Using Power Standards to Build an Aligned Curriculum

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.

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

"This book will help others create curriculum that will cause lasting change." -- Elizabeth Lolli, Superintendent "In all of my years leading districts through the curriculum alignment process, this is the first book that I have encountered that makes the process manageable and doable." -- Jody L. Ware, Superintendent "The author has written a clear, step by step handbook on how to select and organize essential curriculum topics. This book is a worthy contribution to the literature on creating coherent curriculum." -- Mike Schmoker, Consultant and Author "The strategies the author uses in developing and implementing power standards across a district are effective, practical and meaningful. Teachers involved become advocates of true alignment and meaningful assessment: systemically impacting learning. This process reaches all the way to the student desk, where the real learning takes place." -- John Antonetti, Senior Consultant "Joe Crawford is a veteran leader with a track record committed to excellence and equity. These strategies have been applied in some of the most challenging schools in the nation and these practical ideas can be used by teachers and administrators at every level." -- Douglas B. Reeves, Author "Joe Crawford is a veteran leader with a track record committed to excellence and equity. These strategies have been applied in some of the most challenging schools in the nation and these practical ideas can be used by teachers and administrators at every level." -- Douglas B. Reeves, Founder "This book will allow schools and districts to effectively align standards, curriculum, and assessments to provide continuity among departments and across grade levels." -- Sharon Madsen Redfern, Principal