GPS Georgia will lead the nation in improving student achievement. D E P A R T M E N T O F Introducing Georgia Performance Standards.

GPSGeorgia will lead the nation in improving student achievement.

D E P A R T M E N T O F

Introducing

Georgia Performance

Standards


D E P A R T M E N T O F Goals of GPS

Set high expectations for all

students

Increase rigor

Guide teaching and learning Align assessments and

accountability to curriculum

WHY CHANGE TO GEORGIA PERFORMANCE STANDARDS?

• GA’S QCC:– Lacked depth & rigor– Contained too many objectives– Did not meet national standards– Forced teachers to guess what to teach and hope

it was tested– Used as a checklist, not a guide, for planning

quality




Factors Affecting Student Achievement

Guaranteed and Viable Curriculum Identify and communicate the content

considered to be essential for all students

Ensure time is available for instruction of essential content

Sequence and organize contentEnsure teachers address the essential

contentProtect instructional time

~ Marzano


D E P A R T M E N T O F Implementation Plan

Introduction: Awareness Training (Year I)

Implementation: Methodology Training (Year II)

Two-Year Phase-In Plan



Phase-In Plan for GPS

Two year phase in:

Year I = teach QCC, test QCC, study GPS

Year II = teach GPS, test GPS

Years the GPS will be TAUGHT and TESTED:

2005/06 ELA K-12; Science 6, 7, 9-12; Math 6

2006/07 Science 3-5; Math K-2, 7

2007/08 Science K-2, 8; Math 3-5, 8; Soc Stud 6-8, 9-12

2008/09 Math 9-12; Soc Stud K-5


D E P A R T M E N T O F Year I: 2004-2005

K-12 ELA 6th Grade Math 6th – 7th Grade Science 9th – 12th Grade Science

Introduce and provide training NOW!


D E P A R T M E N T O F Year II: 2005-2006

K-12 ELA 6th Grade Math 6th - 7th Grade Science 9th - 12th Grade Science

Implement GPS in classrooms NEXT school year:


D E P A R T M E N T O F GPS Professional Learning

Benefits & Roll out Using standards in instructional planning Vocabulary 4 parts of a standard

Day 1:Standards-Based Education & the new

GPS



Instructional planning Backwards design Developing essential questions Acceptable evidence of mastery

Day 2:Unpacking Standards



Formative and summative assessments

Performance standards and standardized testing

Strategies for conceptual teaching

Developing appropriate tasks

Day 3:Classroom Assessment &

Instruction



Unit plansUnit activitiesLesson plansLesson activities

Day 4:Instructional Decision Making


D E P A R T M E N T O F Test Alignment

Criterion-Referenced Competency Tests (CRCT), End-of-Course Test (EOCT), and Enhanced H. S. Graduation Test (GHSGT)

Test alignment is completed during Year II implementation for each content area and grade level.


D E P A R T M E N T O F Performance

StandardsAre…

Georgia Performance Standards (GPS)

What students are to learn

Clear expectations of performance

Curriculum document

Few in number

Application of content

Are Not…

• New Quality Core Curriculum (QCC)

• How teachers are to teach

• Comprehensive School Reform

• Instructional handbook

• Checklist of objectives

• Coverage of content


D E P A R T M E N T O F Performance

StandardsDescription of what a student

should know and be able to do

Four parts of the standard:-standard -task-student work -commentary

Teachers collaboratively analyze work using the standard

Benefits of the GPS

• Ladder vs. Spiral

• Depth

• Consistency

• Assessment


Standards-Based Education

• Focus on student learning• Expectations the same for all students• Standards expressed through essential questions

and supporting skills and knowledge• Assessments used to guide and modify instruction• Effectiveness of instruction judged on whether

students meet the standard


Standards-Based Education

• Curriculum maps aligned to the standards• Instructional strategies with opportunities for

students to learn expectations outlined in the standards

• Student interests, previous achievements, and developmental levels considered in planning instructional methods

• Teachers working on building enduring understandings




Teaching and Learning with the New Georgia

Performance Standards

What Will Teachers and Students do Differently?


D E P A R T M E N T O F Standards-Based Education System

A system which affects:

Teacher Planning

Teacher Instruction

Student Learning

Student Assessment

Classroom Organization


D E P A R T M E N T O F Standards-Based

School Is designed to help students meet or

exceed the standard

Expects teachers to explicitly teach the standards

Expects teachers to use the standards to determine assessment evidence and then instruction (backwards design)

Allows for students to recognize similarities between standards from grade to grade


“To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you’re going so that you better understand where you are now so that the steps you take are always in the right direction.”

- Covey

D E P A R T M E N T O F Teacher Planning


A FRAMEWORK which synthesizes research-based best practices in curriculum, assessment, and instruction.


What is Understanding by Design?

Teacher Planning

A LANGUAGE which educators can use to describe and analyze the best ways to promote student understanding, rather than just knowledge/recall.



Stage 1:Identify

Desired Results

Stage 2:Determine Acceptable Evidence

Stage 3:Plan Learning

Experiences and Instruction

Understanding by Design:Start with the End in Mind



Stage 1: Identify Desired Results

Enduring Understandings

Essential Questions

Knowledge and Skills

Understanding by Design


“Without pressing the point too much, we urge teachers to think of students [in the same way] as juries think of the accused: innocent (of understanding) until proven guilty by a preponderance of evidence that is more than circumstantial.”

-Wiggins & McTighe

D E P A R T M E N T O F Understanding by Design



Stage 2: Determine Acceptable Evidence

Performance Tasks

Quizzes, Tests, Prompts

Unprompted Evidence

Self-Assessment




Plan Learning Experiences and Instruction

Stage 3: Plan the Sequence of Learning Experiences and Instruction

Plan for Student Engagement



Teacher Planning

High expectations

Collaboration

Planning based on results

Clear alignment of standards, instruction, and assessment



Teacher Instruction

Instruction is matched to the level of the learner

Flexible grouping

Additional instructional support and time



Student Learning

Rigorous, meaningful assignments

Real world tasks

Collaboration

Student revision to improve work



Student Assessment

Multiple forms of on-going assessments

Self-assessment

Comparison of performance to standard



D E P A R T M E N T O F Standards-Based

Classroom Student achievement is measured by

comparing student performance to a standard.

Students frequently self-assess work with a comprehension of the standards.

Collaboration is the norm as teachers and students work with the standards.

Desired results, a range of assessments, and research-based practices are aligned with the performance standards.



How are Professional Learning Communities

the vehicle for successfully implementing Georgia Performance Standards?


D E P A R T M E N T O F ~ The Big Ideas~

Professional Learning Communities are…

A structure for implementing Georgia Performance Standards and the School Improvement Plan

A vehicle for doing what teachers already have to do ~ Murphy

A way to “work on the work” with colleagues as opposed to working individually ~ Schlechty

Georgia will lead the nation in improving student achievement.


Professional Learning Communities

ARE . . . Student Focused

Focused on student learning

Research-based “Best Practices”

Where teachers are Transformational Leaders

ARE NOT . . . • Teacher Centered

• Focused on a wide variety of programs and “quick fixes”

• “Averaged Opinion Practices”

• Where teachers are “Implementers” and Followers

GPS

School Culture and

Professional Learning are Interactive

School culture is the heart and soul of the school organization.

Culture is “the characteristic patterns of relationships and forms of association…”

Many different forms of school culture exist.

Any school improvement effort MUST take the school’s culture into account.




are

Built upon a Culture Focused on

Student Learning.



D E P A R T M E N T O F Learning

CommunitiesTHEN:Professional learning organized adults

in the lounge with goals that are aligned with those of the Queen Diva…

NOW:Professional learning that improves

the learning of all students organizes adults into learning communities whose goals are aligned with those of the school and district.

D E P A R T M E N T O F ResourcesTHEN:Professional learning required ample

supplies of ditto ink, paper, and chalk…to run our one-day workshops for the whole faculty.

NOW:Professional learning that improves the

learning of all students requires resources to support adult learning and collaboration.

Georgia will lead the nation in improving student achievement. GPS



Time ~ A Valuable Resource

Professional Learning Communities involve teachers in examining school-wide achievement. The school community regularly meets to discuss performance and plans accordingly.

Professional Learning time is used to facilitate teacher’s reflection on practice and assessment of their

own teaching.


D E P A R T M E N T O F Priorities

Priorities should make a difference in how time is allocated.

Don’t add new initiatives without identifying what you will stop doing.

Never stop doing things that work!

Always look for the smallest change that will have the largest impact.


D E P A R T M E N T O F CollaborationTHEN:Professional learning enhanced

educators’ ability to covertly collaborate.

NOW:Professional learning that

improves the learning of all students provides educators with the knowledge and skills to collaborate.

Teachers Need the Knowledge and

Skills to Collaborate Because This is What They do…

Teachers share frequent, precise talk about teaching.

Together, teachers plan, design, prepare, analyze standards, and evaluate lessons and teaching materials.

Teachers teach each other the practice of teaching.

There is huge difference between Collaboration and Co-blab-oration!



Collaborative Teams in a Learning Community

Study Groups

Groups of educators engage in appropriate learning such as reading articles and book studies. Knowledge gained in Study Groups is applied in Learning Teams.

Learning Teams

Teams of educators engage in examining the standards, planning more effective lessons, analyzing student work, and modifying instruction.

The most important characteristic of an individual in a learning community is a willingness to

accept feedback and work toward improvement.


D E P A R T M E N T O F Leadership

THEN:Professional learning required skillful

school leaders who provided continuous drive-by, spray-n-pray, talk-n-tote in-service.

NOW:Professional learning that improves the

learning of all students requires skillful school and district leaders who guide continuous instructional improvement.




“Schools with strong professional learning

communities were four times more likely to be improving academically than

schools with weaker professional communities. We can no longer afford to be innocent of the fact that collaboration improves performance.”

-Schmoker.

four times

GPS in Content Areas

– Four core content areas:

• English/Language Arts

• Science

• Social Studies

• Math


Essential Changes - ELA

QCC STRANDS

• Oral Communication– Listening/Speaking

• Written Communication– Reading

– Writing

– Literature

– Reference/Study

– Grammar and Usage (beginning in 4th Grade)

GPS STRANDS• Reading• Reading Across the

Curriculum • Writing• Conventions• Listening/Speaking/

Viewing


Listening/Speaking/Viewing

• QCC has listening and speaking.• Viewing is new to Georgia Curriculum.• Students still struggle with differentiating fact and

opinion.• Video games, etc. are looking at visual text.

Students must be able to discern visual text.• We currently are not teaching discernment – how

to look at a news broadcast to discern possible slant in reporting the news.

• Watch a commercial – is an opinion.


Science at a Glance: K-5Grade Level Earth Science Physical Science Life Science

Kindergarten - Day and Night Sky

- Sorts Rocks and Soils

- Physical Attributes - Composition of Materials

- Motion

- Living/Nonliving

- Parents and Offspring

First Grade -Weather Patterns-Seasons

-Sound -Shadows (Light)-Magnets

-Char. Of Living Things-Basic Needs

Second Grade -Motion/Patterns of Celestial Bodies-Changes: Earth Surface

-Attributes of Materials-States of Matter-Energy, Pushes, Pulls

- Life Cycles

Third Grade -Rocks/Minerals of GA-Soils - Fossils-Weathering

-Heat Energy-Magnets

-Habitats-Features of GA Organism-Pollution/Conservation

Fourth Grade -Stars and Star Patterns-Solar System-Weather-Data/Forecast

-Light and Sound-Force, Mass, Motion-Effects of Gravity

-Ecosystems-Food Web/Chain-Adaptation: Survival/Extinction

Fifth Grade -GA Landforms-Destructive/Constructive Forces-Role of Tech. In Control

-Chemical Changes-Electricity & Magnetism

-Class. Of Organisms-Inheritance of Traits/ Learned Behaviors-Cells, Microorganisms

Middle School Science Plan

2004-05 2005-06 2006-07 2007-08

6th Grade

Physical Science(QCC)

Earth Science(GPS)

Earth Science(GPS)

Earth Science(GPS)

7th Grade

Life Science(QCC)

Life Science(GPS)

Life Science(GPS)

Life Science(GPS)

8th Grade

Earth Science(QCC)

Earth Science(QCC)

Earth Science(QCC)

Physical Science(GPS)

High School Science Courses

• Four High School Courses developed to date– Biology

– Physical Science

– Chemistry

– Physics

• Three more high school courses to be developed– Earth Systems

– Environmental Science

– Human Anatomy and Physiology


K-5 Social StudiesGrade level History Geography Civics Economics

K US holidays & symbols

Customs, maps, where they live

Citizenship work, income, goods & services

1st US important historical people

geography and historical people, features of earth

Heroes & citizenship

Goods, services, & scarcity

2nd Introduction to Georgia

Georgia geography, geography and historical people

Government leaders

Opportunity costs, money goods & services

3rd Democracy, origins, heroes

US geography, geography and historical people

Introduction to US gov’t

Resources, trade

4th US history, to 1860

Geography’s effect on US

Founding documents

Economic concepts in history

5th US history 1860 to today

Geography’s effect on US

Rights & amendments

Economic concepts in history

Middle School Social StudiesGrade level History Geography Civics Economics

6 Latin America & Canada; Europe; Australia & Oceania

Physical and Cultural geography of the region

Study of selected regional governments

Economic systems and growth of each region

7 Africa & Asia Physical and Cultural geography of the region

Study of selected regional governments

Economic systems and growth of each region

8 Georgia History, pre-colonial to modern times

Georgia geography

Government of Georgia

Role of economics in Georgia

High School Social Studies :

• History of the United States Colonial to modern

• World History Ancient civilizations to modern

• World Geography

• American Government• Economics (one course)

Fundamentals, Micro, Macro, International, Personal Finance


Sample Concepts in Math K-8 Strands Numbers and

OperationsMeasurement Algebra Geometry Data Analysis

& Probability

Kindergarten Model Addition & Subtraction

Order Length & Weight

Combine Shapes

Pose Questions

First Grade Place Value through 100

Compare Length, Weight

Study & Create Polygons

Create Simple Tables

Second Grade Skip Count Time to Nearest 5 Minutes

Recognize Faces of Solids

Venn Diagrams

Third Grade Mental Math to Add & Subtract

Elapsed Time to Full, ½, ¼ hrs.

Describe/Extend Patterns

Relate Angles to Geometric Figs.

Bar Graphs

Fourth Grade Compute Using Order of Ops.

Measure Weight in Stan./Metrics

Write/Eval. Math Express.

Use Coordinate System

Compare Graphs

Fifth Grade Find Multiples and Factors

Derive Formula for Area

Use Variables Circumference of Circles

Collect/Organize Display Data

Sixth Grade GCF and LCM Volume-Prisms & Cylinders

Graph Simple Functions

Understand Line & Pt. Symmetry

Construct Tables & Graphs

Seventh Grade Absolute Value of Rational #’s

Add/Subtract LinearExpress

Make Basic Constructions

Measures of Central Tend.

Eighth Grade Apply Laws of Exponents

Solve Multi-Step Equations

Use/Apply Prop. Of Angle Pairs

Use Basic Laws of Probability

High School Math Courses

• Four High School Courses to be developed :– Math I

– Math II

– Math III

– Math IV

The courses will integrate algebra, geometry, algebra trig, calculus, and computation.

** December 2004 = not yet approved by State BoE


So, to summarize …..


GEORGIA PERFORMANCE STANDARDS– Contain fewer, more rigorous standards– Are prioritized, with essential content– Provide guidelines for teachers, students, and – test makers– Describe expected student performances– Will be aligned to state assessments


Four Parts of a Performance Standard

I t was mid-summer in the year 2001. I m not sure what day exactly but it was going to be one of two big days of the year for me. Buzzz. My alarm went off as six in the morning. I got out of bed and looked out my window. I t was still dark out. I managed to see two dear roaming around my backyard looking for something to eat. “Well, I better go get ready,” I told myself . I t was about six-thirty by the time my mom and I got everything packed in the car. “Time to go. We need to be there at seven,” my mom yelled. “Coming,” I responded. “I had to get my show pad.” We were off to my fi rst big horse show. On the way there I saw so many things I had never noticed before. There were cows, horses, pigs, and chickens on a farm I thought was abandoned. There were flocks of birds

ELA7W2 The student demonstrates competence in a variety of genres. The student produces a narrative (fictional, personal, experimental) that: a. Engages readers by establishing and developing a plot, setting, and point of view that are appropriate to the story (e.g., varied beginnings, standard plot line, cohesive devices, and sharpened focus). b. Creates an organizing structure appropriate to purposes, audience, and context. c. Develops complex major and minor characters using standard methods of characterization. d. Includes sensory details and concrete language to develop plot, setting, and character (e.g., vivid verbs, descriptive adjectives, and varied sentence structures). e. Excludes extraneous details and inconsistencies. f. Uses a range of strategies (e.g., suspense, figurative language, dialogue, expanded vocabulary, flashback, movement, gestures, and expressions, tone, and mood). g. Provides a sense of closure to the writing.

Using narrative strategies, the student writes about a particular event that is meaningful or significant in the student’s life.

“It Was Midsummer” meets the standard for 7th grade narrative writing by describing the author’s experience at her first big horse show. The organizing structure for the piece is the chronological timeline of the horse show weekend. The story progresses logically from beginning to end, and the writer uses transitional devices to guide the reader through the story. She uses phrases such as, “I woke up the next morning” and “After the seven jump course” to show time transitions.

The writer develops character by explaining her excitement and her

frustration throughout the weekend. She includes sensory details to give the writer a sense of the atmosphere at the horse show (“Everything seemed so fresh. I could smell the pine trees, and the newly cut grass” and “It was ninety degrees out but it felt like twenty”).

Definition:

“To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you’re going so that you better understand where you are now so that the steps you take are always in the right direction.” --Stephen R. Covey, The Seven Habits of Highly Effective People

Examples:

Big Ideas for Concept Attainment

1. Identify desired results first.

2. Determine acceptable evidence.

3. Plan learning experiences.

Enduring understandings, Essential questions

Enabling knowledge objectives

Constructing meaning

Unpacking standards

What It Is:

Backward design is a framework which synthesizes research-based best practices in curriculum, assessment, and instruction.

Understanding by Design is one example of a language (there are others) which educators can use to describe and analyze the best ways to promote student understanding rather than just knowledge and recall.

What It Isn’t:

A program

One more thing to do

“Covering” a list of topics

Teaching little packets of information

An isolated unit

Knowing and doing without understanding

A different way of teaching and assessing

Portfolios

Backward Design

The Process of Backward Design

Big ideasUnderstandings/essential questionsSkills and knowledge

Evidence/performanceAssessment


Standards Based Education Model

G

PS

Stage 1:Design Desired Results

Stage 2:Design

Balanced Assessments

Stage 3:Make

Instructional Decisions

Standard

Element

All Above

TasksStudent WorkTeacher Commentary

All Above

NEW KNOWLEDGE & SKILLS

• PERFORMANCE STANDARDS

• ELEMENTS

• SUGGESTED TASKS

• SAMPLE STUDENT WORK

• TEACHER COMMENTARY

• BACKWARDS DESIGN

• INSTRUCTIONAL SUPERVISION

• ACCOUNTABILITY

• PROFESSIONAL LEARNING

• RESOURCES

• COMMUNITY SUPPORT


PHASE IN PLAN FOR GPS

• STUDY 2004-2005 IMPLEMENT 2005-2006– ELA K-12– MATH GRADE 6– SCIENCE GRADES 6 & 7– SCIENCE GRADES 9 - 12


• STUDY 2005-2006 IMPLEMENT 2006-2007– MATH K–2 & 7– SCIENCE K-5

• STUDY 2006-2007 IMPLEMENT 2007-2008– MATH 3-5 & 8– SCIENCE K-2 & 8– SOCIAL STUDIES 6-8, & 9-12

• STUDY 2007-2008 IMPLEMENT 2008-2009– SOCIAL STUDIES K–5– MATH 9-12


Georgia Performance Standards

Website at Georgia Department of Education

http://www.georgiastandards.org

http://www.georgiastandards.org/training.asp


GPS Georgia will lead the nation in improving student achievement. D E P A R T M E N T O F Introducing Georgia Performance Standards.

Documents

gps georgia

e n t o f slide

e n t o f goals of gps

e n t o f year

e n t o f factors

e n t o f phasein plan

new gps slide

student achievement