Directions |
6 |
59.1% |
5.7% |
|
Grammar/Mechanics |
10 |
75.6% |
5.4% |
|
Number Sense |
10 |
63.4% |
8.3% |
|
Consumer Information |
8 |
72.8% |
5.1% |
|
Personal Communications |
6 |
60.0% |
5.3% |
|
Algebra |
9 |
66.5% |
6.9% |
|
Comprehension Strategies |
9 |
78.4% |
4.5% |
|
Multiple Sources |
8 |
73.4% |
4.7% |
|
Geometry |
7 |
61.8% |
6.1% |
|
Phonetic Skills |
4 |
68.9% |
2.9% |
|
Informational Report |
6 |
77.0% |
3.1% |
|
Data Analysis & Probability |
6 |
60.3% |
5.4% |
|
Literary Elements |
5 |
77.9% |
2.6% |
|
Writing Total |
45 |
67.5% |
32.5% |
|
Measurement & Discrete Mathema |
4 |
50.4% |
4.5% |
|
Decoding Strategies |
3 |
64.9% |
2.4% |
|
|
|
Math Total |
44 |
59.6% |
40.4% | |||
|
|
43 |
68.8% |
31.2% |
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How are Stanford
9 results used in determining power standard selection?
- Stanford 9 results are used to support selection of power standards.
- To view the Stan 9 Content Clusters, click on one of the
blue content area headings (
School A– AIMS Grade 3
|
Competency |
|
%
corr |
WIP |
|
Identify Facts, Main Idea, Aut |
8 |
57.0% |
8.0% |
|
Directions |
6 |
59.1% |
5.7% |
|
Consumer Information |
8 |
72.8% |
5.1% |
|
Comprehension Strategies |
9 |
78.4% |
4.5% |
|
Phonetic Skills |
4 |
68.9% |
2.9% |
|
Literary Elements |
5 |
77.9% |
2.6% |
|
Decoding Strategies |
3 |
64.9% |
2.4% |
|
|
43 |
68.8% |
31.2% |
|
Competency |
|
%
corr |
WIP |
Stan9 |
|
8 |
57.0% |
8.0% |
||
|
6 |
59.1% |
5.7% |
||
|
8 |
72.8% |
5.1% |
||
|
9 |
78.4% |
4.5% |
||
|
4 |
68.9% |
2.9% |
||
|
5 |
77.9% |
2.6% |
||
|
3 |
64.9% |
2.4% |
||
|
|
43 |
68.8% |
31.2% |
|
- The competencies for
- The Stan 9 Content Clusters percents are also displayed in blue.
- Click on one of the blue percents in the Stan 9 content cluster column to view the Stan9 content cluster breakdown by selected competency. (Example: Click on 49.0% - Identify Facts, Main Idea, Aut.) If there is no blue percent listed in the column (e.g., Phonetic Skills), then there are no corresponding Performance Objectives (POs) that align with that competency or standard.
2000-01 Stanford 9 Content Cluster Breakdown by Selected
Competency
|
Competency |
Content Cluster |
N |
Percent |
|
Identify facts, main idea, sequence of events, define and differentiate characters and determine the author's purpose in a range of traditional and contemporary literature (R1F4) |
Ability to form interpretations of a variety of reading selections based on implicit info. |
24 |
50.7% |
|
Ability to comprehend relationships in a variety of reading selections |
14 |
46.1% | |
|
Total |
38 |
49.0 | |
- For Grade 3 there are two Stanford 9 content clusters
that parallel the competency Identify Facts, Main Idea, Aut.
- There are 38 items within these content clusters.
- Students at School A scored on average 49.0% on these 38 items (i.e., students are getting a little less than half of them correct).
- Since there are 38 items that parallel the competency, Identify Facts, Main Idea, Aut. on the Stan 9 and on the average the students are getting about half of them correct, it would be beneficial to incorporate these content clusters when selecting lessons for the power standard , Identify Facts, Main Idea, Aut.
- NOTE: Not all Stanford 9 content clusters align with
our state/district standards. There are state standards and competencies
that are assessed on AIMS and CCSA but not on Stanford 9 and vice versa.
- When a content cluster in Stanford 9 does not align with
the competencies or standards in CCSA or AIMs, but the score for that content
cluster on Stanford 9 is very low, then it is suggested that instructional
time be given to that weak area as instructional time permits.
Once the power
standards have been identified, how do you access the competencies and
performance objectives that need to be taught?
- Look at the Power Standard Indicator Results for CCSA or
AIMS available on PAWEB. (Refer to School A, Page 4.)
- Click on a content area heading (
- Then click on the standard/power standard (e.g., Mathematical Structure) to
view the corresponding performance objectives. A window pops up on the right that lists
the competencies and corresponding performance objectives.
- These competencies and performance objectives are used to
drive instruction and assessment.
AIMS PO/Competency Breakdown by selected
Standard Standard: Mathematical Structure/Logic (M6F)
F1:
Recognize that numbers are used for different purposes in the world
and a variety of mathematical notations represent these situations
Description PO1
formulate mathematical problems from everyday
situations F2: Draw inductive and deductive
conclusions about
mathematics Description PO1
extend a pattern using inductive reasoning
(e.g., "What is the next number after 2, 4, 6, 8?") PO2
make a prediction based on existing information
(e.g., "All the students in a 3rd grade class are under 10 How old
will the next new student probably be?")
School A – AIMS Grade 3:
If the
Math
|
Standard |
|
%
corr |
WIP |
Stan9 |
|
8 |
49.1% |
9.2% |
||
|
10 |
63.4% |
8.3% |
||
|
9 |
66.5% |
6.9% |
||
|
7 |
61.8% |
6.1% |
||
|
6 |
60.3% |
5.4% |
||
|
4 |
50.4% |
4.5% |
||
|
Math Total |
44 |
59.6% |
40.4% |
|
Math
MATH
NOTE: There are a total of 4 competencies and
5 performance objectives for Mathematical Structure/Logic,
The window to the right shows two of the competencies (F1
and F2) and 3 performance objectives. To view the entire
list,
the teacher would need to scroll down the page further.
How do you
incorporate the power standards into your grade level instructional
calendar?
- After identification of the power standards, grade level teams sit down to determine the best order to teach the competencies and performance objectives that align with the power standards.
- Look at School A data as an example. For Math, Mathematical Structure/Logic and Number Sense are weighted the highest so they would be selected as power standards. However, since Number Sense is really the foundation to teaching Mathematical Structure/Logic, it might make the most sense to start with teaching the performance objectives listed under Number Sense and eventually incorporate performance objectives from Mathematical Structure/Logic.
- It is not effective teaching to list all the performance objectives and then teach to them individually. There are too many objectives to teach in this manner. Teachers need to use their professional judgment in determining the overarching performance objectives. By teaching to the broader objectives, a teacher incorporates the supporting objectives automatically. (Look at the attached Sample Power Standard grid for Math – First Quarter for School A)
· Assessments are then created by selecting test items that align to the specific performance objectives within a particular standard.
- Grade 3 at School A would then base a high percentage of instruction and assessment on the competencies and performance objectives that align with the standards of Number Sense and Mathematical Structure/Logic.
What about the
standards that are not identified as power standards?
· Teachers need to teach to all the standards, not just to the power standards. However, a great percentage of instructional time is spent on teaching the power standards because these are the standards that have the highest impact on achievement. The remaining standards need to be integrated into the curriculum wherever possible
- A key to effective instruction is having grade level teams identify the overarching standards and competencies. Teachers need to continually ask themselves, which standards (competencies and performance objectives) will take students to the next level of learning?
- TUSD school data is displayed in a way that makes it very easy to identify the power standards, select the appropriate competencies and performance objectives.
- The following template can be used as a guideline for
creating a quarterly instructional calendar based on the power standards for
each of the content areas:
SCHOOL: ___________________________________ ______________ QUARTER
GRADE
LEVEL:
___________________________________
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SCHOOL: SCHOOL A FIRST QUARTER
GRADE LEVEL: 4th
Based on Power Standards from CCSA 2001-2002 data.
Math Power
Standard:
Number Sense (M1) –
students develop number sense and use numbers and number relationships to
acquire basic facts, solve a wide variety of real-world problems &
determine the reasonableness of results.
Competency: E5 Not presented this quarter Competency: E1 Read, write & order whole numbers Competency :E2 Relate basic arithmetic operations to one another Competency: E3 Demonstrate proficiency with x and ÷ of
whole numbers Competency: E4 Develop & apply number theory concepts to
represent whole numbers various ways Competency: E6 Recognize degree of precision needed in
calculations
N/A
this quarter PO 1 State factors for given whole numbers
N/A this
quarter
PO 3 Write family of equations, using inverse operations
for given set
numbers
Note: These competencies
and performance objectives have been narrowed down to focus instruction. In the next
quarter, another portion of the competencies and performance objectives will be
added.