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Georgia Performance Standards


Georgia Performance Standards Middle School ELA, Math & Science Fall 2005 What s Different about GPS? Student learning is the focus. Learning Goals are the same for ... – PowerPoint PPT presentation

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Title: Georgia Performance Standards

Georgia Performance Standards
  • Middle School
  • ELA, Math Science
  • Fall 2005

Whats Different about GPS?
  • Student learning is the focus.
  • Learning Goals are the same for all students.
  • Standards are integrated and should not be taught
    in isolation.
  • Assessments are used to guide and modify
  • Planning is structured in units.
  • The effectiveness of instruction is judged by
    whether students meet the standard.

Not Repackaging an Old Product!
Standards-Based Education
  • Identify Desired Results
  • (Learning Goals)
  • Develop an Assessment Plan
  • (Evidence of Learning)
  • Make Instructional Decisions
  • (Planned Learning Opportunities)

  • Student Evidence
  • instead of
  • Teacher Coverage
  • (Handout page 10)

Highly Qualified Teachers
  • Special Education
  • Highly qualified in Accommodations,
    Differentiation, and Modifications
  • Content Specialists
  • Highly qualified in reading, or science, or math,
    or social studies.

What must happen for every student to have a
Highly Qualified Teacher throughout the day?
VIPsVery Important Points
  • All teachers must be familiar with the standards.
  • Standards are revisited continuously throughout
    the teaching/learning process.
  • Planning takes place at the unit level, and units
    are usually 3 to 6 weeks in length.
  • Established coding procedures for unit/lesson
    plans need to be rethought.

Assessment vs. Grading
Student 1 receives mostly As and high Bs in the
beginning but his/her performance drops off
considerably, and s/he receives an F on the final
performance test. Student 2 is erratic,
receiving an equal number of As and Fs. Student
3 is clueless at the beginning, but by the last
few sessions, s/he catches on and performs
flawlessly on the final performance. His/her
grades are, in order from the first test to the
last, F, F, F, F, C, B, A, A, A.
Assessment for Learning
  • Not all students learn at the same rate or in the
    same way.
  • Assessment is ongoing and continuous.
  • Assessment guides instruction.
  • Assessment provides evidence of student growth
    toward the learning goals.

Determine an Assessment Plan
Observation, Dialogue, Discussion
Tests Quizzes
Academic Prompts
Performance Tasks
Informal Checks
adapted from Understanding by Design
An Assessment Inventory
  • Assessments can also be categorized as selected
    response, constructed response, performance task,
    and informal/self-assessment.
  • To determine whether or not classroom assessment
    is balanced, complete the balanced assessment
    inventory as if you were still in the classroom.
  • How might this inventory assist you as you
    conduct teacher observations?

Not everything that can be counted counts, and
not everything that counts can be counted.
--Albert Einstein
Research Suggests . . .
  • According to Rick Stiggins, a balanced range of
    classroom assessments is effective in improving
    student achievement, not only in individual
    classrooms, but also on state or other
    standardized tests that provide program
    evaluation data.
  • In fact, Stiggins refers directly to a research
    review by Paul Black and Dylan William that
    reports effect sizes on high stakes tests of
    one-half to a full standard deviation for
    students who experienced improved formative
    assessment in their classrooms.
  • This gain is sufficient to improve student
    achievement on standardized tests by more than
    30 percentile points, two grade-equivalents, or
    100 points on the SAT scale (Stiggins 2002).

Table Talk
  • Identify 3 things youve seen or heard so far
  • today that will impact your role as instructional
  • leader.
  • Be prepared to share your insights with the
  • whole group in 10 minutes.

What is Differentiation?
  • Differentiation can be defined as a way of
    teaching in which teachers proactively
    accommodate curriculum, teaching methods,
    resources, learning activities, and student
    products to address the needs of individual
    students and/or small groups of students to
    maximize the learning opportunity for each
    student in the classroom.
  • --Facilitators Guide, At Work in the
    Differentiated Classroom, 103.

Making Instructional Decisions
  • Differentiated instruction is the norm when
    teaching with performance standards.
  • A differentiated classroom is big on
  • standards, but short on standardization.

    (Tomlinson, The Differentiated Classroom, 29)

The Road to Student Success
Although the destination remains constant, the
routes we take to reach that destination and the
time it takes us to get there may vary.
According to Grant Wiggins
  • "Good planning leaves room for the
    unplannable. You do not know what you'll be
    doing on April 11, and you're a fool if you think
    so. If you do, then the curriculum is more
    important to you than your students."
  • (Grant Wiggins, "Designing and Using Student
    Reflections and Self-Assessment," ASCD Summer
    Conference on Differentiated Instruction and
    Understanding by Design, June 2005)

Making Instructional Decisions
  • Schedule planned assessments on unit calendar.
  • Determine the instruction necessary to equip
    students to provide evidence of learning on
    scheduled assessments.
  • Select the most appropriate instructional
    strategies for providing students access to
  • Schedule instructional activities on unit

Incorporating a Variety of Instructional
  • Thinking back to your own classroom practice,
    read over the categories of instructional
  • Mark a strategy with a if you used it
    regularly, a if you used it occasionally, or
    a if you rarely or never used it.
  • How might this checklist assist you as you
    conduct teacher observations?

Observing Teachers with GPS in Mind
  • Are learning goals clear to both the teacher and
    the students?
  • Are students actively engaged in their own
  • Are the readiness levels, interests, and learning
    styles of the students being addressed?
  • Is assessment for learning guiding instruction to
    ensure growth for every student?

VIPsVery Important Points
  • All instructional and assessment activities
    should be designed to move students toward the
    learning goalsthe GPS.
  • Students need multiple opportunities to learn
    using a variety of instructional strategies that
    incorporate a number of different modalities.
  • Instruction should focus on growth for all
    students. Often the students who come into a
    classroom knowing the most, learn the least.
  • Unit plans must be flexible in order to allow
    assessment to guide instruction.

More VIPsVery Important Points
  • Unit plans must be flexible in order to allow
    assessment to guide instruction.
  • In standards-based classrooms, teachers create
    student-centered learning environments.
  • In student-centered learning environments,
    instruction takes place when students work
    independently, in pairs or small groups,
    one-on-one with the teacher, and in the class as
    a whole.

Table Talk
  • Performance standards provide consistency in
  • of learning goals, but standards are not the same
  • thing as standardization. Effective
    implementation of
  • the GPS precludes lockstep instruction. Discuss
  • what this may mean in terms of teacher
  • and evaluations.
  • Be prepared to share your ideas with the
  • whole group in 15 minutes.

Science in Middle School
  • 2005-2007
  • Science GPS in grades 6 and 7
  • Science QCC in grade 8

Middle School Plan
Co-Requisites in Science
  • Content Characteristics
  • Facts
  • Characteristics Content
  • Activities
  • Characteristics Content

Science Content Example
  • S7L4. Students will examine the dependence of
    organisms on one another and their environments.
  • d. Categorize relationships between organisms
    that are competitive or mutually beneficial.

What is a relationship?
Mutualism? Commensalism? Parasite/Host?
Predator/Prey? Competition?
Characteristics of Science
  • S6CS5. Students will use the ideas of system,
    model, change, and scale in exploring scientific
    and technological matters.
  • Observe and explain how parts can be related to
    other parts in a system such as predator/prey
    relationships in a community/ecosystem.
  • Understand that different models (such as
    physical replicas, pictures, and analogies) can
    be used to represent the same thing.

Characteristics of Science (cont.)
  • S6CS9. Students will enhance reading in all
    curriculum areas by
  • a. Reading in all curriculum areas
  • b. Discussing books
  • c. Building vocabulary knowledge
  • d. Establishing context

(No Transcript)
Sample Task
  • You are a curator at an animal park. Your new
    project is to design a display depicting a major
    biome that includes how the organisms relate to
    and interact with each other.
  • Your display will include
  • A research narrative with facts about a minimum
    of ten organisms and their energy needs
  • A food web of including all organisms from the
    narrative including arrows showing sequence of
    the transfer of food energy (See next slide)
  • Examples of and explanations of sample symbiotic
    relationships including mutualism, commensalism,
    and parasitism

You Want Proof? Ill Give You Proof! By Sydney
Products that provide evidence of understanding
  • Signs for display
  • Major biome, organisms listed by kingdom
  • Choose an example of an organism from each role
    in the ecosystem (predator, prey, producer,
    consumer, parasite, host, scavenger, decomposer),
    explain the role of that organism and its energy
    (food/nutrient) needs.
  • Diagram of energy pyramid depicting organisms
    with arrows showing sequence of energy flow.
  • Show examples of symbiotic relationships from the
    biome. (commensalism, mutualism, competition,

Pay attention that you are scoring the evidence
of what you want the student to know and be able
to do. How good is good enough? Dont get
confused by criteria that sounds good but doesnt
match the goal.
Far Side Gallery by Gary Larsen
Sample Rubric
ELA in Middle School
  • GPS in grades 6, 7, and 8

Power Standards in ELA
  • RL1 Comprehension and Interpretation ?
  • RL2 Vocabulary
  • RL3 Fluency
  • RC1 1,000,000 words
  • RC2 Discusses topics related to content
  • reading
  • RC3 Content vocabulary
  • RC4 Puts reading in context

Power Standards in ELA
  • W1 Organization, structure, and context
  • W2 Competence in a variety of genres ?
  • W3 Research and technology to support
  • writing
  • W4 Writing process
  • C1 Usage and mechanics
  • LSV1 Verbal interactions S-T S-S Group
  • LSV2 Media literacy ?

Determining Learning Goals for an ELA Unit
Listening, Speaking, and Viewing
Math in Middle School
  • Math GPS in 6th Grade
  • Math QCC in 7th and 8th grades

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

Grade 7 Math Assessment Timeline
  • 2005-2006 School year
  • Grade 6 math CRCT will assess the GPS.
  • Grade 7 math CRCT will assess the QCC.
  • 2006-2007 School year
  • Grade 7 math CRCT will assess the GPS.

High School Course Chart
  • Students will investigate relationships between
    two quantities.
  • They will write and solve proportions and simple
    one-step equations that result from problem

  • M6A2. Students will consider relationships
    between varying quantities.
  • a. Analyze and describe patterns
  • arising from mathematical rules,
  • tables, and graphs.

  • Materials are on the way to your schools!
  • A sixth grade framework has been added to the GPS
    mathematics site!


Training Materials
Frequently Asked Questions

NEW! Framework
Teaching for Understanding
  • In order to provide evidence of understanding,
    students must be able to apply acquired knowledge
    and skills to new situations.
  • Culminating performance tasks allow students to
    provide evidence of understanding.

Performance Tasks . . .
  • . . . generally occur over time
  • . . . result in tangible products or observable
  • . . . involve meaning-making
  • . . . encourage self-evaluation and revision
  • . . . require judgment to score
  • . . . reveal degrees of proficiency based on
    criteria established and made public prior to
    the performance
  • . . . sometimes involve students working with

-Marzano, Pickering, McTighe
VIPsVery Important Points
  • Assessment and grading are not the same thing.
  • Students should be assessed on nearly everything
    they do, but its generally unwise to over-grade
    or to assign grades before the learning process
    is complete.
  • Students do not all learn at the same rate or
    achieve the learning goals at the same time.
  • Averaging to determine final grades does not
    provide an adequate picture of student growth.
  • Students who learn conceptually perform
    significantly better on standardized tests.

Table Talk
  • Performance standards require that we rethink our
  • assessment and grading practices, but these
  • practices are deeply embedded in the culture of
  • schools. Determine 2 or 3 things that you might
  • in your schools to begin to align your grading
  • with the underlying principles of standards-based
  • education.
  • Be prepared to share your ideas with the
  • whole group in 15 minutes.

Your questions?
Contact Information
  • Alice Smith
  • Director of Reading and Middle Schools
  • 404-651-7274
  • Alicia McCartney
  • Reading and Middle Schools
  • 706-296-6610
  • Marlee Tierce
  • Science
  • (404) 463-1977
  • Claire Pierce
  • Mathematics
  • (404) 657-7063
  • Peggy Pool
  • Mathematics
  • (404) 657-9063