Power Standards Protocol

&

Deconstructing the Power Standards Protocol

Based on Models Designed by Doug Reeves and Larry Ainsworth

Orono Intermediate School

Power Standards and Formative Assessment Protocols 2.8.2011
 Part I
Identifying Essential Learning Targets

1. Establish criteria (endurance, leverage, readiness, assessments)

• Endurance
Will this standard or benchmark provide students with knowledge that is of value
beyond a single test?

• Leverage
Will this standard or benchmark provide students with knowledge that is of value
in multiple disciplines?

• Readiness
Will this standard or benchmark provide students with knowledge that is required
for the next level of learning?

• Assessments
Do test specifications indicate a high level of priority?

Essential Question: What do our students need for success in school, in life, and
on the state tests?

2. Select content area to begin the process.

3. In grade level teams, take 5 minutes to individually and silently mark benchmarks that you consider:
(a) absolutely essential, non-negotiable (mark with a ).
(b) possibly essential, not sure (mark with a ?).
Stick to the 5 minutes or everything will be marked.

4. Table Talk- Discuss what you marked. The goal of this discussion is to reach initial consensus.
Compare choices and note similarities and differences. Often these discussions will help clarify
differences of opinion. For example: A person may not have marked a particular standard because they
see it as part of the learning embedded in another standard.

5. Consult test specifications and cross check. Are the standards and benchmarks that you’ve chosen the
ones that the state has emphasized as most important? Revise your selections appropriately.

6. Chart or highlight the standards that you selected (write numbers and brief synopsis).

7. Look for “vertical flow.” Post the charts on the wall next to each other. Look for gaps, overlaps, and
omissions. Do the standards build vertically? Revise appropriately.

8. Sequence the Power Standards. Number them according to which need to be taught first, second, etc.
Standards can be divided into trimesters first, and then sequenced within the trimester.

Orono Intermediate School

Power Standards and Formative Assessment Protocols 2.8.2011
 Part II
Creating Common Formative Assessments

A. Deconstruct Power Standards

1. Start with the Power Standards that you will teach first (i.e. the standards for the next trimester).
Determine if there are standards that can be grouped together.
2. Underline the concepts.
3. Circle the verbs.
4. The concepts are the things that students will “know.”
5. The verbs are the things that students will “be able to do.”
6. Write student-friendly learning targets. (I can statements)

Standards: Main Idea and Details

Example of “deconstructed standards” from second grade.

Students will know/understand: Students will be able to:

Main topic. Identify main topic.
Multi-paragraph text. Identify focus of specific paragraphs.
Author’s reasons. Identify reasons author uses to support ideas.
Supporting point. Describe how reasons support author’s point.

I can retell a story, summarizing and sequencing the details with accuracy.
I can make a guess (infer) based on something I am reading and find the details to support my guess.
I can identify, explain, or describe examples of the text that support the author’s intended purpose.
“I can” statements are necessary to appropriately focus assessment questions and tasks.

B. Develop Assessments and Measures

How will we know if our students have learned the content? How can we assess?

1. Write individual questions or tasks on post-it notes.

i. PLC of 5 or more people: 1-2 notes/person.
ii. PLC of 2-4 people: 2-3 notes/person.

2. Arrange (through discussion) the post-it notes on a table on a continuum from least rigorous to
most rigorous.

3. Identify questions or tasks that align with the level of rigor targeted through instruction.

4. Construct the assessment tool and identify administration window for all PLC members.

5. Create a question/task bank from remaining questions and tasks to be utilized for re-assessment
purposes or for laddering up or down.

Orono Intermediate School

Power Standards and Formative Assessment Protocols 2.8.2011