Welcome
I’m glad you’re here!
1

Please find the riddle at your seat.

Solve your riddle alone or with a partner.

After everyone at your table has solved
their riddle, share your solutions.
Training for the Georgia
Performance Standards
Day 1: Standards-Based
Education and the Georgia
Performance Standards (GPS)
2
Getting Acquainted
• Name Card:
– First Name or Nickname
– Your “Equation”
• Index Card:
– Name
– E-mail Address
– System/School
3
Lisa Bryan
1754 Twin Towers East, Atlanta, Georgia 30334
Office phone: (404) 463-6924
Office email: [email protected]
4
Group Norms and
Housekeeping
Group Norms:
• 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
5
Module Overview: Day One
•
•
•
•
•
Introduction
Overview of the Standards
Standards-Based Teaching and Learning
Putting It All Together
Summary and Field Assignments
Curriculum
Mapping
Understanding
Teamwork
GPS
Standards
Enrichment &
Extension
Assessments
Instruction
6
Farmer Brown
Farmer Brown has 10 animals.
He has cows, pigs, and sheep.
How can he put his animals in
3 pens without mixing them?
7
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.
8
Understanding
Teamwork
Curriculum
Mapping
GPS
Standard
s
Assessments
Instruction
Enrichment &
Extension
9
Days of Training
• Implementation Year One
– 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
10
Four Corners, Part 1
Choose a corner based on your
confidence in understanding the GPS for
K-2 Mathematics:




Needs Rethinking
In Development
Quality
Exceptional
11
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.
12
Essential Question 1
What are the Georgia Performance
Standards?
13
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
14
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
15
Kindergarten
Numbers and 
Operations
Counting, Comparing,
Estimating, Money
 Modeling Addition and
Subtraction
First Grade
 Counting, Comparing,
Estimating, Money
Second Grade
 Place Value to 4 Digits,
Money
 Place Value
 Addition and Subtraction,  Multi-Digit Addition and
Inverse Relationships
 Number Theory:
Subtraction
 Concepts of
Multiplication
 Comparing Fractions
Division, Patterns,
Fractions
Measurement 
Classification
 Calendar Time, Ordering
 Comparing and Ordering
Length, Weight, Capacity
 Telling Time, Using a
Calendar, Sequencing
 Equality and Inequality
 Measuring, Estimating,
Comparing Length
 Telling Time
Events, Telling Time
 Measuring and
Geometry
 Identifying, Combining,
Comparing 2-D and 3D Shapes
 Positional Relationships
 Patterns
Data
Analysis and
Probability
Process
Skills
 Questioning, Collecting
Data, Making Graphs
Problem Solving,
Arguments, Language of
Mathematics,
Interconnectivity,
Communication
 2-D and 3-D
Constructions
 Spatial Reasoning
Estimating Temperature
 Classification of 2-D and
3-D Shapes
 2-D and 3-D Spatial
Reasoning
 Classification of Shapes
 Creating Tables and
Graphs
Problem Solving,
Arguments, Language of
Mathematics,
Interconnectivity,
Communication
 Creating and Interpreting
Tables and Graphs
Problem Solving,
Arguments, Language of
Mathematics,
Interconnectivity,
Communication
16
Performance Standards
Four parts to Performance Standards:
Content Standard & Elements
Sample Tasks
Student Work
Teacher Commentary
17
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
18
Race to 100
Base-Ten
Pieces (Manipulatives)
Grids (Representation)
Calculators (Technology)
Money (Real World Context)
19
Concept
Development
Abstract
SemiAbstract
SemiConcrete
Concrete
20
How to Read the GPS Code
M2N3.
Math Grade 2 Numbers and
Operations Standard #3
21
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.
22
Example of a Math
Standard
M2N3. Students will understand
multiplication, multiply numbers,
and verify results.
a. Understand multiplication as
repeated addition.
b. Use repeated addition, arrays,
and …….
c. – d.
23
Multiple Representations
Pictures
Tables
Graphs
Symbols
24
Words
GPS Phase-in Plan
Grade
Math
Training
Math
Teaching
K
1
2
3
4
5
6
7
8
05-06
05-06
05-06
06-07
06-07
06-07
04-05
05-06
06-07
06-07
06-07
06-07
07-08
07-08
07-08
05-06
06-07
07-08
25
Test Alignment
Criterion-Referenced Competency
Tests (CRCT) Test alignment is
completed during Year II
implementation for each content area
and grade level.
26
1-2 Math Assessment
Timeline
• 2005-2006 School year:
Grades 1-2 math CRCT will assess
the QCC.
• 2006-2007 School year:
Grades 1-2 math CRCT will assess
the GPS.
27
Essential Question 2
How is the unit design process used
in standards-based teaching and
learning?
28
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.
29
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.
30
Standards Based Education
Model
(one or more)
Standards
Elements
Stage 1
Identify Desired Results
(Big Ideas) Enduring Understandings 
Essential Questions 
GPS
Skills and Knowledge
All above, plus
Tasks
Student Work
Teacher
Commentary
All above
Stage 2
Determine Acceptable Evidence
(Design Balanced Assessments)
(To assess student progress toward desired results)
Stage 3
Plan Learning Experiences and Instruction
(to support student success on assessments,
leading to desired results)
31
Unit Design
• Design with the goal in mind
• Stage 1 of Unit Design
–Big Ideas/Enduring Understandings
–Essential Questions
–Skills and Knowledge
32
Standards Based Education
Model
(one or more)
Standards
Elements
Stage 1
Identify Desired Results
(Big Ideas) Enduring Understandings 
Essential Questions 
GPS
Skills and Knowledge
33
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?
34
Looking for Big Ideas
M2N5. Students will represent and
interpret quantities and relationships
using mathematical expressions
including equality and inequality signs.
b. Represent problem situations where
addition, subtraction or multiplication may
be applied using mathematical expressions.
35
What’s the Big Idea?
Converting
problem situations
into
mathematical expressions
36
Enduring Understandings:
Digging Deeper
• Needs Rethinking: “Students will be able to
write number sentences to match word
problems.”
• In Development: “Students will explain how to
write number sentences to match word
problems.”
• Exceptional: “Students will understand how to
use pictures, words, and symbols
interchangeably to represent problem
situations.”
37
Poster Talk–
Enduring Understandings
• Work in groups.
• Fold chart paper into 4 equal sections.
First section—Standard
Second section—Enduring Understandings
• Add the appropriate information
in each section.
38
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 Instruction
39
From Understandings to
Questions
Students will understand how to use
pictures, words, and symbols
interchangeably to represent problem
situations.
• How do pictures, words, and symbols relate to
each other in given problem situations?
• How do I know when to add, subtract, or
multiply?
40
Poster Talk –
Essential Questions
• Work in your same group.
• Third section—Essential Questions
• Add your essential questions.
41
The Art of Questioning
•
•
•
•
•
•
Essential Questions
Unit Questions
Key Questions
Daily Questions
Lesson Questions
Diagnostic and Formative Questions
42
Skills and Knowledge
Facts
Skills
Concepts
Procedures
Generalizations
Processes
Rules, Laws, Procedures
KNOWLEDGE
(declarative)
SKILLS
(procedural)
43
Poster Talk –
Skills and Knowledge
• Work in your same group.
• Fourth section—Skills and Knowledge
• Add what students should know and
be able to do.
44
Gallery Walk
• Walk around and view others’ work.
• Draw a star by insightful
statements.
• Use post-it notes for any
questions.
45
Legs, Legs Everywhere
46

People have legs.

Chairs have legs.

How many legs are in our classroom?

Use pictures, words, and symbols to
show how you found out.
Discussion of Redelivery
Action Plan
• Determine your goal for redelivery.
• Determine time allotted.
• Develop timeline of activities.
• List resources and ideas.
47
http://www.georgiastandards.org
Standards
Training
Materials
Frequently
Asked
Questions
48
Days of Training
• Implementation Year One
– 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
49
Field Assignment
• Redeliver Day 1: How to Identify Desired Results
of a Standard.
• Day 2 will focus on determining acceptable
evidence.
• Use the standard you chose today. Make a list
of ways to assess a student’s understanding of
those big ideas, enduring understandings, and
essential questions.
• What evidence is necessary? How good is good
enough?
50
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…
51
Lisa Bryan
1754 Twin Towers East, Atlanta, Georgia 30334
Office phone: (404) 463-6924
Office email: [email protected]
52