Georgia Performance Standards Initiation Training Georgia Department of Education Office of Curriculum and Instruction

Georgia Performance

StandardsInitiation TrainingGeorgia Department of Education

Office of Curriculum and Instruction

Georgia will lead the nation in improving student achievement.

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


Our Rationale

History of Georgia’s Curriculum External Reviews No Child Left Behind Linchpin for improving student

achievement


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


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.


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


Status of GPS(Revised 02/23/04)

DRAFT Performance Standards posted on Georgia Learning Connections

Development of Differentiated Instruction companion document

Review and Comment (January – March) Revision (March and April) Phi Delta Kappa Review (April) Recommendation to Board of Education (May) Final Approval (May or June)


What is good enough?

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

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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Four Parts of a Performance Standard Content Standard

•Elements Sample Tasks Student Work Teacher Commentary

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Narrative Writing StandardELA7W2 The student demonstrates competence in avariety 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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Sample Task

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 student’s life.

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Student Work Analysis: Find the Elements 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

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 “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”).

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Commentary (continued)

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 story’s progress and to communicate a sense of the show’s 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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Think-Pair-Share

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

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Comparison of Georgia Performance Standards to QCC

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

4th Grade Writing Sample Task - Using narrative strategies the student writes about a particular event that is meaningful or significant in the student’s life.

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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.


What’s Working in Georgia

Schools


Phase-In Plan 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

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

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

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What’s changed in Language Arts?

Grades K-3—Literacy Standards follow National Reading Panel Research

Grades 4-12—Reading Standards from California; Writing Standards from Massachusetts

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Correlation to National Reading Panel Research—Phonemic 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 Discourse—Narrative, 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

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SOCIAL STUDIES CURRICULUM

Grades K - 12

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“The political system of democracy is radical, recent, and rare. It is our children’s inheritance. How best to pass it on?”

American Educator, Fall 2003


Foundation of Proposed Social Studies

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:

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

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History

Knowledge of the PastContinuity and ChangeHistorical Research

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Geography

Physical and Human SystemsTools of GeographyCultural Perspectives

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Government/Civics Principles of Constitutional

Democracy Responsibilities and Rights of

Citizens Comparative Political Systems

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Economics Knowledge and Analytical

Concepts Application and Interpretation

Processes Decision-Making and

Consequences

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K – 3

Would be the foundations for

–History–Geography–Government/civics–Economics

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Grades 4 – 8

History based with Geography Government/Civics Economics

Integrated into the history content

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Continuum Approach

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

Fourth Grade:– The Beginnings to the Constitution

Fifth Grade: – The Constitution through 1890’s

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

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 1500’s

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Proposed GPS – Performance Based.

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 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 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

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Georgia Performance Standards

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

Science has been written as a dual curriculum.

Characteristics of Science Content

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Students should do science, not view science.

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Six-Eight Switch

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

6th Grade

Physical Science

Earth Science

Earth Science

Earth Science

7th Grade

Life Science

Life Science

Life Science

Life Science

8th Grade

Earth Science

Earth Science

Earth Science

Physical Science

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Mathematics Performance

StandardsGrades K - 12

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Foundation of Mathematics

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

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

Three Strands: Numbers and OperationsMeasurement Geometry

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K-8 Mathematics 3-Tier Curriculum

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

Strands:– Algebra– Geometry– Data Analysis

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Benefits to all students

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 Content is more reasonable and

balanced Relationship between previous

years is sensible Performance standards provide

guidelines and strategies

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Let’s Play Jeopardy!!!

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Standards-Based Vocabulary 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 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. Georgia’s 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 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.

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Standards-Based Vocabulary 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

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

Curriculum will be on the Georgia Learning Connections website between January 12 and March 31.

www.GeorgiaStandards.org

Or

www.gadoe.org

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Professional Learning Plan 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

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 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

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?

Documents

Georgia Performance Standards Initiation Training Georgia Department of Education Office of Curriculum and Instruction