Introduction to the Georgia Assessment of Performance on School Standards (GAPSS)

1. Introduction to the Georgia Assessment of Performance on School Standards (GAPSS) Georgia Summer World Languages Leadership Institute June 22-24, 2010 Greg Barfield Cobb County School District

2. Why GAPSS for __________________? The Georgia Assessment of Performance on School Standards (GAPSS) is our internal systematic process to measure the depth of professional learning and pervasive implementation of Standards and strategies which are reflective of research-based best practices for high performing schools. The Georgia Department of Education (GaDOE) has established the criteria as defined in the School Keys. The School Keys are intended to serve as a descriptor of effective, high impact practices for schools and is fully adopted by Cobb County Schools. The improved performance of all students and district alignment to support that performance is guided by a strategic plan that provides overall direction to the school district and serves as the foundation for monitoring student success and district accountability. Each year, the plan is updated and will continue to evolve into an integrated management tool reflective of the Board of Education’s constancy of purpose and well as the Board of Educations’ innovative flexibility. Student Achievement • Measurable gains/growth as measured by national and state test scores• Quality teaching and leadership• Keep track of students through system Stakeholder Involvement • Utilize community in decision making• Utilize resources and create sustainable partnerships • Board member responsibility to communicate with community and local/state officials Accountability • Annual performance assessment of Superintendent/Service Providers/Board to include an independent evaluation• Follow board policy • Responsible fiscal stewardship to include SPLOST management The data your school will receive following the GAPSS visit will be specific as to the strengths and areas for improvement identified for the holistic school, not as individual teachers or academic programs. The data will be used by the school administration and school Leadership Team as they develop and revise your school’s Strategic School Plan (SSP).

3. Structures of a Standard-based Lesson Any grade level ~ Any Subject Opening (activating) - a focused lesson tied to the standard and element Standard and element posted The standard and specific element addressed and the purpose stated Focused lesson lasts approximately 10-12 minutes Focused Lessons ► Match the difficulty of the task to the ability of the students ► This lies between the Level of Challenge and Level of Competence ► As the Level of Challenge goes up, ANXIETY INCREASES ► As the Level of Challenge goes down, BOREDOM SETS IN Middle (engaging) – work time where the students practice their learning Students practice what standard and element has been taught (approximately 40 minutes) - Teachers must build students’ stamina to this amount of time. Start with 10-15 minutes at the beginning of the year and move towards 40 by the end of the year as students practice how to read, write, discuss, examine, or whatever the work entails for this amount of time. Students do something with their learning (preferably with an example of the task or activity-SCAFFOLDING Examples- graphic organizers, a sample of writing, reference to a resource) Structures such as independent work, small group work, and one-on-one conferencing must be introduced one at a time, modeled and practiced. (Whatever is NOT working on any given day needs to be revisited) Students talk more, teachers talk less The teacher monitors the room listening for conversations about the work, leading a small group, or having a conference with individuals. The teacher attends to the “neediest” learners first. Closing (summarizing) – connecting our learning to the standard and element Students sharing or reflecting on the day’s lesson (approximately 10 minutes) What went well? What didn’t go well? On what do we need to spend more time? Do we need to revisit a concept? What are the Celebrations/ Next Steps? What is the Exit Strategy?

4. Structures of a Standard-based Lesson • Any grade level ~ Any Subject • Opening (activating) - a focused lesson tied to the standard and element • Standard and element posted • The standard and specific element addressed and the purpose stated • Focused lesson lasts approximately 10-12 minutes • Focused Lessons • ► Match the difficulty of the task to the ability of the students • ► This lies between the Level of Challenge and Level of Competence • ► As the Level of Challenge goes up, ANXIETY INCREASES • ► As the Level of Challenge goes down, BOREDOM SETS IN • Middle (engaging) – work time where the students practice their learning • Students practice what standard and element has been taught (approximately 40 minutes) - Teachers must build students’ stamina to this amount of time. Start with 10-15 minutes at the beginning of the year and move towards 40 by the end of the year as students practice how to read, write, discuss, examine, or whatever the work entails for this amount of time. • Students do something with their learning (preferably with an example of the task or activity-SCAFFOLDING • Examples- graphic organizers, a sample of writing, reference to a resource) • Structures such as independent work, small group work, and one-on-one conferencing must be introduced one at a time, modeled and practiced. (Whatever is NOT working on any given day needs to be revisited) • Students talk more, teachers talk less • The teacher monitors the room listening for conversations about the work, leading a small group, or having a conference with individuals. The teacher attends to the “neediest” learners first. • Closing (summarizing) – connecting our learning to the standard and element • Students sharing or reflecting on the day’s lesson (approximately 10 minutes) • What went well? What didn’t go well? • On what do we need to spend more time? • Do we need to revisit a concept? • What are the Celebrations/ Next Steps? • What is the Exit Strategy?

5. COBB COUNTY SCHOOLS Framework for Success The Cobb County Schools Framework for success identifies the major work of our school district and the organizational structure that will ensure a clear focus on student achievement. The district strategic focus includes three levels of support and accountability: process, people and performance. Georgia Department of Education Keys to Quality Cobb County School District Strategic Plan and District Focus Board of Education Academic Priorities SACS Recommendations Local School Strategic Plans (SSP) Georgia Department of Education Keys to Quality The GaDOE Keys to Quality will serve as the district’s quality assurance tool as we develop a systemic approach to data-driven district and school improvement. Identifying research-based descriptors of effective, high impact practices for schools, the Keys to Quality will be the primary source of guidance and validation as our district takes measured steps to ensure the success of each student. The three-volume GaDOE Keys to Quality include the following resources: School Keys Georgia Assessment of Performance on School Standards (GAPSS) Implementation Resource School Keys The School Keys: Unlocking Excellence through the Georgia School Standards is the foundation for Georgia's comprehensive, data-driven system of school improvement and support. Using more than 35 years of effective schools research, Dr. Robert Marzano identified 11 factors that have the greatest impact on student achievement. From these 11 factors, Georgia educators combined aspects of the factors to develop the eight strands that describe high impact strategies for schools: Curriculum Instruction Assessment Planning and Organization Student, Family, and Community Support Professional Learning Leadership School Culture Cobb County School District (CCSD) Strategic Plan and District Focus The improved performance of all students and district alignment to support that performance is guided by a strategic plan that provides overall direction to the school district and serves as the foundation for monitoring student success and district accountability. Each year, the plan is updated and will continue to evolve into an integrated management tool reflective of the Board of Education’s constancy of purpose and well as the Board of Educations’ innovative flexibility. The CCSD Strategic Plan strengthens the District Focus by further delineating the goals of the Board of Education with a greater emphasis on the measurement of outcomes. This updated strategic focus places emphasis in three critical areas: process, people, and performance. Board of Education Academic Priorities The strength of the strategic plan is rooted in the academic priorities of the Board of Education. These priorities serve to further define/refine the direction of the school district, establish the basis for a congruent multi-year planning strategy, and allows for clear expectations of the superintendent, central office and building level staff. SACS Recommendations Information to be added after November 2009 District SACS Review Local School Strategic Plan The strength of the Cobb County Schools Framework for Success are the continuous improvement plans developed at the school level. Based on the CCSD Strategic Plan, each school will regularly analyze student achievement data, set student learning targets, and plan appropriate strategies to meet students' needs. The Keys to Quality rubrics will be used to monitor progress on school-based initiatives, and participation in a GAPSS Analysis review will help schools to identify next steps in the continuous improvement planning process. At the local school level, the school strategic plan will: Continue to close achievement gaps by identifying and implementing research-based strategies. Seek financial options, such as grants, which would allow more flexibility in the use of existing funds. Address the needs of existing facilities while continuing to maximize the existing resources. Expand strategies to ensure a highly qualified professional staff which is reflective of, and will meet the needs of, the changing demographics of the district Expand the necessary assistance for school leaders to build their capacity to facilitate the development, implementation, and monitoring of quality assurance methods and strategies for improvement. The GaDOE Keys to Quality and the District Strategic Plan will serve as effective progress monitoring tools. By applying the Keys to Quality as a consistent and pervasive quality assurance tool, we ensure that the decisions we make in regard to meeting the district's strategic goals will be based in solid research ensuring that our district does not engage in random acts of continuous improvement. Our approach to continuous improvement will be focused, data-driven, and results oriented. Additionally, the District Strategic Plan will help us to monitor our progress in the key areas of student achievement, community support, internal climate, and safe and orderly environment. Related to the district goals are a number of system-level initiatives that will be further defined and refined within the system's framework. Each goal and initiative will directly relate to one or more of the eight strands that comprise the Keys to Quality. The decisions about when and how to apply each initiative will be determined by having all schools participate in a system-wide GAPSS analysis over the course of the next three years. The Keys to Quality rubrics will help us to determine the effectiveness of each initiative as we work toward continuous improvement. The Cobb County Schools Framework for Success will help us to clarify our approach to continuous improvement, eliminate random acts of school improvement, develop a focused multi-year professional learning plan, and ensure that continuous improvement is standard within every school and across the district.

6. Georgia Assessment of Performance of School Standards (GAPSS) Analysis • Team Leader/Area Assistant Superintendent’s Checklist • Post-GAPSS visit • Compile summary reports • Certified Staff Survey (full report) • Additional Information Summary • Classroom Observation Summary • Completed School Keys Overview (full color – 1 page view) • Completed School Keys Rubrics • CD with all reports above • Schedule appointment with principal • No later than two weeks after the GAPSS Analysis review • Allow 2 – 3 hours for debrief session • Suggested attendees (principal, assistant principal(s), area assistant superintendent, team leader, co-leader) • Debriefing session (w/principal and assistant principals) • Provide overview of process (The Framework) • Discuss confidentiality of information (Certified Staff Survey Results – comments are for Administrative staff only) • Share all summary data • Leave copies of reports with school administration • Discuss next steps and share sample worksheet

8. Teaching and Learning in a Standards-Based Classroom

9. GAPSS Classroom Instruction Observation Form School Name: ____________________________________________ Grade: _________________ Subject: _____________________________ Date: _____________________ Time In: ________________ Time Out: ______________ Beginning Middle End

11. Student Question: If the students are available for questioning and this action will not interrupt instruction, then ask three students the following question. If student, then select NA for the remaining students. If the students are able to answer the question place a check in the box.