Assessment of Georgia School Standards

Georgia Assessment of Performance on School Standards

Developed 3 years ago based on:

• The work of Bob Marzano (meta-analysis of over 25 years of research)

• The work of selected states (Texas, Kentucky, North Carolina and others)

• Expertise of over 2000 collective years of experience of the Division of School Improvement staff (now re-named School and Leader Quality)

Purpose of GAPSS

To measure the degree of implementation of the Georgia School Standards (now re-named the School Keys)

To assist in targeting and addressing areas for improvement in a school

GAPSS Analysis Approaches

• External Approach

• DOA External System Approach

• Local School Internal Approach

External Approach

• GAPSS are mandatory for schools in NI-6 and are led by GaDOE personnel.

• GAPSS can be done on a voluntary basis and led by GaDOE , RESA, local system personnel who have been trained in the process.

• GAPSS can be done in lieu of the SACS CASI process at the school level.

DOA External System Approach• Training of selected system and/or school level

administrators in one school system:–Content of the GSS (School Keys)–GAPSS procedures (including video vignettes)

• A GAPSS is done with a single school within the system and conducted by the cadre of trained participants led by GaDOE personnel

• De-briefing after the initial in-system GAPSS• Additional, scheduled GAPSS within the system

led by the system and/or school personnel without GaDOE assistance

Local School Internal Approach

• Training of selected MCSD school level administrators and/or teachers:– Content of the GSS (School Keys)– GAPSS procedures (including video vignettes)

• A GAPSS is done with an identified school within the system and conducted by the cadre of trained participants led by MCSD Central Office personnel.

• De-briefing after the identified school GAPSS• The trainees from the selected schools will schedule a

GAPSS within their school without assistance from MCSD Central Office.

The MCSD GAPSS Model

Initiate the GAPSS Process

Select System and/or School Staff

Conduct Training (School Keys and GAPSS)

Conduct Prototype GAPSS with GaDOE

Debrief after GAPSS is conducted

Schedule in-system GAPSS to be led by In-System Personnel

Schedule GAPSS training for School Administrators/Lead Teachers

to become lead facilitators

Develop five year schedule for DOA External GAPSS Analysis at Individual Schools

Develop a monitoring process for School Action Plans on Identified Target Areas for Improvement

Review System-Level GAPSS Analysis ProcessAnnually and make Adjustments

In All Three Approaches…• Study is based on 4 types of data:

–School Profile (Data)

–Interview

–Observation

–Certified Staff Survey (DOE)

School

Profile

GAPSS Analysis

Interview questions are correlated to the standards and elements of the GSS

InterviewsPrincipal

Assistant Principal

Leadership Team

Teachers

Other Certified

Classified (optional)

Students

Parents (optional)

GAPSS Analysis

There are a few kinks to work through …….

But Mr. Seifert will take care of

it!

Activity #1Read the notes from a leadership team interview.

If the survey and other school data supported

this, what could you offer as a recommendation

for the school?

After you have finished, peruse some authentic

recommendations (see back) that have been

offered to leadership teams in real GAPSS

Analyses. School Keys: L-4

Certified Staff Survey (CSS)GAPSS Analysis

GAPSS Analysis

Instructional delivery mode predominantly

observed:

Instructor’s role predominantly observed:

Students were predominantly engaged

in:

Activity #2

Review the following 2 pieces of information generated in GAPSS Analysis:– Observation Summary– Survey Data (excerpts)

How would you deal with the discrepancies in the 2

pieces of data?

What patterns do you see that could serve as the basis

for recommendations.

Discuss this in a small group and select someone to

report out from your group.

Data Integration

GAPSS Team will:

–Rate the Standards (Keys) rubrics

–Generate recommendations and commendations

–Prioritize the recommendations and commendations and select the most significant ones that could be target areas for improvement

Activity #3Review the sample target areas chart that was generated from a GAPSS Analysis.

(HANDOUT)

Discuss the contents of the chart in small groups.

Identify the first thing that a leadership team could do after reviewing it.

Benefits of the system-level Approach • A good grounding in the GSS (School Keys)• A renewed sense of mission / purpose at the

system level• Collegiality and collaboration between school

and system level administrators• A systematic approach to improvement based

on the GSS (School Keys)• Gained expertise in data collection, analysis,

interpretation and utilization for improvement• A sustained process of improvement

Capacity Building

In the system approach, there are many more opportunities for capacity-building.

In this approach, school and system personnel learn to fix their own problems.

Capacity Building In either approach, the result is a group of people learning and growing together with a common mission to implement a data-driven process to improve their schools…

A PROFESSIONAL LEARNING

COMMUNITY IS BORN.

MCSD GAPSS Next Steps

• Develop five year schedule for DOA External System GAPSS Analysis at selected schools (June 2007)

• Schedule GAPSS training for first set of school administrators and/or lead teachers (August 2007)

• Schedule GAPSS training for second set of school administrators and/or lead teachers (November 2007)

• Schedule GAPSS training for third set of school administrators and/or lead teachers (January 2008)

• After training, trainees will be able to do their own Local School Internal GAPSS (2007-2008 school year)

Continued Next Steps

• Develop a monitoring process for School Action Plans on Identified Target Areas for Improvement (August 2007)

• Review system-level GAPSS Analysis process annually and make necessary adjustments (throughout year)

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