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1 STANDARDS-BASED CLASSROOMS RAMP-UP SESSION 2 Georgia will lead the nation in improving student achievement.

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Presentation on theme: "1 STANDARDS-BASED CLASSROOMS RAMP-UP SESSION 2 Georgia will lead the nation in improving student achievement."— Presentation transcript:

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2 1 STANDARDS-BASED CLASSROOMS RAMP-UP SESSION

3 2 Georgia will lead the nation in improving student achievement.

4 3

5 AT MY SCHOOL MY TEACHERS ARE

6 5 OK

7 6 Georgia will lead the nation in improving student achievement. D E P A R T M E N T O F Four Parts of a Standard Standard Task Student Work Teacher Commentary

8 7 1.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.

9 8 Reads for a variety of purposes in different kinds of texts. OLD QCC

10 9 a.Engages readers by establishing and developing a plot, setting, and point of view that are appropriate to the story b.Creates an organizing structure appropriate to a purpose, 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.Excludes extraneous details and inconsistencies. f.Uses a range of strategies (e.g., suspense, figurative language, dialogue, expanded vocabulary, flashback, movement, gestures etc. g.Provides a sense of closure to the writing ELA7W2 The student produces a narrative (fictional, personal) that:

11 10 OLD QCC 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. Reads for a variety of purposes in different kinds of texts.

12 11 THE NEW STANDARDS-BASED WORLD FOR SCHOOLS IS FULL OF CHANGES. What Will Students and Teachers do Differently?

13 12 Textbook-DrivenStandards-Driven FragmentedInterconnected Basics SkillsHigher Order Skills Is a well-kept secretShared with Everyone CHANGES IN CURRICULUM

14 13 PassiveActive MemorizationReal World Problems One Right AnswerMore Possibilities Exposure Mastery Watered-downRigorous Lonely LearningLearn in Teams CHANGES IN LEARNING

15 14 Limited TypesMany Types StaticDynamic No Revision AllowedRevision Required For EvaluationFor Learning Compares StudentsWork Compared to to each otherStandards CHANGES IN ASSESSMENT

16 15 Teacher-CenteredLearner-Centered One Style Fits AllDifferentiated Breadth of CoverageDepth of Coverage RemediationInterventions Get Them “Out”Get Them Ready CHANGES IN INSTRUCTION

17 16 WorkshopsJob-Embedded Teacher LearningStudent Learning Teachers ImplementTeachers Lead IsolatedCollaborative CHANGES IN PROFESSIONAL LEARNING

18 17 Plan AlonePlan in Teams Use Old PlansPlan based on Results Create WorksheetsDesign Tasks & Units CHANGES IN TEACHER PLANNING

19 18 CHANGES IN ADMINISTRATIVE FOCUS

20 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).

21 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.

22 21 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 WHAT WILL I SEE IN A STANDARDS-BASED CLASSROOM?

23 22 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 WHAT WILL I SEE IN A STANDARDS-BASED CLASSROOM?

24 23 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 WHAT LEADERS CAN DO TO SUPPORT STANDARDS-BASED PRACTICES

25 24 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 WHAT LEADERS CAN DO TO SUPPORT STANDARDS-BASED PRACTICES

26 25 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 WHAT TEACHERS CAN DO

27 26 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 WHAT TEACHERS CAN DO

28 27 In Search of Standards-Based Practices...  Use your Checklist to note Standards-Based Practices.  What are other S-B Practices that you did not see? Work with your elbow partners (2-3).

29 28 Are We Closer Now to Seeing the Same Ice Cream Truck? Georgia will lead the nation in improving student achievement. STANDARDS-BASED CLASSROOMS

30 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.

31 30 THE REAL MAGIC BUS

32 31 GPS Georgia will lead the nation in improving student achievement.

33 32 GPS Georgia will lead the nation in improving student achievement. IF : 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 EQUALS

34 33 GPS Georgia will lead the nation in improving student achievement. AND: K+N+O+W+L+E+D+G+E EQUALS ONLY 96%

35 34 GPS Georgia will lead the nation in improving student achievement. THEN: H+A+R+D+W+O+R+K EQUALS ONLY 98%

36 35 GPS Georgia will lead the nation in improving student achievement. BUT: A+T+T+I+T+U+D+E EQUALS 100%

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43 42 1.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.

44 43 7 th Narrative Writing Standard ELA7W2 The student demonstrates competence in a variety of genres. The student produces a narrative (fictional, personal) 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 a sharpened focus). b.Creates an organizing structure appropriate to a purpose, 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. GPS

45 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

46 45 A. Y. P. Are You Praying?

47 46 GPS Georgia will lead the nation in improving student achievement. Teaching and Learning with the New Georgia Performance Standards What Will Students and Teachers do Differently?

48 47

49 48 ENDURING UNDERSTANDINGS Enduring Understanding Important to know & do Worth being familiar with Assessment Types Traditional quizzes and tests (paper/pencil)  selected-response  constructed response Performance tasks and projects  open-ended  complex  authentic

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51 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

52 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

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54 53 GPS Georgia will lead the nation in improving student achievement. 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?

55 54 GPS Georgia will lead the nation in improving student achievement. 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

56 55 GPS Georgia will lead the nation in improving student achievement. D E P A R T M E N T O F  K-12 ELA  6 th Grade Math  6 th – 7 th Grade Science  9 th – 12 th Grade Science Introduce and provide training:

57 56 GPS Georgia will lead the nation in improving student achievement. D E P A R T M E N T O F  K-12 ELA  6 th Grade Math  6 th - 7 th Grade Science  9 th - 12 th Grade Science Implement GPS in classrooms:

58 57 GPS Georgia will lead the nation in improving student achievement. 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.

59 58 7 th Narrative Writing Standard ELA7W2 The student demonstrates competence in a variety of genres. The student produces a narrative (fictional, personal) 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 a sharpened focus). b.Creates an organizing structure appropriate to a purpose, 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. GPS

60 59 GPS Georgia will lead the nation in improving student achievement. 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

61 60 GPS Georgia will lead the nation in improving student achievement. 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

62 61 GPS Georgia will lead the nation in improving student achievement. Teaching and Learning with the New Georgia Performance Standards What Will Students and Teachers do Differently?

63 62 REFLECTIVE BENCHMARKING My students and parents will say that:  I clearly communicate our learning targets.  I give SMART Feedback. TEACHERS

64 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.

65 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.

66 65  Saving Time for your Teachers  Sharing Accountability with Students and Parents  Redefining Professionalism in your School

67 66 A NEW FOCUS ON PRACTICAL APPLICATION A NEW FOCUS ON PRACTICAL APPLICATION

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69 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?

70 69 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

71 70 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

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74 73 School Improvement’s High Impact Practices Leadership Team

75 74 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 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 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 TIER 4 SPECIALLY DESIGNED LEARNING Targeted students participate in learning that includes: Specialized programs Adapted content, methodology, or instructional delivery GPS access/extension Georgia Department of Education Kathy Cox, State Superintendent of Schools April 12, 2006 All Rights Reserved Decreasing numbers of students Increasing Intensity of Intervention GEORGIA STUDENT ACHIEVEMENT PYRAMID OF INTERVENTIONS

76 75 Marzano Research Distribute Responisbilities Leadership Teams (page 108) –Monitoring/Evaluating –Knowledge of Curriculum, Instruction, and Assessment –Involvement in Curriculum, Instruction, and Assessment Principals –Optimizer –Affirmation –Ideals/Beliefs –Visibility –Situational Awareness –Relationships –Communications –Culture –Input Observations Team planning Student work

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78 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.)


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