Training for the New Georgia
Performance Standards
Day 1: Standards Based Education and the
New GPS
1

Module Overview: Day One
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Prework (already completed)
Introduction (0:30)
Overview of the Standards (2)
Standards-Based Teaching and Learning (1:50)
Putting It All Together (1:40)
Summary and Field Assignments (0:30)
Understanding
Curriculum
Mapping
New
Standards
Assessment
Teamwork
Enrichment &
Extension
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Instruction
2

Goal (for 8 day series)
 Demonstrate a deep understanding of the new
Georgia Performance Standards and the
Standards Based Education approach , through thoughtful curriculum planning, development of formative and summative assessments , and the design of instruction matched to the standards and research-based best practices . This shall be measured by student performance on progress monitoring and standardized criterion-referenced tests.
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3

Group Norms and Housekeeping
Group Norms:
 Participate and share
 Listen with an open mind
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Ask questions
Work toward solutions
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Honor confidentiality
Meet commitments or let others know if you are struggling to do so
Housekeeping:
 Phone calls
 Rest rooms
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Breaks
Lunch
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4

What We Know/What We Want to Know
1.
2.
3.
4.
Label each flipchart with a title:
– What We Know
– What We Want to Know
On scratch paper, list as many items as you can under each category.
Combine items that might go together under “What
We Know” and put the most relevant ones on the flipchart.
Prioritize items under “What We Want to Know” and write the top priorities on the flipchart.
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5

Essential Question 1
 What are the Georgia Performance Standards all about?
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Phase-in Plan
Grade
Year I
ELA
Year II
ELA
Year I
Math
Year II
Math
Year I
Science
Year II
Science
Year I
Soc.
Studies
Year II
Soc.
Studies
K 04-05 05-06 05-06 06-07 06-07 07-08 07-08 08-09
1 04-05 05-06 05-06 06-07 06-07 07-08 07-08 08-09
2 04-05 05-06 05-06 06-07 06-07 07-08 07-08 08-09
3 04-05 05-06 06-07 07-08 05-06 06-07 07-08 08-09
4 04-05 05-06 06-07 07-08 05-06 06-07 07-08 08-09
5 04-05 05-06 06-07 07-08 05-06 06-07 07-08 08-09
6 04-05 05-06 04-05 05-06 04-05 05-06 06-07 07-08
7 04-05 05-06 05-06 06-07 04-05 05-06 07-08 08-09
8 04-05 05-06 06-07 07-08 06-07 07-08 06-07 07-08
9 04-05 05-06 07-08 08-09 04-05 05-06 06-07 07-08
10 04-05 05-06 07-08 08-09 04-05 05-06 06-07 07-08
11 04-05 05-06 07-08 08-09 04-05 05-06 06-07 07-08
12 04-05 05-06 07-08 08-09 04-05 05-06 06-07 07-08
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Roll of Thunder, Hear My Cry:
Implementation OR The Rollout
ENGLISH LANGUAGE ARTS
 2004-2005:
– Awareness Training
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– Professional Learning
– Unpacking the GPS
2005-2006: Begin Utilization of GPS
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Brave New World:
Benefits of the GPS
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Ladder vs. spiral
Depth
Consistency
Assessment
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Brave New World:
Benefits of GPS Over QCC
QCC for 10th Grade:
 Critical Thinking (1)
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Reading/Literature (7)
Speaking/Listening (8)
Writing/Usage/Grammar
(12)
GPS for 10th Grade:
 Reading/Literature (5)
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Reading Across the Curriculum
(4)
Writing (4)
Conventions (2)
Listening/Speaking/Viewing (2)
Total Standards (28)
 Total Standards (17)
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Brave New World:
Benefits of GPS Over QCC
10th Grade QCC Standard:
 28 Reading/Literature Analyzes literature according to characterization, mood, tone, plot, and point of view.
AS COMPARED TO A
10th Grade GPS ...
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Brave New World:
Benefits of GPS Over QCC
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ELA10RL1 The student demonstrates comprehension by identifying evidence (e.g., diction, imagery, point of view, figurative language, symbolism, plot events) and main ideas in a variety of texts representative of different genres (e.g., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation. The texts are of the quality and complexity illustrated by the Grade Ten reading list.
The student identifies, analyzes, and applies knowledge of the themes, structures, and elements of dramatic literature and provides evidence from the text to support understanding; the student:
– Identifies and analyzes types of dramatic literature (e.g., classical tragedy, history play, modern drama).
– Analyzes the characters, structures, & themes of dramatic literature.
– Identifies and analyzes dramatic elements (e.g., unity of time, place, and action; tragic hero; deus ex machina; recognition; reversal; chorus; aside; dramatic irony).
– Identifies and analyzes how dramatic elements support and enhance the interpretation of literature.
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Sense and Sensibility:
Standard Definitions
 Four Parts of a Standard:
– Standard and Elements
– Tasks
– Student Work
– Teacher Commentary
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Sense and Sensibility:
Standard Definitions
Standard and Elements
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Standard: A content standard states the purpose and direction the content is to take and includes performance elements; content standards define what students are expected to know, understand, and be able to do.
Elements: Elements are those parts of a content standard that should be learned by all students.
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Sense and Sensibility:
Standard Definitions: Tasks
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Tasks are keyed to standards and 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 GPS include tasks, these are samples.
Teachers may develop their own tasks for each standard.
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Sense and Sensibility:
Standard Definitions
Student Work:
 Examples of successful student work will be included with the standards to specify the performance necessary to meet the standard and to enable both teachers and students to see what meeting the standard “looks Like.”
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Sense and Sensibility:
Standard Definitions
Teacher Commentary:
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Teacher commentary is meant to open the pathways of communication between students and the classroom teacher as well as among 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.
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Sense and Sensibility:
Standard Definitions
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ELA9RL1 The student demonstrates comprehension by identifying evidence (e.g., diction, imagery, point of view, figurative language, symbolism, plot events) and main ideas in a variety of texts representative of different genres (e.g., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation. The texts are of the quality and complexity illustrated by the Grade Nine reading list.
ELA10RL1 The student demonstrates comprehension by identifying evidence (e.g., diction, imagery, point of view, figurative language, symbolism, plot events) and main ideas in a variety of texts representative of different genres (e.g., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation. The texts are of the quality and complexity illustrated by the Grade Ten reading list.
ELAALRL1 The student demonstrates comprehension by identifying evidence (e.g., diction, imagery, point of view, figurative language, symbolism, plot events) and main ideas in a variety of texts representative of different genres (e.g., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation. The texts are of the quality and complexity illustrated by the American
Literature reading list.
ELABLRL1 The student demonstrates comprehension by identifying evidence (e.g., diction, imagery, point of view, figurative language, symbolism, plot events), main ideas, and characteristics in a variety of texts representative of different genres (e.g., poetry, prose
[short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation. The texts are of the quality and complexity illustrated by the British and Commonwealth literature reading list.
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Sense and Sensibility:
Standard Definitions
ELA9RL1 Elements
1.
Identifies and analyzes types of dramatic literature (e.g., Shakespearean tragedy and comedy).
2.
3.
4.
Analyzes the characters, structures, and themes of dramatic literature.
Identifies and analyzes dramatic elements, (e.g., exposition, rising action, climax, denouement, dialogue, monologue, soliloquy, aside, dramatic irony).
Identifies and analyzes how dramatic elements support and enhance interpretation of dramatic literature.
ELA10RL1 Elements
1.
Identifies and analyzes types of dramatic literature (e.g., classical tragedy, history play, modern drama).
2.
3.
4.
Analyzes the characters, structures, and themes of dramatic literature.
Identifies and analyzes dramatic elements, (e.g., unity of time, place, and action; tragic hero; deus ex machina; recognition; reversal; chorus; aside; dramatic irony).
Identifies and analyzes how dramatic elements support and enhance the interpretation of dramatic literature.
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Sense and Sensibility:
Standard Definitions
ELAALRL1 Elements
 Identifies and analyzes types of [American] dramatic literature (e.g., political drama, modern drama, theatre of the absurd).
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Analyzes the characters, structures, and themes of [American] dramatic literature.
Identifies and analyzes dramatic elements, (e.g., stage directions, fourth wall, expressionism, minimalism, dramatic irony).
Identifies and analyzes how dramatic elements support and enhance the interpretation of [American] dramatic literature.
ELABLRL1 Elements
 Identifies and analyzes types of British and Commonwealth dramatic literature
(e.g., tragedy, comedy, melodrama, farce, memory play, verse play).
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Analyzes the characters, structures, and themes of British and Commonwealth dramatic literature.
Identifies and analyzes dramatic elements, (e.g., monologue, soliloquy, aside, foil, satire, stock characters, dramatic irony).
Identifies and analyzes how dramatic elements support and enhance the interpretation of British and Commonwealth dramatic literature.
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Sense and Sensibility:
Standard Definitions
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Georgia will lead the nation in improving student achievement.
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Sense and Sensibility:
Standard Definitions
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The Heart of the Matter:
Working With the ELA Standards
Small Group Activity
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Essential Question 1
 What are the Georgia Performance Standards all about?
What squares with my thinking?
What’s still rolling around in my mind? What do
I need to change?
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Essential Question 2
 What is the basic idea behind Standards Based
Education?
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Standards Based Education
Definition:
“To begin with the end in mind means to start with a clear understanding of your destination.
It means to know where you’re going so that you better understand where you are now so that the steps you take are always in the right direction.” --Stephen R. Covey, The Seven
Habits of Highly Effective People
Examples:
Big Ideas for Concept Attainment
1.
Identify desired results first.
2.
Determine acceptable evidence.
3.
Plan learning experiences.
Enduring understandings
Essential questions
Enabling knowledge objectives
Constructing meaning
Unpacking standards
What It Is:
Standards Based Education synthesizes research-based best practices in curriculum, assessment, and instruction.
SBE provides educators with the means to describe and analyze the best ways to promote student understanding rather than just knowledge and recall and with the performance criteria for assessing that understanding.
What It Isn’t:
A program
One more thing to do
The flavor of the month
“Covering” a list of topics
Teaching little packets of information
An isolated unit
Knowing and doing without understanding
A different way of teaching and assessing
Portfolios
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Standards Based Education
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Focus on student learning
Expectations are the same for all students
Standards are expressed through essential questions and supporting skills and knowledge
Assessments are used to guide and modify instruction
The effectiveness of instruction is judged by whether students meet the standard
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Standards Based Education, cont.
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Curriculum maps are aligned to the standards
Instructional strategies provide opportunities for students to learn expectations outlined in the standards
Student interests, previous achievements, and developmental levels are considered in planning instructional methods
Teachers work on building enduring understandings
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Standards Based Education Model
Standard
Element
Stage 1:
Design
Desired
Results
All Above
Tasks
Student Work
Teacher
Commentary
Stage 2:
Design
Balanced
Assessments
All Above
Stage 3:
Make
Instructional
Decisions
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
The Accidental Tourist:
Unpacking a Standard
ELA10RL1 The student demonstrates comprehension by identifying evidence (e.g., diction, imagery, point of view, figurative language, symbolism, plot events) and main ideas in a variety of texts representative of different genres (e.g., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation . The texts are of the quality and complexity illustrated by the Grade Ten reading list.
 The student identifies, analyzes, and applies knowledge of the themes, structures, and elements of dramatic literature and provides evidence from the text to support understanding; the student: a. Identifies and analyzes types of dramatic literature (e.g., classical tragedy, history play, modern drama).
b. Analyzes the characters, structures, and themes of dramatic literature.
c. Identifies and analyzes dramatic elements (e.g., unity of time, place and action; tragic hero; deus ex machina; recognition; reversal; chorus; aside; dramatic irony).
d. Identifies and analyzes how dramatic elements support and enhance the interpretation of literature.
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The Accidental Tourist:
Unpacking a Standard
Big Ideas that Lead to Enduring Understandings
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Identifying evidence students understand that the content, form, and structure of different genres contribute to meaning
Interpreting students understand that evidence is used to make meaning out of a text: to support literal reading, underlying meaning, and universal application/theme
Demonstrating comprehension students understand that a warranted/valid interpretation can be conveyed clearly and meaningfully
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The Accidental Tourist:
Unpacking a Standard
Essential Questions for ELA10RL1:
1.
How do we as readers uncover and use textual evidence to support a) our literal reading of a text; b) our reading/ understanding of underlying meaning; and c) our reading/ understanding of theme or universal statement(s) about life or society embodied in the text?
2.
3.
4.
How does an author employ figurative and rhetorical devices to create meaning in a text?
How do the forms and the structures of different literary genres contribute to our understanding or interpretation of specific texts?
How can I show that my interpretation is warranted or valid?
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

The Accidental Tourist:
Unpacking a Standard
ELA10RL1 The student demonstrates comprehension by identifying evidence
(e.g., diction, imagery, point of view, figurative language, symbolism, plot events) and main ideas in a variety of texts representative of different genres
(e.g., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation. The texts are of the quality and complexity illustrated by the Grade Ten reading list.
The student identifies, analyzes, and applies knowledge of the themes, structures, And elements of dramatic literature and provides evidence from the text to support understanding; the student: a.
Identifies and analyzes types of dramatic literature (e.g., classical tragedy, history play, modern drama).
b.
Analyzes the characters, structures, and themes of dramatic literature.
c.
Identifies and analyzes dramatic elements (e.g., unity of time, place and action; tragic hero; deus ex machina; recognition; reversal; chorus; aside; dramatic irony).
d.
Identifies and analyzes how dramatic elements support and enhance the interpretation of literature.
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The Accidental Tourist:
Unpacking a Standard
Critical Component
The student identifies, analyzes, and applies knowledge of the themes, structures, and elements of
and provides evidence from the text to support understanding; the student:
Element a. Identifies and analyzes types of
(e.g.,
, history play, modern drama).
 Possible primary resources:
,
,
, etc.—any play that falls under the heading of classical tragedy.
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The Accidental Tourist:
Unpacking a Standard
ELA10RL1 Knowledge and Skills
Element:
 Identifies and analyzes types of dramatic literature
(e.g., classical tragedy, history play, modern drama).
What the Student Should Know and Be Able to Do:
 The student identifies and explains the characteristics of classical tragedy.
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The Accidental Tourist:
Unpacking a Standard
ELA10RL1 Knowledge and Skills
Element:
 Analyzes the characters, structures, and themes of dramatic literature.
What the Student Should Know and Be Able to Do :
 The student analyzes the structure of situation, etc.).
Oedipus Rex (e.g., problem, complication, recognition, unraveling, reversal of
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The student analyzes the character of Oedipus.
The student connects the ideas and themes in other literary works and to life.
Oedipus Rex to
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The Accidental Tourist:
Unpacking a Standard
ELA10RL1 Knowledge and Skills
Element:
 Identifies and analyzes dramatic elements, (e.g., unity of time, place, and action; tragic hero; deus ex machina; recognition; reversal; chorus; aside; dramatic irony?
What the Student Should Know and Be Able to Do :
 The student explains the three unities, the function of the chorus, and dramatic irony using examples from Oedipus Rex .
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The student compares and contrasts Oedipus as a tragic hero and an archetypal hero.
The student compares and contrasts Oedipus’s life to the archetypal journey of initiation.
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37

The Accidental Tourist:
Unpacking a Standard
ELA10RL1 Knowledge and Skills
Element:
 Identifies and analyzes how dramatic elements support and enhance the interpretation of dramatic literature.
What the Student Should Know and Be Able to Do :
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The student identifies evidence from the text—diction, imagery, character development, irony, paradox—and uses this evidence to reach a warranted/valid interpretation of Oedipus Rex .
The student applies the knowledge and skills acquired from analyzing the dramatic elements in play or film.
Oedipus Rex to a modern
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The Accidental Tourist:
Unpacking a Standard
Sample Task :
 10th Reading and Literature task: Identify a universal theme or archetypal meaning in a literary work and prepare a project board or multimedia presentation to illustrate the connection of the theme or meaning to
1. literary works from the same genre and time period;
2. literary works from different genres and/or time periods;
3. literary works from other cultures;
4. life experiences;
5. and/or popular films and TV shows
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The Accidental Tourist:
Unpacking a Standard

1.
2.
3.
4.
5.
Identify a universal theme or archetypal meaning in a literary work and prepare a project board or multimedia presentation to illustrate the connection of the theme or meaning to literary works from the same genre and time period; literary works from different genres and/or time periods; literary works from other cultures life experiences; and/or popular films and TV shows
 Select a film or TV movie that employs archetypal symbols, patterns/themes, and/or heroes and create a movie poster that demonstrates understanding of these archetypal elements as they appear in the film or
TV movie.
Adapting
Sample Task to
ELA10RL1
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Measure for Measure:
Determining Acceptable Evidence
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Assessments are designed to determine to what extent students know and are able to do.
Assessments occur at every stage of the teaching and learning process.
A balanced range of assessments allows teachers to adapt instruction to the learning needs of the student.
Assessments are determined PRIOR to planning activities and instruction.
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Measure for Measure:
Types of Assessment
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Informal Checks for Understanding
Observation/Discussion/Dialogue
Quizzes/Tests
Writing Prompts
Performance Tasks/Projects
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Measure for Measure:
Informal Checks for Understanding
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Use graphic organizers to guide students’ reading of
Oedipus Rex
Use oral questioning techniques to check that students achieve literal understanding of who, what, when, why, and how
Use personal journals to assess each student’s interpretative process
Note: Informal checks are ongoing throughout the unit.
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Measure for Measure:
Observation/Discussion/Dialogue
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Observe students as they work in small groups to monitor thinking processes and understanding
Use reciprocal teaching to monitor critical thinking and deep understanding
Use Socratic dialogue and/or Socratic seminars to assess students’ warranted interpretations and deep understanding
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Measure for Measure:
Quizzes/Tests
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Use brief reading check quizzes to assess literal understanding of Oedipus Rex
Use tests to assess grasp of factual information, concepts, and discrete skills (e.g. content vocabulary, literary terminology)
 Note: By themselves, quizzes and tests do not assess understanding. They must be part of a number of different types of assessment methods.
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Measure for Measure:
Writing Prompt
 Use a writing prompt to initiate a timed, in-class, expository writing that assesses the student’s ability to think critically:
 Example:
–
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Measure for Measure:
Performance Tasks/Projects
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Ask students to select a character and role play for character analysis
Ask students to create a movie poster to demonstrate understanding of archetypal symbols, patterns, and heroes**
Have students form reading circles and apply acquired understanding and skills to a contemporary play such as Fences or J. B.
– **see 10th Reading & Literature sample tasks
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Great Expectations:
Interrelated Nature of the ELA GPS
No ELA Standard can be addressed in isolation.
Assessing, for example, a reading and literature standard inherently involves discussion (listening and speaking strand), journaling, quizzes/tests, writing prompts (writing strand), and performing tasks and/or presenting projects (listening, speaking and viewing strand). Hence, given that conventions interface with all the other strands, multiple standards are addressed along with the reading and literature standard.
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48

Essential Question 2
 What is the basic idea behind Standards Based
Education?
What squares with my thinking?
What’s still rolling around in my mind? What do
I need to change?
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49

8 Days of Training


Implementation Year One
– Day One: Get familiar with the standards
– Days Two - Five: Work on best practices in assessment, instruction, and curriculum mapping
Implementation Year Two
– Three additional days of training to work on extension and enrichment
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