Training for the Georgia Performance Standards

1
Training for the Georgia Performance Standards

• Day 1 Standards-Based Education and the Georgia
  Performance Standards (GPS)
• Unpacking the Standards

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Module Overview Day One

• Introduction
• Overview of the Science Standards
• Standards-Based Teaching and Learning
• Unpacking Content Standards
• Putting It All Together
• Summary and Field Assignments

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Goal

• 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.

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Days of Training

• Implementation Year One
• Day One Standards-based Education
• Days Two - Four  Work on best practices in
  assessment, instruction, and unit design
• Implementation Year Two
• Three additional days of training to work on
  extension and enrichment

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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
• Parking Lot
• Phone calls
• Rest rooms
• Breaks
• Lunch

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What We KnowWhat 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
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Test Alignment

• Criterion-Referenced Competency Tests (CRCT) Test
  alignment is completed during Year II
  implementation for each content area and grade
  level.

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3-5 Science Assessment Timeline

• 2005-2006 School year All grades 3-5 science
  CRCT will assess the QCC.
• 2006-2007 School year Grades 3-5 science CRCT
  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

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Georgia Performance Standards in Science

• Based on the Benchmarks for Science Literacy and
  the National Science Education Standards
• Written by Georgia teachers
• Accepted by the Advisory Board and the Georgia
  Department of Education
• Found on http//www.georgiastandards.org

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Alignment to National Standards

• All of the Georgia Performance Standards are
  aligned to the American Association for the
  Advancement of Science document, Benchmarks for
  Science Literacy.
• http//www.project2061.org/tools/benchol/bolintro.
  htm
• The GPS is also aligned to the National Science
  Education Standards developed by the National
  Research Council.
• http//www.nap.edu/readingroom/books/nses/

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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

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QCC versus GPS Comparisons

• QCC
• 12   Topic Energy and Its Transformation Sound
  Standard Describes sources of sounds and how
  sounds move through different kinds of matter.
  Compares how different sounds move through air,
  water, rock and similar materials.             
    
• 13 Defines sound and identifies its properties.
  Observes that sound is produced by vibrations.  
               
• 14  Discovers that sound varies in pitch,
  intensity and quality. Produces sounds that vary
  as to high, low or loud, soft, and produces
  sounds that differ in tone.                
• 15  Investigates the relationship between
  attributes of waves and qualities of sound.
  Connects attributes of waves (wavelength and
  frequency) to attributes of sound (pitch,
  intensity).                
• 16  Describes how we hear sounds. Describes how
  the outer, middle and inner ear transmit
  vibrations to the brain.                
• 17  Recognizes technological devices that produce
  sound (loudspeakers, bullhorns) or help humans
  hear better (hearing aid, stethoscope).        
      

• GPS
• S4P2. Students will demonstrate how sound is
  produced by vibrating objects and how sound can
  be varied by changing the rate of vibration.
• a. Investigate how sound is produced.
• b. Recognize the conditions that cause pitch to
  vary.

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K 5 At A Glance
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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 Theme
• Grade Level Introduction
• Concepts and Skills Text Box
• Characteristics of Science Standards
• Content Standards
• Sample Tasks

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How to Read the GPS code

• Characteristics of Science Standards
• S3CS2
• Science Grade 3 Characteristics of Science
  Standard 2
• Content Standards
• S3P1
• Science Grade 3 Physical Science Standard 1
• S4E2
• Science Grade 4 Earth Science Standard 2
• S5L2
• Science Grade 5 Life Science Standard 2

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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 and student evidence of that
  understanding are set.
• It explains what the student should know and be
  able to do to show evidence of what the student
  understands.

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Example of Content Standards

• S3L1. Students will investigate the habitats of
  different organisms and the dependence of
  organisms on their habitat.
• a. Differentiate between habitats of Georgia
  (mountains, marsh/swamp, coast, Piedmont,
  Atlantic Ocean) and the organisms that live
  there.
• b. Identify features of green plants that allow
  them to live and thrive in different regions of
  Georgia.
• c. Identify features of animals that allow them
  to live and thrive in different regions of
  Georgia.
• d. Explain what will happen to an organism if
  the habitat is changed.

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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 S3E1a Rock/ Mineral differences S3E1b Test/ measure rocks/ minerals S3E1c Observe soils S3E1d Changes in rocks/soils S3E2a Observe fossils S3E2b Fossil formation S3P1a Production of heat energy S3P1b Effects of insulation S3P1c Transfer of suns heat S3P1d Measure temperature of water
S3CS1a Keep honest records
S3CS1b Use reasoning
S3CS1c Responsible for safety
S3CS2a Use computation skills
S3CS2b Calculate with fractions
S3CS2c Judge measurements
S3CS3a Choose appropriate materials
S3CS3b Use devices for capturing information
S3CS3c Use materials and equipment safely
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Characteristics of Science Standards

• S3CS1. Students will be aware of the importance
  of curiosity, honesty, openness, and skepticism
  in science and will exhibit these traits in their
  own efforts to understand how the world works.
• a. Keep records of investigations and
  observations and do not alter the records later.
• S3CS3. Students will use tools and instruments
  for observing, measuring, and manipulating
  objects in scientific activities utilizing safe
  laboratory procedures.
• b. Use computers, cameras, and recording devices
  for capturing information.
• S3CS4. Students will use ideas of system, model,
  change, and scale in exploring scientific and
  technological matters.
• a. Observe and describe how parts influence
  one another in things with many parts.
• S3CS5. Students will communicate scientific ideas
  and activities clearly.
• b. Make sketches to aid in explaining
  scientific procedures or ideas.
• d. Locate scientific information in reference
  books, back issues of newspapers and magazines,
  CD-ROMs, and computer databases.

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QCC versus GPS Comparisons

• QCC
• Topic The Living World Living Things
• Standard Recognizes and describes basic life
  processes. Identifies evidence of basic life
  processes in the immediate environment such as
  gathering and digesting food, excreting waste
  products, reproducing, breathing and responding
  to the environment.                
• 13 Identifies the cell as an important unit of
  structure in living things. Observes actual
  cells, cell models, diagrams of cells, and groups
  of cells                
• 14 Recognizes and describes how traits are passed
  from parents to offspring. Describes features
  inherited associated with living things.        
         
• 15 Recognizes and describes a variety of animal
  and plant life cycles. Illustrates the life
  cycles of a chicken, butterfly, frog, turtle,
  grasshopper, dog and fish.

• GPS
• S3L1. Students will investigate the habitats of
  different organisms and the dependence of
  organisms on their habitat.
• a. Differentiate between habitats of Georgia
  (mountains, marsh/swamp, coast, Piedmont,
  Atlantic Ocean) and the organisms that live
  there.
• b. Identify features of green plants that allow
  them to live and thrive in different regions of
  Georgia.
• c. Identify features of animals that allow them
  to live and thrive in different regions of
  Georgia.
• d. Explain what will happen to an organism if the
  habitat is changed.

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Scaffold versus Spiral

• The content standards are built by grade band
  K-2, 3-5, 6-8, 9-12.
• The QCC was a spiral approachcontent was
  repeated in multiple grade levels.
• The Georgia Performance Standards uses a scaffold
  approach. No standards are repeated in a grade
  band. When a standard is taught in the next
  grade band, it is at a different level of
  understanding.

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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

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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.

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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.

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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.

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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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Essential Question 2

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

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Standards-Based Education

• The focus is on student learning.
• Expectations are the same for all students.
• Teachers work on building enduring
  understandings. 
• Standards are expressed through essential
  questions and supporting skills and knowledge.
• Assessments are used to guide and modify
  instruction.

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Standards-Based Education, cont.

• The effectiveness of instruction is judged on
  whether students meet the standard.
• 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.
• Curriculum maps are aligned to the standards.

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Standards Based Education Model
GPS
Stage 1 Identify Desired Results (Big Ideas)
?Enduring Understandings ? Essential Questions
? Skills and Knowledge
(one or more) Standards 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
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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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Standards Based Education Model
GPS
Stage 1 Identify Desired Results (Big Ideas)
?Enduring Understandings ? Essential Questions
? Skills and Knowledge
(one or more) Standards Elements
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Big Ideas

• What are the big ideas and core processes at the
  heart of this standard?
• What do I want to concentrate on and emphasize in
  this unit?

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Looking for Big Ideas

• Big Ideas are key concepts. Look for ideas in
  key nouns found in the standards.
• S3E1. Students will investigate the physical
  attributes of rocks and soils.
• a. Recognize the physical attributes of rocks
  and minerals using observation (shape, color,
  texture), measurement, and simple tests
  (hardness).
• Participants Guide
• Workbook page 69 Big Idea Examples

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Gallery Walk Big Ideas

• Get a colored marker and flipchart paper.
• Work in groups who chose similar standards. Label
  the chart Big Ideas, write the standard and big
  ideas that you wrote for the standard. Post your
  work.
• Walk around and view others work. Draw a star by
  any statements you find particularly insightful.
• Use a post-it note to record any questions or
  concerns on specific items.

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Enduring UnderstandingsBad to Best

• NO Students will understand rocks.
• NO Students will know how to classify rocks
• NO Explain how to classify rocks.
• YES Students will understand that rocks are
  classified according to properties that you can
  observe and/or test.

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S3E1. Students will investigate the physical
attributes of rocks and soils.a. Recognize the
physical attributes of rocks and minerals using
observation (shape, color, texture), measurement,
and simple tests (hardness).

• Big Idea Rocks and Minerals
• Enduring Understanding Students will understand
  that rocks are classified according to properties
  that you can observe and/or test.

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Enduring UnderstandingsBad to Best

• Students will understand weather.
• Bad. It does not tell us what they should
  understand about weather.
• Students will understand weather instruments.
• Better. It narrows the focus, but it still does
  not state what insights we want students to leave
  with.
• Students will understand that weather
  instruments give us data to use in forecasting
  the weather.
• Best. This summarizes intended insight, helps
  students and teachers realize what types of
  learning activities are needed to support the
  understanding.

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Enduring Understandings Overarching and
TopicalWe Need Both!

• Overarching More abstract and general relate to
  many units of study
• Students will understand that rocks are
  classified according to properties that you can
  observe and/or test.
• Topical More specific related to a single unit
• Students will understand that the texture of
  rocks can be explained as rough, smooth, shiny,
  dull, glossy, etc.

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Gallery Walk-- Understandings

• Get a colored marker and flipchart paper.
• Work in groups who chose similar standards. Under
  the Big Ideas section, label the chart
  Understandings. Write the understandings that
  you wrote for the standard. Post your work.
• Walk around and view others work. Draw a star by
  any statements you find particularly insightful.
• Use a post-it note to record any questions or
  concerns on specific items.

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Developing Essential Questions

• Essential Questions
• Are big, open-ended or topic-related
• Examine how (process) and why (cause and effect)
• Consider various levels in Blooms taxonomy
• Use language appropriate to students
• Sequence so they lead naturally from one to
  another
• Can be used as organizers for the unit, making
  the content answer the questions
• Can be shared with other teachers

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Types of Questions

• Questioning is a strong tool for teachers
• Essential Questions
• Unit Questions
• Key Questions
• Daily Questions
• Lesson Questions
• Diagnostic and Formative Questions

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From Understandings to Questions

• S4E2. Students will model the position and motion
  of the earth in the solar system and will explain
  the role of relative position and motion in
  determining sequence of the phases of the moon.
• b. Explain the sequence of the phases of the
  moon.
• Students will understand that the moons orbit
  around the earth once in about 28 days changes
  what part of the moon is lighted by the sun and
  how much of that part can be seen from the earth.
• Why does the moon appear to change shape?
• Why can we sometimes see the moon during the day?
• How come the moon reflects light, but rocks on
  earth dont seem to reflect light?

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Co-RequisitesYou cant teach one without the
other!Remember to use the Characteristics of
Science Standards to learn and apply the Content
Standards.

• S4CS4. Students will use ideas of system, model,
  change, and scale in exploring scientific and
  technological matters.
• c. Identify patterns of change in thingssuch as
  steady, repetitive, or irregular changeusing
  records, tables, or graphs of measurements where
  appropriate.
• Students will understand that patterns are
  studied because they help to explain how the
  world works.
• What would I have to know to accurately predict
  the moon phase on my birthday for next year?
• Why do news media report the current moon phase?

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Gallery Walk

• Get a colored marker and flipchart paper.
• Work in groups who chose similar standards. Write
  an essential question for the standard. Post
  your work.
• Walk around and view others work. Draw a star by
  any essential questions you find particularly
  insightful.
• Use a post-it note to record any questions or
  concerns on specific items.

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Skills and Knowledge

• Facts
• Concepts
• Generalizations
• Rules, laws, procedures

Skills Procedures Processes
KNOWLEDGE (declarative)
SKILLS (procedural)
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What Students Should Know and Be Able to Do

• Brainstorm a list of evidence you could use to
  show that a student has mastered the
  understandings of those big ideas.
• Add those ideas to your chart.
• Share your ideas with the group.

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7 Days of Training

• Implementation Year I
• Day 1 Becoming familiar with science standards
  and Stage One of Unit Design
• Day 2 Stage Two--Balanced Assessment
• Days 3 and 4 Stage Three--Unit/Instruction
  Design
• Implementation Year II
• Day 5 Differentiation
• Day 6 Examining Student Work
• Day 7 Putting It All Together

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http//www.georgiastandards.org

Standards
Training Materials
Frequently Asked Questions

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Discussion of Redelivery Action Plan

• Determine your goal for redelivery.
• Determine time allotted.
• Develop timeline of activities.
• List resources and ideas.

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Day 2 Prework Assignment

• Redeliver how to unpack a standard.
• Day 2 will focus on determining acceptable
  evidence.
• Use the standard you unpacked or choose a
  different one to unpack.
• Make a list of ways to assess a students
  understanding of those big ideas and
  understandings.
• How good is good enough?

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Contact Information

• Marlee Tierce
• K-5 Science Education Program Specialist
• 1754 Twin Towers East, Atlanta, Georgia 30334
• Office phone [phone]
• Office email mtierce_at_doe.k12.ga.us