1. Georgia Performance Standards
7th Grade Mathematics
Day 1:
Standards-Based Education
and the Georgia Performance
Standards (GPS)

2. Getting Acquainted Name Tag: First Name or Nickname Index Card: Name
Address
System/School
GPS Status

3. Peggy Pool Office phone: (404) 657- 9063
Georgia Department of Education
1754 Twin Towers East
Atlanta, Georgia 30334
Office phone: (404)
Office

4. Module Overview: Day One
Introduction
Overview of the Standards
Standards-Based Teaching and Learning
Putting It All Together
Summary and Field Assignments
Curriculum Mapping
Teamwork
Assessments
Instruction
Enrichment & Extension
Understanding
GPS Standards
Participant’s Guide, page 4
First three items on the agenda are in the morning. Show them what a model training might look like.
The last two are in the afternoon. Assure them they will get all the tools needed to redeliver.

5. Goal
Demonstrate a deep understanding of the new Georgia Performance Standards and the standards-based education approach, through thoughtful curriculum mapping, development of formative and summative assessments, and the design of instruction matched to the standards and research-based best practices for enrichment and extension through collaboration and teamwork.

6. Enrichment & Extension
Curriculum Mapping
Teamwork
Assessments
Instruction
Enrichment & Extension
Understanding
GPS Standards

7. Days of Training Implementation Year One Implementation Year Two
Day One: Standards-based Education
Day Two:  Assessment
Day Three: Instruction
Day Four: Unit Design
Implementation Year Two
Day Five: Differentiation
Day Six: Examining Student Work
Day Seven: Putting It All Together
We don’t have to do it all today!

8. Group Norms and Housekeeping
Ask questions
Work toward solutions
Honor confidentiality
Meet commitments or let others know if you are struggling
Housekeeping:
Parking Lot
Phone calls
Rest rooms
Breaks
Lunch

9. Four Corners, Part 1
Choose a corner based on your confidence in understanding the GPS for 7th Mathematics:
Needs Rethinking
In Development
Quality
Exceptional

10. Four Corners, Part 2 What made you choose your corner?
Discuss what you know and
what you want to know.
Be prepared to share with the group.
Have each corner share. Record on chart paper.

11. Let’s Copy!

12. Essential Question 1
What are the Georgia Performance Standards?

13. Participant’s Guide, page 7

14. Performance Standards. . .
Are:
Georgia Performance Standards (GPS)
What students are to learn, know, and understand
Clear expectations of performance
Curriculum document
Few in number
Application of content
Are Not:
New Quality Core Curriculum (QCC)
How teachers are to teach
Comprehensive school reform
Instructional handbook
Checklist of objectives
Coverage of content

15. Strengths of the GPS Depth not breadth Ladder, not a spiral
Better organization by strands
Same standards for all learners
Success and achievement based
Less time spent on review
Better vertical correlation
Claire has a better slide for this.

16. Format of Curriculum Introductory Paragraphs
Overview of Year’s Content
Instructional Strategies
Manipulatives
Representation
Technology
Real-world Context
Concepts/Skills to Maintain
Standards with Elements
Be familiar with each aspect of the format.

17. Performance Standards
Four parts to Performance Standards:
Content Standard & Elements
Sample Tasks
Student Work
PERFORMANCE STANDARDS:
Performance standards define specific expectations of what students should know and be able to do and how well students must perform to achieve or exceed the standard. Georgia’s performance standards are composed of four components: content standards, tasks, student work, and teacher commentary.
CONTENT STANDARDS:
Content standards state the purpose and direction the content is to take, and are generally followed by elements. Content standards define what students are expected to know, understand, and be able to do.
ELEMENTS:
Elements are part of the content standards that identify specific learning goals associated with the standard.
The following components require Georgia teacher input. Collection of these will be ongoing process. Your help is needed.
TASKS:
Keyed to the relevant standards, tasks provide a sample performance that demonstrates to teachers what students should know and be able to do during or by the end of the course. Some tasks can serve as activities that will help students achieve the learning goals of the standard, while others can be used to assess student learning; many serve both purposes. Although the Georgia Performance Standards include tasks, teachers may develop their own tasks.
STUDENT WORK:
Examples of successful student work are included to specify what it takes to meet the standard and to enable both teachers and students to see what meeting the standard “looks like.”
TEACHER COMMENTARY:
Teacher commentary is meant to open the pathways of communication between students and the classroom teacher as well as within faculty in order to ensure consistency within assessment and expectations. Commentary shows students why they did or did not meet a standard and enables them to take ownership of their own learning.
Teacher Commentary

18. How to Read the GPS Code M7G1. Math Grade 7 Geometry Standard #1
This has been a source of confusion. Make sure participants are comfortable with the code.

19. Standards and Elements
Standard is in bold print:
Sets the parameters.
Elements are listed under the standard: Sets the expectations for understanding, what the student should know and be able to do.
Standards are assessed at the element level.
Since elements define standards, they are not stand alones.
Elements are not discreet skills to be learned.

20. Math Standard Example M7G1. Students will construct
plane figures that meet given
conditions.
a. Perform basic constructions using
both compass and straight edge, and
appropriate technology...
b. Recognize that many constructions
are based on the creation of
congruent triangles.

21. Let’s Bisect!

22. GPS Phase-in Plan
Fix the HS phase-in for math on the other disciplines’ modules.

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

24. Grade 7 Math Assessment Timeline
School year:
Grade 7 math CRCT will assess the QCC.
School year:
Grade 7 math CRCT will assess the GPS.

25. Essential Question 2
How is the unit design process used in standards-based teaching and learning?

26. Standards-Based Education
Focus is on student learning.
Expectations are the same for all students.
Essential questions set the stage for learning.
Supporting skills and knowledge are emphasized.
This is a summary of EQ1 and a segway to EQ2.

27. Standards-Based Education, cont.
Assessments are used to guide and modify instruction.
Instructional strategies enable students to meet the standard.
Effectiveness of instruction is based on students’ meeting the standard.
Teachers work on building enduring understandings.

28. Standards Based Education Model
GPS
Stage 1
Identify Desired Results
(Big Ideas) Enduring Understandings 
Essential Questions 
Skills and Knowledge
(one or more)
Standards
Elements
Stage 2
Determine Acceptable Evidence
(Design Balanced Assessments)
(To assess student progress toward desired results)
All above, plus
Tasks
Student Work
Teacher
Commentary
Participant’s Guide, page 8
Stage 3
Plan Learning Experiences and Instruction
(to support student success on assessments,
leading to desired results)
All above

29. Unit Design Design with the goal in mind Stage 1 of Unit Design
Big Ideas
Enduring Understanding
Essential Questions
Skills and Knowledge
Participant’s Guide, page 9.

30. Standards Based Education Model
GPS
Stage 1
Identify Desired Results
(Big Ideas) Enduring Understandings 
Essential Questions 
Skills and Knowledge
(one or more)
Standards
Elements

31. Big Ideas What are the big ideas and core processes
at the heart of this standard?
What do I want to concentrate on and
emphasize in this unit?
Participant’s Guide, page 10

32. Looking for Big Ideas
Big Ideas are key concepts. Look for ideas in key nouns found in the standards.
M7A3. Students will understand
relationships between two
variables.
a. Plot points on a coordinate plane.
K Standard
Share the book, The Grouchy Ladybug.

33. What’s the Big Idea?
Graphing Points

34. Poster Talk– Big Ideas Work in groups.
Get a colored marker and chart paper.
Fold the chart paper into 5 equal sections.
Label the first section with the standard.
Label the second section with its big ideas.

35. Enduring Understandings: Digging Deeper
Needs Rethinking: “Students will understand variables.”
In Development: “Students will understand how to plot points.”
Exceptional: “Students will understand that two variables such as x and y can determine an ordered pair (x, y) and they have a relationship which determines the placement of a point on the coordinate plane.”
Participant’s Guide, page 24

36. Poster Talk– Enduring Understandings
Work in your same group.
Label the third section “Enduring Understandings”.
Add the understandings that you wrote for the standard.

37. Essential Questions Big, Open-ended or topic-related
How (process) and Why (cause and effect)
Various Levels in Bloom’s Taxonomy
Student Appropriate Language
Sequenced Naturally
Organizes Units and Lessons
Instruction Answers the Questions
Participant’s Guide, page 12

38. From Understandings to Questions
“Students will understand that two variables such as x and y can determine an ordered pair (x,y) and they have a relationship which determines the placement of a point on the coordinate plane.”
Why is it important to be able to plot points on a coordinate plane?
How can I represent a relationship from tables, and/or formulas using points on the coordinate plane?

39. Poster Talk – Essential Questions
Work in your same group.
Label the fourth section “Essential Questions”.
Add the questions that you wrote for the standard.

40. The Art of Questioning Essential Questions Unit Questions
Key Questions
Daily Questions
Lesson Questions
Diagnostic and Formative Questions

41. Skills and Knowledge KNOWLEDGE (declarative) SKILLS (procedural) Facts
Concepts
Generalizations
Rules, Laws, Procedures
Skills
Procedures
Processes
Participant’s Guide, page 13
KNOWLEDGE
(declarative)
SKILLS
(procedural)

42. What Students Should Know and Be Able to Do
Work in same group.
Label fifth section “Skills and Knowledge”.
Add the Skills and Knowledge that students need to know and be able to do.
Walk around and view others’ work.
Draw a star by any insightful statements.
Use a post-it note for any questions.

43. A Culminating Task!

44. Days of Training Implementation Year One Implementation Year Two
Day One: Standards-based Education
Day Two:  Assessment
Day Three: Instruction
Day Four: Unit Design
Implementation Year Two
Day Five: Differentiation
Day Six: Examining Student Work
Day Seven: Putting It All Together

45. http://www.georgiastandards.org Training Materials Standards
Frequently Asked Questions
Participant’s Guide, page29
NEW! Framework

46. Discussion of Redelivery Action Plan
Determine your goal for redelivery.
Determine time allotted.
Develop timeline of activities.
List resources and ideas.
Participant’s Guide, page 14

47. Field Assignment
Redeliver Day 1: How to Identify Desired Results of a Standard.
Day 2 will focus on determining acceptable evidence.
Review the Grade 7 Mathematics Standards. Determine the big ideas, enduring understandings, and essential questions for each of them.
Think about what evidence is necessary to assess them? How good is good enough?
Participant’s Guide, page 15

48. Ticket Out the Door Reflection:
Important things I’ve learned or had reaffirmed…
Today’s experiences have left me feeling...
Questions I want answered now…
What I will do when I return to my workplace…
Participant’s Guide, page 35

49. Contact Information
Peggy Pool
Georgia Department of Education
1754 Twin Towers East
Atlanta, Georgia 30334
Office Phone: (404)
Office