Georgia Performance Standards Initiation Training

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Georgia Performance StandardsInitiation Training

• Georgia Department of Education
• Office of Curriculum and Instruction

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Welcome

• Introduction of System Teams to Serve as
  Trainers/System Leaders
• Goals and Expectations for the Day
• Trainers will . . .
• Understand the goals of the revision, the
  rationale, and what Georgia values
• Understand the phase-in and implementation plan
• Develop understanding of the four parts of a
  performance standard
• Know and be able to use common vocabulary to
  respond to the new Georgia Performance Standards
  (GPS)
• Understand how to read the new standards, how to
  review and comment online.
• Develop the ability to plan and redeliver the
  Initiation training to system and school personnel

3
Our Rationale

• History of Georgias Curriculum
• External Reviews
• No Child Left Behind
• Linchpin for improving student achievement

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Goals of the New Curriculum

• Set high expectations for all students
• Align to national level standards
• Increase rigor
• Guide teaching and learning
• Align assessments and accountability to curriculum

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What Works in Schools, Marzano

• 11 Factors Affecting Student Achievement
• Guaranteed and Viable Curriculum
• Identify and communicate the content considered
  to be essential for all students.
• Ensure that the essential content can be
  addressed in the amount of time available for
  instruction.
• Sequence and organize the essential content so
  that students have ample opportunity to learn.
• Ensure that teachers address the essential
  content.
• Protect the instructional time that is available.

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Performance Standards

• Are
• 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

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Current Status of GPS

• DRAFT Performance Standards posted on Georgia
  Learning Connections
• Development of Differentiated Instruction
  companion document
• Review and Comment (January March)
• Revision (April)
• Recommendation to Board of Education (May)

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Whats Working in Georgia Schools
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What is good enough?
Tab 3

• Read the writing sample.
• Take a moment to chart your assessment of this
  piece of writing.
• Note areas of the writing that are satisfactory
  and aspects of the writing that need improvement.

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Think-Pair-Share
Tab 3

• What criteria were used to evaluate this writing?
• Which comments/opinions are valid or right?
• What is good enough?
• How would a student know what to expect?
• Are all teachers consistent?

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Phase-In Plan
Tab 4

• 2004-06
• English Language Arts grades K-12
• Math grade 6
• Science grades 6-7 and 9-12
• 2005-07
• Social Studies grades K-12
• Math grades K-2 and grade 7
• Science grades 3-5
• 2006-08
• Math grades 3-5 and grade 8
• Science grades K-2 and grade 8
• 2007-09
• Math grades 9-12

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Implementation Plan
Tab 4

• Initiation Training Awareness
• Two-Year Phase-In Plan
• Implementation Training (Years I and II)
• Two-day Summer Institute
• Fall Training
• Winter Training

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Test Alignment
Tab 4

• 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)
• Test alignment is completed during the third year
  following Year II implementation for each content
  area and grade level.

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• ENGLISH LANGUAGE ARTS
• CURRICULUMGrades K - 12

Tab 2
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Whats changed in Language Arts?
Tab 2

• Grades K-3Literacy Standards follow National
  Reading Panel Research
• Grades 4-12Reading Standards from California
  Writing Standards from Massachusetts

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Tab 2

• Correlation to National Reading Panel
  ResearchPhonemic Awareness, Phonics, Vocabulary,
  Fluency, and Comprehension
• Reading Standards for Comprehension, Habits of
  Reading, Vocabulary, and Fluency

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• Writing Standards for Modes of DiscourseNarrative
  , Expository, Persuasive, and Response to
  Literature
• Speaking, Listening, Viewing Standards
  Emphasizing Media Literacy
• Reading Across the Curriculum Standard in Grades
  6-12
• Course Level Performance Standards in Grades
  9-12 with Literature Strand

Tab 2
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SOCIAL STUDIES CURRICULUMGrades K - 12
Tab 2

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• The political system of democracy is radical,
  recent, and rare. It is our childrens
  inheritance. How best to pass it on?
• American Educator, Fall 2003

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Foundation of Proposed Social Studies
Tab 2

• Based on best practices throughout the United
  States and research on National Standards.
• Based on framework designed by Dr. Diane Ravitch
• Based on expertise and insights of Georgia
  Educators
• Based on experience and knowledge of Georgia
  teacher team members
• Performance Standards

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Basic Decisions
Tab 2

• Social Studies Framework K 12 would consist of
  Four Strands
• History,
• Geography,
• Economics, and
• Government/Civics

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History
Tab 2

• Knowledge of the Past
• Continuity and Change
• Historical Research

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Geography
Tab 2

• Physical and Human Systems
• Tools of Geography
• Cultural Perspectives

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Government/Civics
Tab 2

• Principles of Constitutional Democracy
• Responsibilities and Rights of Citizens
• Comparative Political Systems

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Economics
Tab 2

• Knowledge and Analytical Concepts
• Application and Interpretation Processes
• Decision-Making and Consequences

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K 3
Tab 2

• Would be the foundations for
• History
• Geography
• Government/civics
• Economics

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Grades 4 8
Tab 2

• History based with
• Geography
• Government/Civics
• Economics
• Integrated into the history content

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Continuum Approach
Tab 2

• Divides the historic timeline
• Allows for depth, deep understanding and
  retention
• Allows for inclusion of all people
• Allows time for students to examine history
• Allows time for hands on activities

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Study of the United States
Tab 2

• Fourth Grade
• The Beginnings to the Constitution
• Fifth Grade
• The Constitution through 1890s
• Eighth Grade Georgia Studies History,
  Geography, Government and Economics with links to
  United States History
• High School Founding Ideas and Ideals with
  emphasis since 1876

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Study of the World
Tab 2

• Sixth Grade
• The Beginnings of Civilizations through Ancient
  Greece
• Includes study of Africa, Asia, and Europe
• Seventh Grade
• Starts with Ancient Rome and continues through
  the Renaissance Period
• Includes study of Africa, Asia, Europe and the
  Americas
• High School The World since 1500s

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Proposed GPS Performance Based.
Tab 2

• Kindergarten History
• BBCS Recognize that history is the story of what
  happened in the past
• Knowledge of the Past

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Expected Benefits from Proposed GPS
Tab 2

• Greater clarity for teachers, students, and
  parents
• Better cross grade-level understanding of what
  students are learning
• Clear, measurable expectations of what students
  are expected to know and do
• More globally oriented students who are better
  problem solvers
• All Social Sciences are integrated throughout K-12

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Expected Benefits from Proposed GPS
Tab 2

• Curriculum is a ladder not a mountain
• Content is more reasonable and balanced
• Relationship between previous years is sensible
• Performance standards provide guidelines and
  strategies

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Science Performance Standards
Tab 2
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Georgia Performance Standards
Tab 2

• Performance-Based Standards
• Nationally aligned curriculum-American
  Association for the Advancement of Science (AAAS)
  Benchmarks for Scientific Literacy
• Vertically aligned curriculum

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Georgia Performance Standards
Tab 2

• Science has been written as a dual curriculum.
• Characteristics of Science
• Content

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Students should do science, not view science.
Tab 2
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Six-Eight Switch
Tab 2
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Mathematics Performance StandardsGrades K - 12
Tab 2
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Foundation of Mathematics
Tab 2

• Reorganized current content curriculum to reflect
  the characteristics of the Japanese Standards
  Rigor and Complexity.
• Based Process Standards on the National Council
  of Teachers of Mathematics (NCTM)National
  Standards.
• Based on expertise and insights of Georgia
  Educators
• Based on experience and knowledge of teacher team
  members

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Expected Benefits from new GPS
Tab 2

• Greater clarity for teachers
• Better cross grade-level understanding of what
  students are learning and what they need to
  prepare for
• Clear, measurable expectations of what students
  are expected to know and do
• Better teaching Greater learning

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Kindergarten Mathematics Curriculum
Tab 2

• Three Strands
• Numbers and Operations
• Measurement
• Geometry

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K-8 Mathematics 3-Tier Curriculum
Tab 2

• 1st Tier (Foundation) Kindergarten- 4th grade
  Basic Skills of Arithmetic with measurement and
  geometry
• 2nd Tier 5th and 6th grade
• Percentages and Proportions
• 3rd Tier 7th and 8th grade
• Algebra and Geometry

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Course Descriptions
Tab 2

• Strands
• Algebra
• Geometry
• Data Analysis

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Benefits to all students
Tab 2

• Standards are high but attainable
• Content is rich
• Standards allow opportunities for ALL learners
• Standards are based on success and achievement
• All students will graduate with the mathematics
  requirements for college.

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Benefits to all teachers
Tab 2

• Content is more reasonable and balanced
• Relationship between previous years is sensible
• Performance standards provide guidelines and
  strategies

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Four Parts of a Performance Standard
Tab 5
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Sample Task
Tab 5

• Grade 7 It Was Midsummer Writing Sample
• Task - Using narrative strategies the student
  writes about a particular event that is
  meaningful or significant in the students life.

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Narrative Writing Standard
Tab 5

• 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.

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Student Work Analysis Find the Elements
Tab 5

• Read the Writing Standards provided.
• Note the elements of the performance standard are
  identified using lower case letters.
• Using the writing sample, identify the parts of
  the student work that meet the elements of the
  Narrative Standard.
• Underline the part of the student work that meet
  a specific element of the standard and label each
  part by using the lower case letters correlated
  to elements.

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Think-Pair-Share
Tab 5

• How did the process of locating elements in
  student work help you understand whether or not
  the work met standard?
• How does this help you define expectations for
  student work?
• How does the standard help teachers define and
  communicate whether a piece of student work does
  not meet standard, meets standard, or exceeds
  standard?

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Commentary
Tab 5

• It Was Midsummer meets the standard for 7th
  grade narrative writing by describing the
  authors 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).

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Commentary (continued)
Tab 5

• For the most part, the writer excludes extraneous
  details. In some places she could provide more
  detail. For instance, the writer uses vocabulary
  specific to horse shows such as refusals and
  leads but she does not explain the meaning of
  those terms. Neither does she provide enough
  context for the reader to infer meaning.
• The writer uses dialogue to help the storys
  progress and to communicate a sense of the shows
  atmosphere (Walk please, all walk, the judge
  announces to the other riders around me.) The
  final sentence provides the story with a sense of
  closure and conveys the message of the piece (It
  was one of the best days of my life, and a little
  advise advice can really go a long way.)

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Comparison of Georgia Performance Standards to QCC
Tab 5

• 4th Grade QCC Reads for a variety of purposes
  in different kinds of texts.
• 4th Grade GPS The student demonstrates
  comprehension and shows evidence of a warranted
  and responsible explanation of a variety of
  literary and informational texts. The texts are
  of the quality and complexity illustrated by the
  Grade Four reading list.

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Differentiated Instruction
Tab 5

• 4th Grade Writing Sample Task - Using narrative
  strategies the student writes about a particular
  event that is meaningful or significant in the
  students life.
• Sample Task for Differentiated Instruction Next
  Slide

56

• ELA4W2 A Georgia Performance Standard for
  fourth grade writing
• A sample differentiated task for this standard
  is
• The student writes a report on a topic of
  personal interest by using a graphic organizer to
  relate personal knowledge and information
  gathered from research (encyclopedia, Internet,
  interviews, etc.) This task includes a conference
  between student and teacher to guide academic
  content such as scientific, mathematical, and/or
  social studies concepts.

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• ELA6W2 A Georgia Performance Standard for sixth
  grade writing
• A sample differentiated task for this standard
  is
• The student reads several books and writes a
  review that describes the authors style and
  purpose for others by orally dictating the
  information to a scribe. The review offers a
  recommendation for or against the author, and the
  student provides evidence to support his/her
  recommendation.

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Think-Pair-Share
Tab 5

• How did the performance standard and commentary
  assist you in evaluating the same piece of
  writing?

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Lets Play Jeopardy!!!
Tab 6
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Standards-Based Vocabulary
Tab 6

• STANDARDS-BASED EDUCATION
• In standards-based classrooms, standards are the
  starting point for classroom instruction that
  ensures high expectations for all students.
• CURRICULUM DOCUMENT
• The Georgia Performance Standards document is the
  curriculum document that contains all standards
  that should be learned by all students.
• STRAND
• A strand is an organizing tool used to group
  standards by content. For example, the English
  language arts curriculum contains strands of
  reading, writing, listening, speaking, and
  viewing. K-5 science curriculum contains a life
  science strand, physical science strand, and an
  earth/space strand.
• STANDARD
• Something set up and established by authority as
  a rule for the measure of quantity, weight,
  extent, value, or quality.

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Standards-Based Vocabulary
Tab 6

• PERFORMANCE STANDARDS
• Performance standards define specific
  expectations of what students should know and be
  able to do and how well students must perform to
  achieve or exceed the standard. Georgias
  performance standards are composed of four
  components content standards, tasks, student
  work, and teacher commentary.
• CONTENT STANDARDS
• Content standards state the purpose and direction
  the content is to take, and are generally
  followed by elements. Content standards define
  what students are expected to know, understand,
  and be able to do.
• PROCESS STANDARDS
• Process standards define the means used to
  develop patterns of thought and behavior that
  lead to conceptual understanding.

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Standards-Based Vocabulary
Tab 6

• ELEMENTS
• Elements are part of the content standards that
  identify specific learning goals associated with
  the standard.
• TASKS
• Keyed to the relevant standards, tasks provide a
  sample performance that demonstrates to teachers
  what students should know and be able to do
  during or by the end of the course. Some tasks
  can serve as activities that will help students
  achieve the learning goals of the standard, while
  others can be used to assess student learning
  many serve both purposes. Although the Georgia
  Performance Standards include tasks, teachers may
  develop their own tasks.

63
Standards-Based Vocabulary
Tab 6

• STUDENT WORK
• Examples of successful student work are included
  to specify what it takes to meet the standard and
  to enable both teachers and students to see what
  meeting the standard looks like.
• TEACHER COMMENTARY
• Teacher commentary is meant to open the pathways
  of communication between students and the
  classroom teacher as well as within faculty in
  order to ensure consistency within assessment and
  expectations. Commentary shows students why they
  did or did not meet a standard and enables them
  to take ownership of their own learning.

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Vocabulary Activity
Tab 6

• Defining Our Terms
• First, individual staff members should create
  that own definitions of each of the following
  terms related to the field of standards-based
  education.
• Then, each staff member should pair up with a
  partner to explore how they agree or disagree
  about the meaning of each term.
• Finally, at the conclusion of this activity, the
  definitions provided by the Georgia Department of
  Education should be shared and discussed.

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Comment and Review
Tab 7

• Curriculum will be on the Georgia Learning
  Connections website between January 12 and March
  31.
• www.glc.k12.ga.us
• Or
• www.gadoe.org

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Tab 7
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Tab 7
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Tab 7
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Tab 7
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Professional Learning Plan
Tab 8

• District and school leaders can do a number of
  things to help make the change to standards-based
  education easier for teachers.
• Support teachers by clearly communicating the
  changes that standards-based education will
  entail
• Pace the progress of reform (note phase-in and
  implementation plan)
• Provide structures and opportunities for teachers
  to learn the knowledge and skills to implement
  standards
• Align other aspects of the system (e.g., time,
  technology, and teacher evaluation) with the
  goals of standards-based education
• Assist with support of struggling students, and
• Help to make needed resources available

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Professional Learning Plan
Tab 8

• Teacher collaboration is the key to success. It
  is important for teachers to work together to
• understand what standards require of students
• design lessons to teach standards, and
• develop assessments to determine if students are
  meeting standards.

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Professional Learning Plan
Tab 8

• Professional Learning Plan should be coherent and
  comprehensive and include or make provisions for
• structures (e.g., grade-level teams, curriculum
  task forces, study groups, departments) for
  learning
• resources (e.g., time and materials) needed
• formal and informal learning opportunities
  (formal professional development sets the stage,
  it is through informal personal exchanges that
  new ideas take root and become part of daily
  practice professional learning communities)
• focus on day-to-day classroom work (What lesson
  plans will help students reach proficiency? How
  will I know each student has become proficient?
  How will I document student achievement?)

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Professional Learning Plan
Tab 8

• Learning Outcomes
• Who (audience and personnel), When (time), Where
  (space), How (, materials)
• Learning Activities
• Goals of the revision, our rationale, our beliefs
  and what Georgia values
• Phase-In and Implementation Plan
• 4 Parts of a Performance Standard
• Standards- Based Vocabulary
• Comment and Review

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• Questions?