Training for the New Georgia Performance Standards

1
Training for the New Georgia Performance
Standards

• Day 1 Standards-Based Education and the New GPS

2
Module Overview Day One

• Prework (already completed)
• Introduction (030)
• Overview of the Standards (230)
• Standards-Based Teaching and Learning (150)
• Putting It All Together (140)
• Summary and Field Assignments (030)

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Goal (for 8 day series)

• Demonstrate a deep understanding of the new
  Georgia Performance Standards and the
  standards-based education approach, through
  thoughtful curriculum planning, development of
  formative and summative assessments, and the
  design of instruction matched to the standards
  and research-based best practices. This shall be
  measured by student performance on progress
  monitoring and standardized criterion-referenced
  tests.

4
Group Norms and Housekeeping

• Group Norms
• Ask questions
• Work toward solutions
• Honor confidentiality
• Meet commitments or let others know if you are
  struggling to do so

• Housekeeping
• Phone calls
• Rest rooms
• Breaks
• Lunch

5
What We Know/What We Want to Know

• Label each flipchart with a title
• What We Know
• What We Want to Know
• On scratch paper, list as many items as you can
  under each category.
• Combine items that might go together under What
  We Know and put the most relevant ones on the
  flipchart.
• Prioritize items under What We Want to Know and
  write the top priorities on the flipchart.

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Essential Question 1

• What are the Georgia Performance Standards?

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Phase-in Plan
8
Test Alignment

• Criterion-Referenced Competency Tests (CRCT) and
  End of Course Test (EOCT)
• Test alignment is completed during Year II
  implementation for each content area and grade
  level.
• High School Graduation Test (GHSGT and GHSGT
  Enhanced)
• Test alignment is completed during the third year
  following Year II implementation for each content
  area and grade level.

9
Middle School Assessment Timeline

• 2004-2005 School year All middle school science
  CRCT will assess the QCC.
• 2005-2006 School year Middle school science CRCT
  will assess the GPS in sixth and seventh grade.

10
CRCT Assessment

• Content switch from the QCC to the GPS will
  happen in Year II implementation schedule.
• Sixth grades will be tested over GPS Earth
  Science content 2005-2006.
• Seventh grade will be tested over GPS Life
  Science content 2005-2006.

11
High School Assessment Timeline

• 2004-2005 School year All high school science
  tests will assess the QCC.
• 2005-2006 School year All science EOCT will
  assess the GPS.

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Benefits of the GPS

• High expectations for all students
• Aligned to national standards
• Increased rigor and depth
• Guides for teaching and learning
• Assessment and accountability aligned to
  curriculum
• Scaffold, not spiral

13
Alignment to National Standards

• All of the Georgia Performance Standards are
  aligned to the American Association for the
  Advancement of Science document, Benchmarks for
  Scientific Literacy.
• The GPS is also aligned to the National Science
  Education Standards developed by the National
  Research Council.

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Performance Standards. . .

• Are
• Georgia Performance Standards (GPS)
• What students are to learn, know, and understand
• 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

15
Common Misconceptions

• The CRCT and the EOCT will continue with QCC
  objectives even when we change to Georgia
  Performance Standards. The test wont match.
  (The tests will be written to the GPS at the
  element level.)
• The students will have to make all of the charts,
  graphs, and tables. We cant use the ones from
  other resources because of the Characteristics of
  Science. (The goal is to have students
  understand the application and interpretation of
  charts, graphs, and tables. The more they are
  involved in the process of collecting,
  organizing, and analyzing data, the better they
  will understand how and why graphical
  representations are used.)
• We are no longer teaching specific units. (Unit
  design will change. The units will focus on
  themes or big ideas instead of activities and
  worksheets.)

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Common Misconceptions (continued)

• The curriculum is the instruction model. (The
  curriculum does not tell the teacher how to
  instruct. It tells the teacher what every
  student should know and be able to do.)
• We need to teach a unit on the Characteristics of
  Science (Processes and skills) before we teach
  the science content. (You cant teach one
  without the other. The Characteristics of
  Science should be the process and rationale used
  to teach the content. Characteristics of Science
  will be assessed through content.)
• The textbooks dont match the Georgia Performance
  Standards. (The science hasnt changed. The
  method of instruction has improved. Textbooks
  are only one resource.)

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Common Misconceptions (continued)

• The Georgia Performance Standards are the same as
  the QCC just repackaged. (The perspective of how
  to instruct has changed. The science has not
  changed.)
• We left out the good stuff/ my favorite unit.
  (Unit design may change, but labs/activities that
  students can use to connect content to
  understanding are still important.)
• The Georgia Performance Standards are not as
  specific. (For example classification mirrors)
  (The GPS do not limit instruction. They explain
  what every student should know and be able to do.
  How the teacher develops that springboard to
  understanding for the student is different. The
  process of using tools in science is emphasized
  not the tools themselves.)
• We cannot teach the human body in Biologyever.
  (Comparative biology focuses on comparing all
  organisms, not just the human body in isolation.)

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Common Misconceptions (continued)

• We have to prioritize/interpret the Georgia
  Performance Standards. (The GPS are essential
  for all students. There will be differentiation
  guides in science for instructing different
  levels.)
• We teach only the standards and elements, not
  what we used to teach. (The GPS do not limit the
  instruction, they detail what every student
  should know and be able to do. The journey to
  that understanding is developed by the
  instruction.)
• It is prescriptive and restrictive. Everyone must
  teach the same tasks and they will be tested.
  (The tasks are suggested and not inclusive. The
  tests will be written at the element level.)
• We need a state pacing guide. (Because of the
  logistics of sharing equipment and labs, the GPS
  will not guide teachers on when to teach the
  standards. That will be left up to the
  individual.)

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Performance Standards

• Four parts to Performance Standards

Content Standard Elements
Sample Tasks
Student Work
Teacher Commentary
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Format of Curriculum

• Curriculum Descriptions from Project 2061s
  Benchmarks for Science Literacy
• Grade Level Introduction
• Concepts and Skills Text Box
• Characteristics of Science Standards
• Content Standards

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How to Read the GPS code

• Characteristics of Science Standards
• S8CS2
• Science Grade 8 Characteristics of Science
  Standard 2
• SCSh8
• Science Characteristics of Science high
  school Standard 8
• Content Standards
• S8P3
• Science Grade 8 Physical Science Standard 3
• S6E2
• Science Grade 6 Earth Science Standard 2
• S7L4
• Science Grade 7 Life Science Standard 4

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Standards and Elements

• Overall Standard is in bold print. It sets the
  parameters of the standard.
• Elements are listed under the standard. This is
  the level where the expectations for
  understanding are set.
• It explains what the student should know and do
  to show if the student understands.

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Content Standards

• SC4. Students will use the organization of the
  Periodic Table to predict properties of elements.
• a. Use the Periodic Table to predict periodic
  trends including atomic radii, ionic radii,
  ionization energy, and electronegativity of
  various elements.
• b. Compare and contrast trends in the chemical
  and physical properties of elements and their
  placement on the Periodic Table.

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Co-Requisites

• You cant teach one without the other!
• Characteristics and Nature of Science Standards
• Processes and skills
• Items from the Characteristics of Science
  Standards will be embedded in content.
• Content Standards

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Lesson Planner
Unit SCSh1 a Curiosity, honesty, openness, skepticism SCSh1 b Different explanations SCSh1 c Design and execution of new experiments SCSh2 a Use of scientific apparatus SCSh2 b Appropriate techniques in all laboratory situations SCSh2 c Safety problems and violations
SB1a Cell organelles
SB1b Enzymes
SB1c major macromolecules
SB2a DNA RNA
SB2b DNA storing info
SB2c Reproductive variability
SB2d New traits
SB2e Sexual vs. asexual
SB2f DNA technology
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Middle School Characteristics of Science Example

• S6CS5. Students will use the ideas of system,
  model, change, and scale in exploring scientific
  and technological matters.
• Observe and explain how parts are related to
  other parts in systems such as weather systems,
  solar systems, and ocean systems including how
  the output from one part of a system (in the form
  of material, energy, or information) can become
  the input to other parts. (For example El Ninos
  effect on weather)
• Identify several different models (such as
  physical replicas, pictures, and analogies) that
  could be used to represent the same thing, and
  evaluate their usefulness, taking into account
  such things as the models purpose and complexity.

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Middle School Content Example

• S6E3. Students will recognize the significant
  role of water in earth processes.
• Explain that a large portion of the Earths
  surface is water, consisting of oceans, rivers,
  lakes, underground water, and ice.
• Describe the composition, location, and
  subsurface topography of the worlds oceans.
• Explain the causes of waves, currents, and tides.

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High School Characteristics of Science Example

• SCSh7. Students will analyze how scientific
  knowledge is developed.
• Students recognize that
• The universe is a vast single system in which the
  basic principles are the same everywhere.
• Universal principles are discovered through
  observation and experimental verification.
• From time to time, major shifts occur in the
  scientific view of how the world works. More
  often, however, the changes that take place in
  the body of scientific knowledge are small
  modifications of prior knowledge. Major shifts
  in scientific views typically occur after the
  observation of a new phenomenon or an insightful
  interpretation of existing data by an individual
  or research group.
• Hypotheses often cause scientists to develop new
  experiments that produce additional data.
• Testing, revising, and occasionally rejecting new
  and old theories never ends.

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High School Content Example

• SC6. Students will understand the effects of
  motion of atoms and molecules in chemical and
  physical processes.
• Compare and contrast atomic/molecular motion in
  solids, liquids, gases, and plasmas.
• Collect data and calculate the amount of heat
  given off or taken in by chemical or physical
  processes.
• Analyzing (both conceptually and quantitatively)
  flow of energy during change of state (phase).

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Middle School Life Science QCC/GPS Comparisons

• QCC
• 13.Explains the method scientists use to classify
  living things for the purpose of communication
  and study.13.1 Explains how living organisms can
  be classified according to similarities in
  structure, behavior, food needs and chemical make
  up into kingdoms, phyla, classes, orders,
  families, genera, and species.

• GPS
• S7L1. Investigate the diversity of living
  organisms and how they can be compared
  scientifically.
• b. Classify organisms based on a six-kingdom
  system and a dichotomous key.

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Biology QCC/GPS Comparisons

• QCC
• 4. Explains the cellular basis of life.
• 4.1 Distinguishes between living and nonliving
  things (e.g., characteristics of living things).
• 4.2 States the cell theory.
• 4.3 Differentiates between prokaryotes and
  eukaryotes.
• 4.4 Identifies common cell organelles and
  describe the function of each (e.g., diagrams and
  microscopic examinations).
• 4.5 Distinguishes between unicellular and
  multicellular organisms.

• GPS
• SB4. Students will analyze the nature of the
  relationships between structures and functions in
  living cells.
• a. Explain the role of cell organelles for both
  prokaryotic and eukaryotic cells, including the
  cell membrane, in maintaining homeostasis and
  cell reproduction.
• b. Explain how enzymes function as catalysts.
• c. Identify the function of the four major
  macromolecules (i.e., carbohydrates, proteins,
  lipids, nucleic acids).

32
Physical Science QCC/GPS Comparisons

• QCC
• 9. Applies the law of definite proportions to
  predict mole quantities of chemicals that
  combine.
• 9.1 Predicts whether two elements will chemically
  combine based on their position in the periodic
  chart.
• 9.2 Applies rules for writing formulas of simple
  chemical compounds.
• 9.3 Applies rules for naming simple chemical
  compounds.
• 9.4 Classifies compounds as ionic or covalent.

• GPS
• SPS2. Students will explore the nature of
  matter, its classifications, and its system for
  naming types of matter.
• a. Predict formulas for stable binary ionic
  compounds based on balance of charges.
• b. Use IUPAC nomenclature for transition between
  chemical names and chemical formulas of
• binary ionic compounds (containing representative
  elements).
• binary covalent compounds (i.e. carbon dioxide,
  carbon tetrachloride).

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Vertical Alignment

• Small group activity
• Choose a topic
• Classification
• Energy
• Matter
• Other
• Choose a grade span (K-2, 3-5, 6-12)
• Investigate scaffolding of K-12 standards
• Report findings to large group

34
Scaffold versus Spiral

• Using classification as an example
• SKL1. Students will sort living organisms and
  non-living materials into groups by observable
  physical attributes.
• a. Recognize the difference between living
  organisms and nonliving materials.
• b. Group animals according to their observable
  features such as appearance, size, motion, where
  it lives, etc. (Example A green frog has four
  legs and hops. A rabbit
• also hops.)
• c. Group plants according to their observable
  features such as appearance, size, etc.

35
Scaffold versus Spiral

• Using classification as an example
• S5L1. Students will classify organisms into
  groups and relate how they determined the groups
  with how and why scientists use classification.
• a. Demonstrate how animals are sorted into
  groups (vertebrate and invertebrate) and how
  vertebrates are sorted into groups (fish,
  amphibian, reptile, bird, and mammal).
• b. Demonstrate how plants are sorted into groups.

36
Scaffold versus Spiral

• Using classification as an example
• S7L1. Students will investigate the diversity of
  living organisms and how they can be compared
  scientifically.
• a. Demonstrate the process for the development
  of a dichotomous key.
• b. Classify organisms based on a six-kingdom
  system and a dichotomous key.

37
Scaffold versus Spiral

• Using classification as an example
• SB3. Students will derive the relationship
  between single-celled and multi-celled organisms
  and the increasing complexity of systems.
• a. Relate the complexity and organization of
  organisms to their ability for obtaining,
  transforming, transporting, releasing, and
  eliminating the matter and energy used to
• sustain the organism.
• b. Examine the evolutionary basis of modern
  classification systems. (Six kingdoms)

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Middle School 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 Earth Science Physical Science (GPS)
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Implementation of Georgia Performance Standards
Year II

• Sixth Grade GPS Earth Science (2005-2006)
• Seventh Grade GPS Life Science (2005-2006)
• Eighth Grade GPS Physical Science (2007-2008)

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High School 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

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Examining a Standard

• Work in small groups.
• Select a standard
• Discuss an activity/lesson/unit you could use to
  teach the standard.
• Identify all other standards that are addressed
  in the same activity/lesson/unit.
• Share with whole group.

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Essential Question 1

• What are the Georgia Performance Standards?

44
Essential Question 2

• How is the unit design process used in
  standards-based teaching and learning?

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Standards Based Education
Definition To begin with the end in mind means to start with a clear understanding of your destination. It means to know where youre 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 Identify desired results first. Determine acceptable evidence. Plan learning experiences. Enduring understandings Essential questions Enabling knowledge objectives Constructing meaning Unpacking standards
What It Is Standards Based Education synthesizes research-based best practices in curriculum, assessment, and instruction. SBE provides educators with the means to describe and analyze the best ways to promote student understanding rather than just knowledge and recall and with the performance criteria for assessing that understanding. What It Isnt A program One more thing to do The flavor of the month 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
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Standards-Based Education

• Focus on student learning
• Expectations are the same for all students
• Standards are expressed through essential
  questions and supporting skills and knowledge
• Assessments are used to guide and modify
  instruction
• The effectiveness of instruction is judged on
  whether students meet the standard

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Standards-Based Education, cont.

• Curriculum maps are aligned to the standards
• Instructional strategies provide opportunities
  for students to learn expectations outlined in
  the standards
• Student interests, previous achievements, and
  developmental levels are considered in planning
  instructional methods
• Teachers work on building enduring
  understandings 

48
Standards Based Education Model
GPS
Stage 1 Identify Desired Results (Big Ideas)
?Enduring Understandings ? Essential Questions
? Skills and Knowledge
(one or more) Standards
Above, plus Elements
Stage 2 Determine Acceptable Evidence (Design
Balanced Assessments) (To assess student
progress toward desired results)
All above, plus Tasks Student Work Teacher
Commentary
Stage 3 Plan Learning Experiences and
Instruction (to support student success on
assessments, leading to desired results)
All above
49

Unpacking a Standard Middle School Earth Science
S6E3. Students will recognize the significant
role of water in earth processes. a. Explain that
a large portion of the Earths surface is water,
consisting of oceans, rivers, lakes, underground
water, and ice. b. Describe the composition,
location, and subsurface topography of the
worlds oceans. c. Explain the causes of waves,
currents, and tides.
50
Unpacking a Standard Middle School Life Science
S7L4. Students will examine the dependence of
organisms on one another and their
environments. a. Demonstrate in a food web that
matter is transferred from one organism to
another and can recycle between organisms and
their environments. b. Explain in a food web that
sunlight is the source of energy and that this
energy moves from organism to organism. c. Recogni
ze that changes in environmental conditions can
affect the survival of both individuals and
entire species. d. Categorize relationships
between organisms that are competitive or
mutually beneficial. e. Describe the
characteristics of Earths major terrestrial
biomes (i.e. tropical rain forest, savannah,
temperate, desert, taiga, tundra, and mountain)
and aquatic communities (i.e. freshwater,
estuaries, and marine).
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Unpacking a Standard High School Life Science
(Biology)
SB2. Students will analyze how biological traits
are passed on to successive generations. b.
Explain the role of DNA in storing and
transmitting cellular information.
52
Unpacking a Standard High School Physical
Science
SPS9. Students will investigate the properties of
waves. a. Recognize that all waves transfer
energy. b. Relate frequency and wavelength to
the energy of different types of electromagnetic
waves and mechanical waves. c. Compare and
contrast the characteristics of electromagnetic
and mechanical (sound) waves. d. Investigate the
phenomena of reflection, refraction,
interference, and diffraction. e. Relate the
speed of sound to different mediums. f. Explain
the Doppler Effect in terms of everyday
interactions.
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Essential Question 2

• How is the backward design process used in
  standards-based teaching and learning?

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Unit Design

• Design with the goal in mind
• Integration of Co-Requisites
• Unpacking the Standards
• Process of Unit Design
• Big Ideas
• Enduring Understanding
• Essential Questions
• Evidence of understanding

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8 Days of Training

• Implementation Year One
• Day One Get familiar with the standards
• Days Two - Five  Work on best practices in
  assessment, instruction, and curriculum mapping
• Implementation Year Two
• Three additional days of training to work on
  extension and enrichment

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Sample Tips and Tools

• Page 62 Three stages
• Page 69 Big Ideas
• Page 70 How big ideas fit into the three-stage
  process
• Page 71 Organizer to help uncover big ideas
• Page 82 Organizer to break down big ideas into
  essential questions and understandings

58
Sample Tips and Tools

• Page 91-92 Guidelines for developing essential
  questions
• Pages 114-118 Worksheets and tip sheets deal for
  understandings
• Page 119 Developing skill and knowledge
  statements
• Pages 120-129, 133 Templates and samples
• Abbreviations (Ggoal/standard,
  Uunderstandings, Qessential questions,
  Kknowledge, and Sskills)