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
GPSGeorgia will lead the nation in improving student achievement.
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
D E P A R T M E N T O F
GPSGeorgia will lead the nation in improving student achievement.
D E P A R T M E N T O F
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
GPSGeorgia will lead the nation in improving student achievement.
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
GPSGeorgia will lead the nation in improving student achievement.
D E P A R T M E N T O F
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
GPSGeorgia will lead the nation in improving student achievement.
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!
GPSGeorgia will lead the nation in improving student achievement.
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:
GPSGeorgia will lead the nation in improving student achievement.
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
GPSGeorgia will lead the nation in improving student achievement.
D E P A R T M E N T O F GPS Professional Learning
Instructional planning Backwards design Developing essential questions Acceptable evidence of mastery
Day 2:Unpacking Standards
GPSGeorgia will lead the nation in improving student achievement.
D E P A R T M E N T O F GPS Professional Learning
Formative and summative assessments
Performance standards and standardized testing
Strategies for conceptual teaching
Developing appropriate tasks
Day 3:Classroom Assessment &
Instruction
GPSGeorgia will lead the nation in improving student achievement.
D E P A R T M E N T O F GPS Professional Learning
Unit plansUnit activitiesLesson plansLesson activities
Day 4:Instructional Decision Making
GPSGeorgia will lead the nation in improving student achievement.
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.
GPSGeorgia will lead the nation in improving student achievement.
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
GPSGeorgia will lead the nation in improving student achievement.
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
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
D E P A R T M E N T O F
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
D E P A R T M E N T O F
GPSGeorgia will lead the nation in improving student achievement.
D E P A R T M E N T O F
Teaching and Learning with the New Georgia
Performance Standards
What Will Teachers and Students do Differently?
GPSGeorgia will lead the nation in improving student achievement.
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
GPSGeorgia will lead the nation in improving student achievement.
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
GPSGeorgia will lead the nation in improving student achievement.
“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
GPSGeorgia will lead the nation in improving student achievement.
A FRAMEWORK which synthesizes research-based best practices in curriculum, assessment, and instruction.
D E P A R T M E N T O F
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.
D E P A R T M E N T O F
GPSGeorgia will lead the nation in improving student achievement.
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
GPSGeorgia will lead the nation in improving student achievement.
D E P A R T M E N T O F
Stage 1: Identify Desired Results
Enduring Understandings
Essential Questions
Knowledge and Skills
Understanding by Design
GPSGeorgia will lead the nation in improving student achievement.
“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
GPSGeorgia will lead the nation in improving student achievement.
D E P A R T M E N T O F
Stage 2: Determine Acceptable Evidence
Performance Tasks
Quizzes, Tests, Prompts
Unprompted Evidence
Self-Assessment
Understanding by Design
GPSGeorgia will lead the nation in improving student achievement.
D E P A R T M E N T O F
Plan Learning Experiences and Instruction
Stage 3: Plan the Sequence of Learning Experiences and Instruction
Plan for Student Engagement
Understanding by Design
GPSGeorgia will lead the nation in improving student achievement.
Teacher Planning
High expectations
Collaboration
Planning based on results
Clear alignment of standards, instruction, and assessment
D E P A R T M E N T O F
GPSGeorgia will lead the nation in improving student achievement.
Teacher Instruction
Instruction is matched to the level of the learner
Flexible grouping
Additional instructional support and time
D E P A R T M E N T O F
GPSGeorgia will lead the nation in improving student achievement.
Student Learning
Rigorous, meaningful assignments
Real world tasks
Collaboration
Student revision to improve work
D E P A R T M E N T O F
GPSGeorgia will lead the nation in improving student achievement.
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
GPSGeorgia will lead the nation in improving student achievement.
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.
GPSGeorgia will lead the nation in improving student achievement.
D E P A R T M E N T O F
How are Professional Learning Communities
the vehicle for successfully implementing Georgia Performance Standards?
GPSGeorgia will lead the nation in improving student achievement.
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.
D E P A R T M E N T O F
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.
GPSGeorgia will lead the nation in improving student achievement.
GPSGeorgia will lead the nation in improving student achievement.
Professional Learning Communities
are
Built upon a Culture Focused on
Student Learning.
D E P A R T M E N T O F
GPSGeorgia will lead the nation in improving student achievement.
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
GPSGeorgia will lead the nation in improving student achievement.
D E P A R T M E N T O F
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.
GPSGeorgia will lead the nation in improving student achievement.
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.
GPSGeorgia will lead the nation in improving student achievement.
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!
Georgia will lead the nation in improving student achievement. GPS
Georgia will lead the nation in improving student achievement. GPS
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.
GPSGeorgia will lead the nation in improving student achievement.
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.
GPSGeorgia will lead the nation in improving student achievement.
D E P A R T M E N T O F
Professional Learning Communities
“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
D E P A R T M E N T O F
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
D E P A R T M E N T O F
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.
D E P A R T M E N T O F
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
D E P A R T M E N T O F
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
D E P A R T M E N T O F
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
D E P A R T M E N T O F
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
D E P A R T M E N T O F
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
D E P A R T M E N T O F
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
D E P A R T M E N T O F
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
D E P A R T M E N T O F
• 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
D E P A R T M E N T O F