Training for the New Georgia Performance Standards

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Training for the New Georgia Performance
Standards

• Day 1 Standards-Based Education and the New GPS

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Module Overview Day One

• Prior Preparation (already completed)
• Introduction (30 minutes)
• Overview of the Standards (2 hours)
• Standards-Based Teaching and Learning (3 hours)
• Putting It All Together (30 minutes)
• Summary, Housekeeping, Follow-Up Work (30
  minutes)

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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.

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Group Norms and Housekeeping

• Group Norms
• Participate and share.
• Listen with an open mind.
• 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

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What You Know/What You Want to Know

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

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Essential Question 1

• What are the Georgia Performance Standards all
  about?

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Phase-in Plan
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Benefits of the GPS

• Ladder vs. Spiral
• Depth
• Consistency
• Assessment

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Place Your Bets!

• 1. My students must read 25 books every year from
  the grade level reading list provided in the GPS.
• 2. The CRCT and EOCT will continue with QCC
  objectives for all areas even when we change to
  Georgia Performance Standards.
• 3. Standards will be assessed at the standard and
  element levels.
• 4. The Georgia Performance Standards are already
  prioritized.
• 5. I must use the tasks that are listed with the
  standards.
• 6. I need to teach a unit on the Characteristics
  of Science (processes and skills) before I teach
  the science content.
• 7. The Spring 2005 administration of the CRCT
  will be based on the GPS.
• 8. According to the English Language Arts GPS, I
  must teach 25 novels every year.
• 9. Performance standards consist of content
  standards, elements, suggested tasks, student
  work, and teacher commentary.
• 10. The design of instructional units based on
  GPS will be activity-based and not
  thematically-based.

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Place Your Bets!

• 11. Teachers will need to repeatedly unpack
  standards in order to plan quality units of
  instruction.
• The GPS is not a spiral curriculum but a ladder
  curriculum in which concepts are not revisited at
  varying grade levels.
• Math performance standards expect instructional
  units to be balanced between computation and
  concepts.
• All students will have completed Algebra I course
  requirements before leaving 8th grade.
• The new curriculum is the instruction model.
• Teachers will have to teach keyboarding skills in
  order to address the research/technology
  standards.
• The elements of the standards are designed to be
  used as a checklist in planning instruction.
• Conventionsgrammar, mechanics, spelling,
  punctuation, etc., are addressed within the
  context of reading, writing, and
  listening/speaking/viewing in the new GPS.
• The new ELA standards require every high school
  student to write a research paper every year.
• The GPS is intended to be an instructional
  handbook that helps teachers determine how to
  teach.

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How Much Did You Win ???

1. False. Students are encouraged to read one
   million words a year, beginning with 4th grade.
2. False. The CRCT and the EOCTs will reflect the
   curriculum changes.
3. True. Standards will be assessed at the element
   level. They will NOT be assessed at the task
   level.
4. True. There is no need to prioritize the GPS.
5. False. The tasks are intended to be samples.
   They may be used for instruction or as guidance
   as teachers create their own tasks.
6. False. The Characteristics of Science should be
   integrated into concept instruction.

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How Much Did You Win ??? Pg.2

1. False. The Spring 2006 administration will be
   the first test based on the GPS. There will be
   field test items on the Spring 2005 test.
2. False. See 1
3. True. All components are used to create the
   Georgia Performance Standards.
4. False. Lessons can be activity-based units may
   be thematically-based.
5. False. Once the standards are unpacked, there
   will be no need to do it again.
6. True. While some general topics will be
   repeated, the elements will give greater
   definition at each level.
7. True. This does not mean that each day should be
   evenly divided but that concepts and computation
   should both play an important part in every unit.

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How Much Did You Win ??? Pg. 3

• True. Under the GPS Middle School Math
  standards, all current QCC Algebra 1 objectives
  will be taught.
• False. The new curriculum is a what to teach
  document.
• False. Technology standards have been integrated
  into all the content areas however, mastery of
  these standards is not expected.
• False. The elements are designed to give further
  definition to the standard.
• True. The conventions are listed separately but
  should be integrated into instruction of the
  concepts.
• False. Research skills should be integrated into
  instruction.
• False. You may develop an instructional handbook
  in your system.

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Science at a Glance K-5
Grade Level Earth Science Physical Science Life Science
Kindergarten - Day and Night Sky - Sorts Rocks and Soils - Physical Attributes - Composition of Materials - Motion - Living/Nonliving - Parents and Offspring
First Grade Weather Patterns Seasons Sound Shadows (Light) Magnets Char. Of Living Things Basic Needs
Second Grade Motion/Patterns of Celestial Bodies Changes Earth Surface Attributes of Materials States of Matter Energy, Pushes, Pulls - Life Cycles
Third Grade Rocks/Minerals of GA Soils - Fossils Weathering Heat Energy Magnets Habitats Features of GA Organism Pollution/Conservation
Fourth Grade Stars and Star Patterns Solar System Weather-Data/Forecast Light and Sound Force, Mass, Motion Effects of Gravity Ecosystems Food Web/Chain Adaptation Survival/Extinction
Fifth Grade GA Landforms Destructive/Constructive Forces Role of Tech. In Control Chemical Changes Electricity Magnetism Class. Of Organisms Inheritance of Traits/ Learned Behaviors Cells, Microorganisms
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Middle School Science 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 (QCC) Earth Science (QCC) Physical Science (GPS)
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High School Science 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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Sample Concepts in Math K-8 Strands
Numbers and Operations Measurement Algebra Geometry Data Analysis Probability
Kindergarten Model Addition Subtraction Order Length Weight Combine Shapes Pose Questions
First Grade Place Value through 100 Compare Length, Weight Study Create Polygons Create Simple Tables
Second Grade Skip Count Time to Nearest 5 Minutes Recognize Faces of Solids Venn Diagrams
Third Grade Mental Math to Add Subtract Elapsed Time to Full, ½, ¼ hrs. Describe/Extend Patterns Relate Angles to Geometric Figs. Bar Graphs
Fourth Grade Compute Using Order of Ops. Measure Weight in Stan./Metrics Write/Eval. Math Express. Use Coordinate System Compare Graphs
Fifth Grade Find Multiples and Factors Derive Formula for Area Use Variables Circumference of Circles Collect/Organize Display Data
Sixth Grade GCF and LCM Volume-Prisms Cylinders Graph Simple Functions Understand Line Pt. Symmetry Construct Tables Graphs
Seventh Grade Absolute Value of Rational s Add/Subtract LinearExpress Make Basic Constructions Measures of Central Tend.
Eighth Grade Apply Laws of Exponents Solve Multi-Step Equations Use/Apply Prop. Of Angle Pairs Use Basic Laws of Probability
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Essential Changes - ELA

• QCC STRANDS
• Oral Communication
• Listening/Speaking
• Written Communication
• Reading
• Writing
• Literature
• Reference/Study
• Grammar and Usage (beginning in 4th Grade)

• GPS STRANDS
• Reading
• Reading Across the Curriculum
• Writing
• Conventions
• Listening/Speaking/ Viewing

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Reading Strands
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Writing Strand
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Conventions Strand/Standard

• Conventions Standard
• The student demonstrates understanding and
  control of the rules of the English language,
  realizing that usage involves the appropriate
  application of conventions and grammar in both
  written and spoken formats.

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Listening/Speaking/Viewing Strand

• QCC has listening and speaking.
• Viewing is new to Georgia Curriculum.
• Students still struggle with differentiating fact
  and opinion.
• Video games, etc. are looking at visual text.
  Students must be able to discern visual text.
• We currently are not teaching discernment how
  to look at a news broadcast to discern possible
  slant in reporting the news.
• Watch a commercial is an opinion.

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Performance Standards. . .

• Are
• Georgia Performance Standards (GPS)
• What students are to learn, know, and understand
• An expression of clear expectations for
  performance
• A curriculum document
• Few in number
• Application of content

• Are Not
• New Quality Core Curriculum (QCC)
• How teachers are to teach
• Comprehensive school reform
• An instructional handbook
• A checklist of objectives
• Coverage of content

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Parts of a Performance Standard
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What makes the standards different?

• Form small groups.
• Turn to page 8 in the Participants Guide.
• Look at progression of skills.
• Note differences in the Participants Guide.

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Essential Question 1

• What are the Georgia Performance Standards all
  about?

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Essential Question 2

• What is standards-based education (SBE), and how
  is the backward design process used in
  standards-based teaching and learning (SBTL)?

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Standards-Based Education

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

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Standards-Based Education, cont.

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

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Backward Design
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 1.  Identify desired results first. 2.  Determine acceptable evidence. 3.  Plan learning experiences. Enduring understandings Essential questions Enabling knowledge objectives Constructing meaning Unpacking standards
What It Is Backward design is a framework which synthesizes research-based best practices in curriculum, assessment, and instruction. Understanding by Design is one example of a language (there are others) which educators can use to describe and analyze the best ways to promote student understanding rather than just knowledge and recall. What It Isnt  A program One more thing to do 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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The Process of Backward Design

• big ideas?
• understandings and essential questions?
• skills and knowledge?
• evidence?

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Sample Tips and Tools

• Page 62 Key Elements of Backward Design
• Page 69, 71, 73 Big Ideas
• Pages 107, 115-116Enduring Understandings
• Page 88, 91 Essential Questions
• Page 119 Knowledge and Skills
• Pages 122, 125 Templates for Unpacking Standards
• Page 126 Unpacking Standards Checklist
• Page 128 Draft of a Backward Design Unit with
  Comments
• Abbreviations (Ggoal/standard,
  Uunderstandings, Qessential questions,
  Kknowledge, and Sskills)

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Standards Based Education Model
Stage 1 Design Desired Results
Standard
Element
GPS
All Above
Stage 2 Design Balanced Assessments
Tasks Student Work Teacher Commentary
Stage 3 Make Instructional Decisions
All Above
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Essential Question 2

• What is standards-based education (SBE), and how
  is the backward design process used in
  standards-based teaching and learning (SBTL)?

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8 Days of Training

• Implementation Year One
• Day One Get familiar with the standards
• Day Two Unpacking Standards
• Day Three Classroom Assessment and Instruction
• Days Four and Five Instructional Decision Making
  and Mapping the Curriculum
• Implementation Year Two
• Days Six and Seven Beyond the Basics with
  Enrichment, Remediation, and Differentiation
• Day Eight Wrapping It Up