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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.)
; Reading and Writing results are listed by the competency assessed.
; 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:
; Max Points column - the maximum points available for each competency or standard
; % corr Score column - the score for the number of percent correct in each competency or standard
; 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 Reading for the competency Identify Facts, Main Idea, Aut., there are 8 items measuring
that competency. On average the students are scoring 57.0.% on Identify Facts, Main Idea, Aut. which means they are getting
approximately a little more than half of the answers correct. The WIP for that competency is 8.0% indicating that if the
students were to obtain 100% for that competency, then the total reading score could be increased by 8.0% (raising the total
reading score from 68.8% to 76.8%).
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
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
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.
2000-01 Power Standard Indicator Results
AIMS Percent Correct Data for School A Grade 3
Click on a heading (Reading, Writing, Math) to view supporting PO/Stan9 information
Reading Writing Math
Max % corr Max % corr Max % corr WIP WIP WIP Competency Competency Standard Points Score Points Score Points Score Identify Facts, Mathematical Narrative Writing 8 57.0% 8.0% 15 58.1% 14.0% 8 49.1% 9.2% Main Idea, Aut Structure/Logic Directions Grammar/Mechanics Number Sense 6 59.1% 5.7% 10 75.6% 5.4% 10 63.4% 8.3%
Consumer Personal Algebra 8 72.8% 5.1% 6 60.0% 5.3% 9 66.5% 6.9% Information Communications
Comprehension Multiple Sources Geometry 9 78.4% 4.5% 8 73.4% 4.7% 7 61.8% 6.1% Strategies
Data Analysis & Phonetic Skills Informational Report 4 68.9% 2.9% 6 77.0% 3.1% 6 60.3% 5.4% Probability
Measurement & Literary Elements Writing Total 5 77.9% 2.6% 45 67.5% 32.5% 4 50.4% 4.5% Discrete Mathema Decoding Math Total 3 64.9% 2.4% 44 59.6% 40.4% Strategies
Reading Total 43 68.8% 31.2%
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 (Reading, Writing, or Math resulting in
the window to the right popping up.
School A– AIMS Grade 3 Reading Reading
Reading Max % corr Stan9 WIP Competency Points Score ContCl Max % corr WIP Competency Points Score Identify Facts, Main 8 57.0% 8.0% 49.0% Identify Facts, Main Idea, Idea, Aut 8 57.0% 8.0% Aut Directions 6 59.1% 5.7% 47.2% Directions 6 59.1% 5.7% Consumer Information 8 72.8% 5.1% 48.2% Consumer Information 8 72.8% 5.1% Comprehension 9 78.4% 4.5% 50.1% Comprehension Strategies 9 78.4% 4.5% Strategies Phonetic Skills 4 68.9% 2.9% -- Phonetic Skills 4 68.9% 2.9% Literary Elements 5 77.9% 2.6% 47.2% Literary Elements 5 77.9% 2.6% Decoding Strategies 3 64.9% 2.4% 53.8% Decoding Strategies 3 64.9% 2.4% Reading Total 43 68.8% 31.2% Reading Total 43 68.8% 31.2%
; The competencies for Reading and Writing and the standards for Math are then displayed in blue.
; 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 Percent N Description Description Correct
Ability to form interpretations of a variety of reading 24 50.7% Identify facts, main idea, sequence of events, selections based on implicit define and differentiate characters and determine info. the author's purpose in a range of traditional and Ability to comprehend contemporary literature (R1F4) relationships in a variety of 14 46.1% reading selections
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
; 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? 6
; 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 (Reading, Writing, or Math) to show the window that displays the data for that specific content
; 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.
School A – AIMS Grade 3: AIMS PO/Competency Breakdown by selected Standard Math If the PO number is underlined, click on it to open up an Math instructional focus lesson (in a separate window) Max % corr Stan9 WIP Standard MATH Points Score ContCl Standard: Mathematical Structure/Logic (M6F) Mathematical 8 49.1% 9.2% -- Structure/Logic F1: Recognize that numbers are used for different purposes
in the world and a variety of mathematical notations Number Sense 10 63.4% 8.3% 46.4% represent these situations
Algebra 9 66.5% 6.9% 69.4% PO Description
formulate mathematical problems from everyday Geometry 7 61.8% 6.1% 58.5% PO1 situations Data Analysis & 6 60.3% 5.4% 61.2% Probability
Measurement & 4 50.4% 4.5% 48.4% F2: Draw inductive and deductive conclusions about Discrete Mathema mathematics Math Total 44 59.6% 40.4% PO Description
NOTE: There are a total of 4 competencies and extend a pattern using inductive reasoning (e.g., "What is PO1 5 performance objectives for Mathematical Structure/Logic, the next number after 2, 4, 6, 8?") The window to the right shows two of the competencies (F1
make a prediction based on existing information (e.g., "All and F2) and 3 performance objectives. To view the entire list, PO2 the students in a 3rd grade class are under 10 How old will the teacher would need to scroll down the page further. the next new student probably be?")
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
; 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
; 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: Reading, Writing, and Math
SCHOOL: ___________________________________ ______________ QUARTER
GRADE LEVEL: ___________________________________
Competency: Competency: Competency: Competency: Competency: Competency:
PO _ PO _ PO _ PO _ PO _ PO _
PO _ PO _ PO _ PO _ PO _ PO _
PO _ PO _ PO _ PO _ PO _ PO _
PO _ PO _ PO _ PO _ PO _ PO _
SCHOOL: SCHOOL A FIRST QUARTER
th Based on Power Standards from CCSA 2001-2002 data. GRADE LEVEL: 4
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 Competency: E3 Competency: E4 Competency: E1 Competency :E2 Competency: E6 Demonstrate Develop & apply Read, write & order Relate basic Recognize degree of Not presented this proficiency with x number theory concepts whole numbers arithmetic operations precision needed in quarter and ? of whole to represent whole to one another calculations numbers numbers various ways
PO _ PO 1 Represent PO 2 Apply x and ? facts PO 1 State factors PO 1PO 1 Compare & multiplication as to 10, calculate x for given whole strategy of order using concrete/ repeated addition –for 2 digit by 2 illustrated models numbers N/A this quarter rounding use concrete or digit and ? for 1 for whole numbers illustrative models digit into 2 digit up to 1 million
PO 2 Represent PO 2 Sort numbers PO _ PO PO _ PO 2 Represent PO 2 Calculate x place value using division as repeated by odd and even and ? problems concrete/illustrated subtraction N/A this quarter using contextual models for whole situations num. up to 1 million
PO 3 Read & write PO 3 Write family PO _ PO _ PO _ PO _ whole numbers (to 1 of equations, using million) using inverse operations authentic situations for given set numbers
PO _ PO _ PO _ PO _ PO _ PO _
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.