Implementation of Power Standards: Does it Increase Student Achievement?
Needs Assessment
West Orange-Stark Elementary
has performed below state average in Mathematics. According to TEA, 63% of students from West
Orange-Stark Elementary met standard in Mathematics in 2011-2012, while the
state average was 83%. Our African
American students account for 63% of our students, which is our most numerous
subgroup. These students were our lowest
performing subgroup. After
disaggregating the data and looking at scores from individual standards, I
found that in third and fourth grade, students scored 70% or higher on only one
standard for each grade level, while in fifth grade students did not scored 70%
or higher on any standards. In all three
tested grade levels, male students achieved higher scores than females. The average difference between male and
female students was 3.33%. Through
analyzing these results, we decided that teachers need to prioritize a set of
content standards so they can identify the content standards at which they will
devote powerful, thoroughgoing instruction, and then they need to formally and
systematically assess students mastery of those high-priority content
standards.
Objectives and Vision of the Action Research Project
Through the implementation of
Power Standards, teachers will prioritize a set of content standards and insure
a deep understanding of those standards.
The main objective of this project is to narrow the focus and teach the
most important standards in their entirety.
All standards not identified as essential will be taught within the
context of the identified Power Standards.
Instruction will transition from the traditional “mile wide, inch deep”
way of teaching to “inch wide, mile deep.”
My vision is for students to become completely proficient with the
identified Power Standards and be able to use transfer knowledge from the
concepts of the Power Standards to understand and problem solve with concepts
from the supporting standards.
Review of the Literature and Action Research Strategy
Although I have not completely
finished my literature review, I have read Power
Standards: Identifying the Standards that Matter the Most, and I have began
reading Balanced Assessment: From Formative to Summative. Both books pertain to Power Standards and
why they are effective and beneficial.
To begin the process of
implementing, I researched the idea of Power Standards and shared what I found
with my site supervisor and Assistant Superintendent. When they approved the project, I conducted a
training for our third, fourth and fifth grade math teachers. I explained how to use Power Standards and
why it would be beneficial for our students.
Our teachers then individually made initial selections for their grade
levels based on their professional judgment.
At this time, I instructed them to consider looking at all standards
through the common criteria of:
endurance, leverage, and readiness for the next level of learning. Next, the teachers referenced the state requirements
and state test data from the previous year.
They modified their selections as needed, then compared selections with
the other teachers in their grade levels.
After collaborating, each grade level presented their selections to the
other grade levels, then they were able to vertically collaborate and make
needed adjustments. The teachers then
turned their selections in to me and justified why each selection was
made. Together we discussed and once
again adjusted as needed. Next, I
presented the selections to the campus academic coordinator, the principal, and
the assistant superintendent. They each
were able to give input, and the final selections were made. Once we were all content with what standards
were chosen to be Power Standards, the teachers began to implement them into
their instruction. The identified
standards are being taught 75% of the time in classrooms, while the remaining
standards are being taught within the context of these standards.
Articulate the Vision
To communicate the vision of my
action research project I have met with our campus CILT team and our district
academic leadership team. In each of
these meetings, I articulated the relevant data emphasizing the need for
improvement and expressing the potential Power Standards have for our math
department. I have also met with the
teachers involved in the implementation and walked them through each step
providing substantial assistance. As new
data has become available, I have presented it to all stake holders.
Manage the organization
Third, fourth and fifth grade
math teachers are responsible for implementing Power Standards in their
instruction and recording their means of implementation. Prior to creating lesson plans for each
cycle, the math teachers within each grade level and I work together to look at
the curriculum and determine when and how each standard will be taught. We determine how much time will be spent on
each standard and what supporting standards will be taught within the context
of each Power Standard. After teaching
supporting standards within the context of Power Standards, the teachers record
anecdotal notes expressing their conception of the student learning that took
place. Teachers also record notes and
results from formative assessments. After
each cycle assessment, I am responsible for analyzing and disaggregating the
data, then sharing what I find with the teachers and administration. At that time, I meet with each grade level to
discuss the anecdotal notes they have taken and the new data. If a specific class performs particularly
well on any given standard, we will discuss what was different in that class
and together we will learn from that teacher and create action plans accordingly.
Manage Operations
To lead the operations of the
project and set priorities, we put student achievement as our priority. After every decision that was made, we
referred back to the data and confirmed that the choices we were making were
going to provide the best opportunity for improved student achievement. Throughout the entire project, we have used a
collaborative approach. No decision has
been made by one single person, rather, we have capitalized on cooperation and
thoroughly explored all choices from various perspectives.
Respond to Community Interest and Needs
My action research project will
serve the needs of all students by giving students a firm foundation to expand
their knowledge on. Through the use of
Power Standards, teachers will more easily be able to provide students with
differentiated instruction, and will more easily be able to identify the
specific needs of each child.
