1. LEADERSHIP TRAINING
STANDARDS-BASED CLASSROOMS
RAMP-UP SESSION

2. WORM HOLES LEADING TO TERMS
Georgia will lead the nation in improving student achievement.

3. Georgia will lead the nation in improving student achievement.

4. STANDARDS ROLLOUT STORMING PERFORMING FORMING NORMING AT MY SCHOOL
MY TEACHERS ARE
STORMING
PERFORMING
FORMING
NORMING

5. WHY IS
THE CHANGE
TO STANDARDS
DIFFICULT
FOR SOME?
ACTIVITY OK

6. Four Parts of a Standard
D E P A R T M E N T O F
Four Parts of a Standard
Standard
Task
Student Work
Teacher Commentary
Georgia will lead the nation in improving student achievement.

7. The Performance Standards for each course
Each Standard is followed by ELEMENTS that indicate the specific learning goals associated with it.
2. Tasks that students should be able to perform by the end of the course
These are keyed to the relevant Standards. Some of these can serve as activities that will help students achieve the learning goals of the Standard, and some can be used to assess student learning.
3. Samples of student work
As a way of indicating what it takes to meet a Standard, examples of successful student work are provided.
4. Teacher Commentary
Teacher commentary is meant to open the pathways of communication between students and the teacher. Showing students why they did or did not meet a standard enables them to take ownership of their own learning.

8. OLD QCC Reads for a variety of purposes in different kinds of texts.

9. ELA7W2 The student produces a narrative (fictional, personal) that:
Engages readers by establishing and developing a plot, setting, and point of view that are appropriate to the story
Creates an organizing structure appropriate to a purpose, audience, and context.
Develops complex major and minor characters using standard methods of characterization.
Includes sensory details and concrete language to develop plot, setting, and character
Excludes extraneous details and inconsistencies.
Uses a range of strategies (e.g., suspense, figurative language, dialogue, expanded vocabulary, flashback, movement, gestures etc.
Provides a sense of closure to the writing.

10. The assistant may be confused.
OLD QCC
Reads for a variety of purposes in different kinds of texts.
Imagine that you hired a new assistant and offered a job description this vague.
The assistant may be confused.
At evaluation time,
you will be the one
who is confused.

11. What Will Students and Teachers do Differently?
THE NEW STANDARDS-BASED WORLD
FOR SCHOOLS IS FULL OF CHANGES.

12. CHANGES IN CURRICULUM BEFORE NOW Textbook-Driven Standards-Driven
Fragmented Interconnected
Basics Skills Higher Order Skills
Is a well-kept secret Shared with Everyone

13. CHANGES IN LEARNING BEFORE NOW Passive Active
Memorization Real World Problems
One Right Answer More Possibilities
Exposure Mastery
Watered-down Rigorous
Lonely Learning Learn in Teams

14. CHANGES IN ASSESSMENT BEFORE NOW Limited Types Many Types
Static Dynamic
No Revision Allowed Revision Required
For Evaluation For Learning
Compares Students Work Compared to to each other Standards

15. CHANGES IN INSTRUCTION
BEFORE
NOW
Teacher-Centered Learner-Centered
One Style Fits All Differentiated
Breadth of Coverage Depth of Coverage
Remediation Interventions
Get Them “Out” Get Them Ready

16. BEFORE NOW CHANGES IN PROFESSIONAL LEARNING Workshops Job-Embedded
Teacher Learning Student Learning
Teachers Implement Teachers Lead
Isolated Collaborative

17. BEFORE NOW CHANGES IN TEACHER PLANNING Plan Alone Plan in Teams
Use Old Plans Plan based on Results
Create Worksheets Design Tasks & Units

18. CHANGES IN ADMINISTRATIVE FOCUS
NOW
BEFORE

19. STANDARDS-BASED CLASSROOMS
Teachers and students have a clear understanding of the EXPECTATIONS (standards).
Teachers and students know WHAT they are teaching and learning each day (standards).
Teachers and students know WHY the day’s learning is an important thing to know (relevance), or to know how TO DO (process).

20. STANDARDS-BASED CLASSROOMS
Curriculum, assessment, instruction and student learning are explicitly aligned to the standards.
All students have access to the standards.
Students produce evidence of learning.
Standards-based learning is a process, not an event.

21. WHAT WILL I SEE IN A STANDARDS-BASED CLASSROOM?
Student work aligned to the standards
Written and oral feedback aligned to the standards
Performance tasks aligned to the standards, including culminating real-world, rigorous performance tasks
Data driven instructional decisions

22. WHAT WILL I SEE IN A STANDARDS-BASED CLASSROOM?
On-going, formal and informal assessment for learning
Teaching and scoring rubrics aligned to the standards
Flexible groups of students
Differentiation of instruction
Standards-based instructional bulletin boards

23. TO SUPPORT STANDARDS-BASED PRACTICES
WHAT LEADERS CAN DO
TO SUPPORT STANDARDS-BASED PRACTICES
Analyze student work based on standards
Provide opportunities for collaboration
Ensure that professional learning opportunities are based on the needs of the learning community
Systematically monitor implementation of curriculum, assessment and instruction
Attend teacher meetings, study groups and other professional learning opportunities

24. TO SUPPORT STANDARDS-BASED PRACTICES
WHAT LEADERS CAN DO
TO SUPPORT STANDARDS-BASED PRACTICES
Ensure that all students receive immediate intervention if they are not meeting standards
Ensure that the focus of faculty meetings and leadership team meetings is student learning
Regularly analyze data with regards to meeting School Improvement Goals and Annual Measurable Objectives
Model the characteristics of a lifelong learner

25. WHAT TEACHERS CAN DO
Utilize collaborative planning time to analyze student work based on standards
Utilize collaborative planning time to build consensus regarding standards for each grade level
Utilize collaborative planning time to develop units, lessons and performance tasks that demand rigor and hold high expectations for all students

26. WHAT TEACHERS CAN DO
Attend teacher meetings, study groups and other professional learning opportunities
Ensure that all students receive immediate intervention if they are not meeting standards
Regularly analyze data to plan and revise instruction
Model the characteristics of a lifelong learner

27. In Search of Standards-Based Practices . . .(
ACTIVITY
Work with your elbow partners (2-3).
Use your Checklist to note Standards-Based Practices.
What are other S-B Practices that you did not see?

28. Georgia will lead the nation in improving student achievement.
STANDARDS-BASED CLASSROOMS
Are We Closer Now to Seeing the Same Ice Cream Truck?
Georgia will lead the nation in improving student achievement.

29. GPS implementation is vital.
Two critical pieces of infrastructure are needed to start the GPS Project.
1. An effective school leadership team needs to be in place.
2. The school needs to begin the journey toward becoming a professional learning community.

30. THE REAL MAGIC BUS
PROFESSIONAL
LEARNING
S-B PRACTICES
ACTIVITY

31. Just Imagine . . .
GPS
Georgia will lead the nation in improving student achievement.

32. IF: EQUALS A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
GPS
Georgia will lead the nation in improving student achievement.

33. 96% AND: K+N+O+W+L+E+D+G+E 11+14+15+23+12+5+4+7+5 EQUALS ONLY GPS
Georgia will lead the nation in improving student achievement.

34. 98% THEN: H+A+R+D+W+O+R+K 8+1+18+4+23+15+18+11 EQUALS ONLY GPS
Georgia will lead the nation in improving student achievement.

35. A+T+T+I+T+U+D+E BUT: 1+20+20+9+20+21+4+5 EQUALS 100% GPS
Georgia will lead the nation in improving student achievement.

42. The Performance Standards for each course
Each Standard is followed by ELEMENTS that indicate the specific learning goals associated with it.
2. Tasks that students should be able to perform by the end of the course.
These are keyed to the relevant Standards. Some of these can serve as activities that will help students achieve the learning goals of the Standard, and some can be used to assess student learning.
3. Samples of student work.
As a way of indicating what it takes to meet a Standard, examples of successful student work are provided. The DOE web site will continue to add samples as they are identified, and teachers are encouraged to submit examples from their own classroom experiences.
4. Teacher Commentary.
Teacher commentary is meant to open the pathways of communication between students and the teacher. Showing students why they did or did not meet a standard enables them to take ownership of their own learning.

43. 7th Narrative Writing Standard
GPS
7th Narrative Writing Standard
ELA7W2 The student demonstrates competence in a variety of genres.
The student produces a narrative (fictional, personal) that:
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 a sharpened focus).
Creates an organizing structure appropriate to a purpose, audience, and context.
Develops complex major and minor characters using standard methods of characterization.
Includes sensory details and concrete language to develop plot, setting, and character (e.g., vivid verbs, descriptive adjectives, and varied sentence structures).
Excludes extraneous details and inconsistencies.
Uses a range of strategies (e.g., suspense, figurative language, dialogue, expanded vocabulary, flashback, movement, gestures and expressions, tone, and mood).
Provides a sense of closure to the writing.
Direct participants to correct page in notebook with printed standard
Explain how to read identifying header: ELA, 4th grade, writing, standard 2
The report standard is one of the content standards within the ELA4W Writing Performance standards
Read through standard , noting entire standard is not on the screen
What do partic. Notice about the standard? ( no conventions, similar to what would be in a narrative standard,…)

44. Imagine that you are a city manager
who is planning a big project such as a new industrial park . . .
Before any new factories were actually constructed, you would be considering the infrastructure needed.
Communication & Information about the Project
Local Leadership on Several Issues
Changes to your Community
How to Get People to Work Together
Planning for the Future

45. A. Y. P.
Are You Praying?

46. Teaching and Learning with the New Georgia Performance Standards
What Will Students and Teachers
do Differently?
GPS
Georgia will lead the nation in improving student achievement.

47. EDUCATIONAL RESEARCH LABS

48. ENDURING UNDERSTANDINGS
Assessment Types
Traditional quizzes and tests (paper/pencil)
selected-response
constructed response
Performance tasks and projects
open-ended
complex
authentic
Worth being familiar with
Important to know & do
Enduring Understanding

50. WHAT CONCEPTS WERE INTRODUCED IN YEAR I ?
A Performance-Based Curriculum
The Changing Role of Administrators
The Changing Role of Teachers
A Balanced Leadership Approach
The School Leadership Team
Professional Learning Communities
Professional Learning Standards
Change Management
(Cover these by lecture or use participants to “install” the WORD WALL for review purposes.)

51. WHAT CONCEPTS WERE FURTHER EXAMINED IN YEAR II ?
A Balanced Leadership Approach
School Leadership Team Responsibilities
The Work of Professional Learning Communities
Professional Learning Standards
NSDC’S Standards Assessment Inventory
Differentiated Instruction
Balanced Assessment
Georgia School Standards
(Cover these by lecture or use participants to install the WORD WALL for review or acceleration purposes.)
(Final bullet: The GSSP connection comes on the next two slides.)

53. QCC versus GPS QCC - Content Standards specify the inputs:
What is the content that should be “covered”?
GPS - Performance Standards specify the desired output:
What must the student do, and how well, to be deemed successful?
GPS
Georgia will lead the nation in improving student achievement.

54. Goals of GPS Set high expectations for all students Increase rigor
D E P A R T M E N T O F
Goals of GPS
Set high expectations for all students
Increase rigor
Guide teaching and learning
Align assessments and accountability to curriculum
GPS
Georgia will lead the nation in improving student achievement.

55. 2004-2005 Introduce and provide training: K-12 ELA 6th Grade Math
D E P A R T M E N T O F
Introduce and provide training:
K-12 ELA
6th Grade Math
6th – 7th Grade Science
9th – 12th Grade Science
GPS
Georgia will lead the nation in improving student achievement.

56. 2005-2006 Implement GPS in classrooms: K-12 ELA 6th Grade Math
D E P A R T M E N T O F
Implement GPS in classrooms:
K-12 ELA
6th Grade Math
6th - 7th Grade Science
9th - 12th Grade Science
GPS
Georgia will lead the nation in improving student achievement.

57. Test Alignment 2005-2006 SPRING 2006
D E P A R T M E N T O F
Test Alignment
Criterion-Referenced Competency Tests (CRCT), End-of-Course Test (EOCT) and
Enhanced H. S. Graduation Test (GHSGT)
Test alignment is completed during Year II implementation for each content area and grade level.
SPRING 2006
GPS
Georgia will lead the nation in improving student achievement.

58. 7th Narrative Writing Standard
GPS
7th Narrative Writing Standard
ELA7W2 The student demonstrates competence in a variety of genres.
The student produces a narrative (fictional, personal) that:
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 a sharpened focus).
Creates an organizing structure appropriate to a purpose, audience, and context.
Develops complex major and minor characters using standard methods of characterization.
Includes sensory details and concrete language to develop plot, setting, and character (e.g., vivid verbs, descriptive adjectives, and varied sentence structures).
Excludes extraneous details and inconsistencies.
Uses a range of strategies (e.g., suspense, figurative language, dialogue, expanded vocabulary, flashback, movement, gestures and expressions, tone, and mood).
Provides a sense of closure to the writing.
Direct participants to correct page in notebook with printed standard
Explain how to read identifying header: ELA, 4th grade, writing, standard 2
The report standard is one of the content standards within the ELA4W Writing Performance standards
Read through standard , noting entire standard is not on the screen
What do partic. Notice about the standard? ( no conventions, similar to what would be in a narrative standard,…)

59. What is Benchmark Work? Meets the standard and elements
D E P A R T M E N T O F
What is Benchmark Work?
Meets the standard and elements
Establishes an example for students
Is used as an instructional model
Is posted in the classroom, with the standard, for students to review
GPS
Georgia will lead the nation in improving student achievement.

60. Standards-Based School
D E P A R T M E N T O F
Standards-Based School
Is designed to help students meet or exceed the standard
Expects teachers to explicitly teach the standards
Expects teachers to use the standards to determine assessment evidence and then instruction (backwards design)
Allows for students to recognize similarities between standards from grade to grade
GPS
Georgia will lead the nation in improving student achievement.

61. Teaching and Learning with the New Georgia Performance Standards
What Will Students and Teachers
do Differently?
GPS
Georgia will lead the nation in improving student achievement.

62. REFLECTIVE BENCHMARKING
TEACHERS
REFLECTIVE BENCHMARKING
My students and parents will say that:
I clearly communicate our learning targets.
I give SMART Feedback.

63. REFLECTIVE BENCHMARKING
My teachers and parents will say that:
I am a good decision maker.
I have a sense of humor.
I am good at keeping the school safe.
I understand and can explain S-B practices.
I am driven to support professional learning for staff.
I can explain why Differentiation is a great tool.
I am highly visible in classrooms and the community.
I can explain the power of Assessment for Learning practices.
I recognize & reward staff on the basis of merit rather than seniority.
I believe in a democracy of ideas.
I like kids and kids respect me.
I am developing rising stars with my APs and my Leadership Team.

64. REFLECTIVE BENCHMARKING
My teachers and parents will say that:
I initiate and support change well.
I am proactive and can see “around the corners.”
I am very clear in communicating my expectations.
I can think “out of the box” and “in the box.”
I can identify problems, symptoms and root causes.
I am good at getting people to work together.
I recognize and reward teamwork.
I am the lead learner in the school.
I am their boss but I also am very much their coach.
I model effective leadership and communicate “follower-ship.”
I am organized and have a good memory.

65. LEADING THE CHARGE IN CHALLENGING TIMES Saving Time for your Teachers
Sharing Accountability with Students and Parents
Redefining Professionalism in your School
(Cover these by lecture or use participants to “install” the WORD WALL for review purposes.)

66. ON PRACTICAL APPLICATION
A NEW FOCUS
ON PRACTICAL APPLICATION
BACKDOORING THE RESEARCH

67. INTRODUCTIONS NORMS SCHEDULE LOGISTICS LUNCH P L Us
FALL & SPRING SESSIONS
We talked about group or learning team NORMS in last year’s training.
What are the things that annoy you during a meeting?
Obviously, cell phones can be problematic, so please put them on vibrate. If you receive a call that you need to take, just step outside with it. We will take a short morning break around _____ AM and a short afternoon break around _____ PM.
Lunch, a very important part of the day, will be at _______.
We will finish today by _________ PM.
The restrooms are located ________________________________.
Professional Learning Units will be awarded as follows by the RESA. __________________________________
Make certain that you have signed in on the sheets.
The date for the winter training at this RESA is _______________________.
The date for the spring training for this RESA is _________________.

68. If you don’t know where you are going, any road will get you there.
Do the students know where we want them to go?

69. LEARNING DESTINATION During this session, School Leaders will examine:
The Big Ideas in the Ramp-Up
Your Self Assessment
Resources from the DOE last year
Exploring Alphabet Soup
Seeing the Same ICE CREAM TRUCK
Topics for Day 1 and Day 2
Our New Direction

70. LEARNING DESTINATION During this session, School Leaders will examine:
Resources from the DOE last year
GPS for Students & GSS for Schools
Seeing the Same ICE CREAM TRUCK
The CHANGE to Standards
What does IT look

73. School Improvement’s High Impact Practices
Leadership Team

74. GEORGIA STUDENT ACHIEVEMENT PYRAMID OF INTERVENTIONS
TIER 4
SPECIALLY DESIGNED LEARNING
Targeted students participate in learning that includes:
Specialized programs
Adapted content, methodology, or instructional delivery
GPS access/extension
Increasing Intensity of Intervention
TIER 3
SST DRIVEN LEARNING
Targeted students participate in learning that is in addition to Tier 1 and Tier 2 and different by including:
Individualized assessments
Interventions tailored to individual needs
Referral for specially designed instruction if needed
Decreasing numbers of students
TIER 2
NEEDS BASED LEARNING:
Targeted students participate in learning that is in addition to
Tier 1 and different by including:
Formalized processes of intervention
Greater frequency of progress monitoring
TIER 1
STANDARDS-BASED CLASSROOM LEARNING:
All students participate in general education learning that includes:
Implementation of the Georgia Performance Standards through research-based practices
Use of flexible groups for differentiation of instruction
Frequent progress monitoring
Georgia Department of Education Kathy Cox, State Superintendent of Schools April 12, All Rights Reserved

75. Marzano Research Distribute Responisbilities
Principals
Optimizer
Affirmation
Ideals/Beliefs
Visibility
Situational Awareness
Relationships
Communications
Culture
Input
Leadership Teams (page 108)
Monitoring/Evaluating
Knowledge of Curriculum, Instruction, and Assessment
Involvement in Curriculum, Instruction, and Assessment
Clear responsibility of the principal
Connection to leadership teams
Observations
Team planning
Student work

77. Data-Driven Decision Making
What data does a school Leadership Team utilize to ensure alignment to the standards?
Process Data (Awareness Walks)
Student Learning Data (Analyzed student work with commentary related to standards, summative assessment results, etc.)