1. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org ELA/Literacy Georgia Department of Education Carolyn Waters, Program Manager Stephanie Sanders, Program Specialist 6/9/20151 Building Instructional Capacity in the Age of Georgia Milestones CSRA RESA March 13, 2015

2. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Rigorous Academic Writing Doesn’t Have to Be Scary! Agenda ELA: Where We’ve Been and Where We’re Going. Getting Ready for Milestones: Teaching to the Test? Cultivating Best Practices for Rigorous Academic Writing 6/9/20152

3. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org English Language Arts/Literacy Where we’ve been… Where we’re going… 6/9/20153

4. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Revised Standards for English Language Arts (ELA) 6/9/20154

5. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org English Language Arts New Revised Standards APPROVED! Standards to be implemented in 2015 – 2016 school year. Revised standards can be accessed here: http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Curriculum-and-Instruction/Pages/default.aspx No longer CCGPS. SBOE officially approved the name: Georgia Standards of Excellence (GSE). Teacher feedback will be honored by revising Teacher Guidance Documents to reflect the suggestions of teachers to “clarify,” “define the terms,” “provide simple illustrations of what is intended by each standard,” and to “make those resources easy to access.” 6/9/20155

6. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org 6/9/20156

7. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Teaching to the Test? Teaching to the test does NOT mean spending more time practicing test-taking talking about the test instead of teaching/modeling teaching decontextualized skills or knowledge making the test the justification for teaching “X” (J.Burke & B. Gilmore. Academic Moves. 2015) 6/9/20157

8. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Teaching to the Test? Teaching to the test DOES mean being intentional when choosing your texts, topics, tasks, tests, technology, techniques (By design) using a full range of literacies through sustained inquiries Using a progression of increasing complexity (Learning Progressions) Putting a greater emphasis on depth over breadth (J. Burke & B. Gilmore, Academic Moves for College and Career Readiness, Grades 6 - 12, 2015) 6/9/20158

9. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org 6/9/20159

10. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org The Most Challenging Standards? In reading, students struggle with informational vs. literary text as well as increasingly complex texts. The most challenging standards are those that require synthesis skills, including those related to determining central ideas or themes and summarizing details analyzing text structure (RL4,5,6 /RI4,5,6) integrating and evaluating content in diverse media and formats analyzing similar topics and themes across multiple texts (3RI2, 5RI5, 6RI2, 7RL5, 6RL7, 8RI9) (2015 Curriculum Associates, LLC, ASCD Newsletter, Jan. 2015) 6/9/201510

11. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org The Challenge for Writing In writing, students struggle with synthesizing information from multiple texts extrapolating a theme and putting it in writing creating a thesis that reflects the common theme of presented, multiple texts citing text evidence to support a student’s and/or the author’s argument or explanation understanding the structure of a literary/informational texts and being able to analyze it 6/9/201511

12. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org 6/9/201512

13. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org What do we do? 6/9/201513

14. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Create a Common Culture Use a common language Create a cohesive curriculum Provide collaborative time for teachers to work together Improve consistency within and across departments and grade levels Become a more intentional teacher, team, or faculty Establish a culture that accepts responsibility for teaching all skills students need to succeed on the tests in the classroom, in college or a career 6/9/201514

15. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Key Shifts to focus on: Close reading strategies Text-based evidence Writing from sources (including multiple sources) Academic language (analyze, synthesize, compare, evaluate) Text complexity Importance of argument (claim/counterclaim) Emphasis on nonfiction (informational text) 6/9/201515

16. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org 6/9/201516

17. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Georgia Milestones… 6/9/201517

18. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Reviewing Sample Questions 6/9/201518 Using released items to strategically assess students’ understanding and/or misconceptions.

19. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org New York Grade 3 Why does the information in paragraph 5 belong under the heading “Suited for the Sea”? Use two details from the passage to support your response. 6/9/201519 “Sea Turtles” What is the subtitle? What 2 details can I use? How do I respond? Why are they suited for the sea? https://www.engageny.org/resource/new-york-state-common-core-sample- questions

20. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Close Read Para. 5 “Suited for the Sea” But sea turtles are more than just great swimmers. Some of them are great divers. The leatherback can dive more than a thousand feet deep, looking for food. That’s the length of three football fields. And its deepest dives can be three times deeper than that! 1.Draw a circle around the paragraph. 2.Highlight unusual words and discuss meaning 3.Write the heading at the top of the paragraph 4.Write your questions in the margins 5.Underline two details 6.Check your “To Do” List. Did you complete it? 6/9/201520

21. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Use the Instructional Framework to Model How to Read the Prompt Teachers must teach students how to read the prompt: Show them model it Whole class Small group Individual Check for understanding 6/9/201521 Teacher does… Whole class does… Small groups do… Each student does…

22. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Make a “To Do” list TO Read (close read) Find Think Look for Write DO paragraph 5 the Heading: Write it here _______________ why the info in the paragraph fits heading two details that support your answer 1. 2. your answer 6/9/201522

23. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org New York Grade 6 Excerpt from We Were There, Too! How does the information in lines 1 through 6 relate to the information in lines 7 through 15? Use two details from the article to support your response. In lines 38 and 39, the author states, “Anna Green Winslow got an education, all right – just not the one her father intended.” Explain what the author means by this statement. Use two details from the article to support your response. 6/9/201523

24. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Sample Released Item New York, Grade 8 “The Inheritance of Tools” by Scott Russell Sanders Prompt for Writing What character traits of the grandfather are revealed through his use of the hammer? Use two details from the passage to support your answer. 6/9/201524 https://www.engageny.org/resource/new-york-state-common-core-sample-questions

25. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Sample Released Item (EOC) Kentucky, Grade 10 “Women Like Us” Adapted from Edwidge Danticat’s short story “Women Like Us” Prompt for writing 6/9/201525 Write an essay in which you explain how the author’s use of literary elements in this passage helps convey the significance that writing holds for the narrator. Be sure to use evidence from the passage to support your ideas. You may include references to other texts or authors if you feel these will help you explain your ideas about this passage. http://education.ky.gov/AA/items/Documents/EOC%20CR%20English%2010%20Women%20Like%20Us%20prompt%20and%20rubric.pdf

26. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org 6/9/201526 Write an essay. Explain how the author’s use of literary elements in this passage helps convey the significance that writing holds for the narrator. Who wrote this? Literary Devices? What is the author’s point of view? Why was this written?

27. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Instructional Strategies How do we prepare our students for the analysis of informational texts? 6/9/201527

28. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Document Analysis (Informational Text) 1. What do you see? Draw a box around everything you see? 2. Write the ? on the top of the box 3. Mark the doc (letter/number); source; note(s) and caption(s) with an 4. Examine the source(s) 5. Consider the notes and captions 6. Close read of document 6/9/201528

29. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org 6/9/201529

30. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org 6/9/201530

31. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Instructional Strategies Understanding Standards and Rubric(s) 6/9/201531

32. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Analyzing the Rubric 6/9/201532 What do the standards for writing mean for student work? W1, W2, W3

33. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Grade 5 EOG Aligned to ELACC5W2d Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Use precise language and domain-specific vocabulary to inform about or explain the topic. Now that you have read “The Center” and “School Pride Day” and answered a question about what you read, create a plan for your informational essay. Think about ideas, facts, definitions, details, and other information and examples you want to use. Think about how you will introduce your topic and what the main topic will be for each paragraph. Be sure to identify the sources by title or number when using details or facts directly from the sources. Write an informational essay detailing the similarities and differences in how the schools are described in each of them. 6/9/201533

34. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Grade 5 EOG Exemplar Response The two texts describe the school similarly, but there are also differences. The first text focuses more on introducing a student to things he or she should know about the school, while the second text focuses more on the accomplishments of the school. The first text prepares a student for life in the school. It describes a favorite after-school club that cleans up the campus. It also talks about how popular the sports teams are and things to remember when using the cafeteria. It also prepares the student for how "crazy" it can be in the halls. The second text is more focused on all of the things that the school has accomplished. It celebrates the chess team's win and the orchestra's recognitions. It describes the pride students and teachers have in the school, and it brags a bit about the community support and mini-libraries. Both texts show the good things the school has to offer. They also introduce students to the school so that they will feel more comfortable. While they focus on different things, the texts both represent the school positively. 6/9/201534

35. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Grade 8 EOG Aligned to ELA CC8RL2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. What is the MAIN theme of "Tranquility Falls"? Use details from the story to explain its development over the course of the text. 6/9/201535

36. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Grade 8 EOG Exemplar Response The main theme of the story is that your actions can be harmful and steps must be taken to undo any damage you may have done. Brayden first lets his anger get the best of him, and he chooses to throw his juice pouch into the river out of frustration. After hearing a story about a bear who realizes his actions have polluted a river, Brayden admits he's made a mistake and fetches the juice pouch out of the water. 6/9/201536

37. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Grade 8 EOG Exemplar Response The main theme of the story is that your actions can be harmful and steps must be taken to undo any damage you may have done. Brayden throws his juice pouch in the river but then gets it back because he realizes he was wrong. 6/9/201537

38. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Grade 8 EOG Exemplar Response The main theme of the story is that your actions can be harmful and steps must be taken to undo any damage you may have done. 6/9/201538

39. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org American Literature and Composition EOC Aligned to ELA11– 12W3b Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. Willa Cather wrote the story using third person point of view. How would the excerpt be different if Ralph were narrating? Rewrite the beginning of the story from Ralph’s perspective. 6/9/201539

40. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org American Literature and Composition EOC Exemplar Response “Doughnuts are ready!” Mahailey is calling from the kitchen. I can’t believe that it is time to get up already, I think as I tug on the blue thermal blanket draped across the foot of my bed. In my hurry to go to bed last night, I must have left my bedroom window open. I have to get up and close that window, but I sure wish that there was some way to do that task from the warmth of my bed. Maybe I will just invent self-closing windows. I am sure there are many lazy people like me who don’t want to leave the warmth of their beds. This could be the ticket to a bright future for me, a future that does not involve milking cows or repairing farm implements. I hear thumping sounds coming from Claude’s bedroom next door. That brother of mine certainly wants to prevent anybody from sleeping. Clumsy Claude! Last night at the circus, he bolted from his seat just as my friend Cecil was walking down the aisle with a bag of buttered popcorn. Claude collided with Cecil, creating a popcorn shower over the people sitting nearby. Carolyn Jones, Cecil’s fifteen-year- old cousin who is visiting from Augusta, had popcorn stuck in her curly brown hair. I am sure Carolyn will long remember picking the buttery kernels from her hair. 6/9/201540

41. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org American Literature and Composition EOC Exemplar Response Mahailey just yelled upstairs to tell me that breakfast is ready. I am going to ignore that call for just a few minutes and warm myself up. Last night I must have forgotten to close the bedroom window. This morning my bedroom is quite chilly. If only there could be a way to close the window without having to get up out of bed. Maybe I can invent a way of doing that. I imagine that there are other people like me who dislike getting out of a warm bed. This may just be the invention that will make me rich! I hear sounds coming from Claude’s bedroom. He must be moving his clumsy body around just so I can’t get any more sleep. That brother of mine sure knows how to make a bad impression. Last night at the circus he bumped into Cecil and made him spill his popcorn all over the people who were sitting nearby. Cecil’s pretty cousin from Augusta had to pick popcorn from her hair. 6/9/201541

42. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org American Literature and Composition EOC Exemplar Response – Aligned to ELA11– 12 RL1 I hear Mahaileys voice telling me that breakfast is ready. I don’t want to get up out of bed because it is to cold in my bedroom. I accidentally left my window open last night. I sure wish that there was a way to close the window without getting out of bed. Maybe I will use some spare parts to try to make something to do that job. Claude is moving around in his room. He sure is a clumsy brother. Last night he made Cecil spill his popcorn at the circus. It landed on many people who are sitting nearby. A pretty girl had popcorn stuck in her hair. 6/9/201542

43. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org American Literature and Composition EOC Exemplar Response Breakfast is ready, but I don’t want to get out of bed. My bedroom is cold. I wish that I had close the window last night. My brother is very clumsy and loud. He caused a boy to spill his popcorn at the circus. 6/9/201543

44. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Resources 44

45. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Assessment Resources NAEP: Writing Framework for 2011 http://www.nagb.org/content/nagb/assets/documents/publications/frameworks/writing- 2011.pdf PARCC: Sample Items for ELA/Literacy https://www.parcconline.org/samples/ELA Smarter Balance: Sample Items and Performance Tasks http://www.smarterbalanced.org/sample-items-and-performance-tasks/ Florida Department of Education: FCAT 2.0 Sample Questions and Answer Key Books http://fcat.fldoe.org/fcat2/fcatitem.asp Kentucky Department of Education: Sample Test Items http://education.ky.gov/AA/items/Pages/default.aspx 6/9/201545

46. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Georgia Department of Education Resources Formative Instructional Practices (FIP) http://www.gadoe.org/Curriculum-Instruction-and- Assessment/Assessment/Pages/GeorgiaFIP.aspx Formative Item Bank in OAS http://www.gadoe.org/Curriculum-Instruction-and- Assessment/Assessment/Pages/OAS-Resources.aspx EOC Assessment Guides http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/Georgia- Milestones-End-of-Course-Assessment-Guides.aspx 6/9/201546

47. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Georgia Department of Education Resources EOC Assessment Guides http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/Georgia-Milestones-End-of- Course-Assessment-Guides.aspx EOG Assessment Guides http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/Georgia-Milestones-End-of- Grade-Assessment-Guides.aspx 6/9/201547

48. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org GaDOE Assessment Webinars Assessment Program Updates 2014-2015 – Georgia Milestones (Pt. 1) Recording: https://sas.elluminate.com/mr.jnlp?suid=M.0022562966FC107A2B357D4658DE06&sid=2012003https://sas.elluminate.com/mr.jnlp?suid=M.0022562966FC107A2B357D4658DE06&sid=2012003 Assessment Program Updates 2014-2015 – Georgia Milestones (Pt. 2) Recording: https://sas.elluminate.com/mr.jnlp?suid=M.4472ECC921A30BB376F44AD2E2715D&sid=2012003https://sas.elluminate.com/mr.jnlp?suid=M.4472ECC921A30BB376F44AD2E2715D&sid=2012003 6/9/201548

49. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Get on the ELA ListServ! Check out the ELA Wikis. No username or password required ListServ ELA K-5 Join-ela-k-5@list.doe.k12.ga.usJoin-ela-k-5@list.doe.k12.ga.us ELA 6-8 Join-ela-6-8@list.doe.k12.ga.usJoin-ela-6-8@list.doe.k12.ga.us ELA 9-12 Join-ela-9-12@list.doe.k12.ga.usJoin-ela-9-12@list.doe.k12.ga.us ELA District Support Join-ela-districtsupport@list.doe.k12.ga.usJoin-ela-districtsupport@list.doe.k12.ga.us ELA Administrators Join-ela-admin@list.doe.k12.ga.usJoin-ela-admin@list.doe.k12.ga.us Wikis: High School Wiki: http://elaccgps9-12.wikispaces.com/http://elaccgps9-12.wikispaces.com/ Middle Wiki: http://georgiaelaccgps6-8.wikispaces.com/http://georgiaelaccgps6-8.wikispaces.com/ Elementary Wiki: http://georgiaelaccgpsk-5.wikispaces.com/http://georgiaelaccgpsk-5.wikispaces.com/ Summer Academy Wiki http://2014elasummerinstitute.wikispaces.com/ 6/9/201549

50. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Question and Answer 6/9/201550

51. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Contact the GaDOE ELA Team Carolyn Waters, ELA Program Manager cwaters@doe.k12.ga.us Stephanie Sanders, ELA Program Specialist ssanders@doe.k12.ga.us 6/9/201551