Georgia Summer World Languages Leadership InstituteJune 22-24, 2010Greg BarfieldCobb County School District

 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 systemStakeholder Involvement• Utilize community in decision making• Utilize resources and create sustainable partnerships • Board member responsibility to communicate with community and local/state officialsAccountability • 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). 

 

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?

Structures of a Standard-based LessonAny grade level ~ Any Subject

Opening (activating) - a focused lesson tied to the standard and element

Standard and element postedThe standard and specific element addressed and the purpose statedFocused 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?

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.

Georgia Assessment of Performance of School Standards (GAPSS) Analysis

Team Leader/Area Assistant Superintendent’s ChecklistPost-GAPSS visit

Compile summary reportsCertified Staff Survey (full report)Additional Information Summary

Classroom Observation SummaryCompleted School Keys Overview (full color – 1 page view)

Completed School Keys RubricsCD with all reports above

Schedule appointment with principalNo later than two weeks after the GAPSS Analysis review

Allow 2 – 3 hours for debrief sessionSuggested 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

What are the clear and concise procedures for What are the clear and concise procedures for daily routines such as entering the daily routines such as entering the classroom, gathering materials, moving classroom, gathering materials, moving from task to task, etc.?from task to task, etc.?

School-wide:School-wide: School-wide practices and procedures are School-wide practices and procedures are

established.established. No interruptions during instructional time.No interruptions during instructional time. Procedures are in place to gather and use Procedures are in place to gather and use

assessments.assessments.Classroom:Classroom: Standards are referenced and accessible to Standards are referenced and accessible to

students.students. There is a specific framework to classroom There is a specific framework to classroom

instruction: For example, warm-up (linked instruction: For example, warm-up (linked to learning), opening (directly linked to the to learning), opening (directly linked to the standards), work session, closing (linked to standards), work session, closing (linked to opening). Time format will change opening). Time format will change according to the discipline.according to the discipline.

Materials and resources are accessible to Materials and resources are accessible to students.students.

Students can explain expected roles and Students can explain expected roles and responsibilities.responsibilities.

Students transition from one task to another Students transition from one task to another smoothlysmoothly

What structures are in place that serve as the What structures are in place that serve as the foundation for standards-based foundation for standards-based classrooms? (i.e. classroom design, classrooms? (i.e. classroom design, instructional delivery modes, scheduling, instructional delivery modes, scheduling, unit development, etc.)unit development, etc.)

School-wide:School-wide: Schedule includes time for teacher Schedule includes time for teacher

collaboration for unit development.collaboration for unit development. Schedule includes time for teachers to Schedule includes time for teachers to

observe peers.observe peers. Schedule includes time for teachers to Schedule includes time for teachers to

participate in professional learning activities.participate in professional learning activities. Time is allotted during the instructional day Time is allotted during the instructional day

to support struggling students and to support to support struggling students and to support students who are already meeting standards. students who are already meeting standards. (Pyramids of Intervention)(Pyramids of Intervention)

Classroom:Classroom: An instructional framework is in place. For An instructional framework is in place. For

example: warm-up, opening, work session, example: warm-up, opening, work session, closing.closing.

Curriculum units of study are developed Curriculum units of study are developed using a common framework.using a common framework.

Instructional time is maximized. (For Instructional time is maximized. (For example, we are researching examples and example, we are researching examples and will get these to you Friday). There is a will get these to you Friday). There is a block of time for uninterrupted block of time for uninterrupted reading/writing.reading/writing.

Classroom library with varied levels of texts Classroom library with varied levels of texts and genres.and genres.

A variety of instructional delivery modes are A variety of instructional delivery modes are incorporated into teaching and learning. (For incorporated into teaching and learning. (For example, modeling, demonstrations, small-example, modeling, demonstrations, small-group instruction, whole group instruction, group instruction, whole group instruction, one-on-one instruction, etc.)one-on-one instruction, etc.)

Students may be grouped by interest, by Students may be grouped by interest, by needs, by learning styles heterogeneously, needs, by learning styles heterogeneously, etc. The groups are flexible and change on a etc. The groups are flexible and change on a regular basis.regular basis.

Students are working in a variety of settings Students are working in a variety of settings (pairs, groups, and independently).(pairs, groups, and independently).

Expectations are clearly defined for students Expectations are clearly defined for students by posting essential questions and/or by posting essential questions and/or standards and elements being taught in the standards and elements being taught in the unit. The students and the teacher have a unit. The students and the teacher have a clear understanding of the standards.clear understanding of the standards.

The classroom is arranged to support a The classroom is arranged to support a variety of delivery modes.variety of delivery modes.

Teaching and Learning in a Standards-Based Classroom

Standards-based InstructionStandards-based InstructionStandards-based AssessmentStandards-based Assessment

What instructional strategies are in place to support What instructional strategies are in place to support standards-based learning, differentiation, standards-based learning, differentiation, student engagement, etc.?student engagement, etc.?

Instruction is linked to the standards and Instruction is linked to the standards and elements.elements.

Students apply new learning in performance Students apply new learning in performance tasks.tasks.

Students know the expectations for mastery Students know the expectations for mastery through rubrics, benchmarks, etc.through rubrics, benchmarks, etc.

Content is presented in a logical fashion.Content is presented in a logical fashion. Student learning goals are clear and challenging Student learning goals are clear and challenging

and based on the standards.and based on the standards. Students are engaged and actively involved in Students are engaged and actively involved in

learning.learning. Standards-based displays are used for teaching Standards-based displays are used for teaching

(benchmark work, commentary and student work (benchmark work, commentary and student work examples)examples)

Teachers model during the opening focused Teachers model during the opening focused lesson (For example read-aloud)lesson (For example read-aloud)

Teachers use a variety of grouping and delivery Teachers use a variety of grouping and delivery methods to accommodate learning styles. methods to accommodate learning styles. Instruction is differentiated to meet student Instruction is differentiated to meet student needs.needs.

Teachers conference with individual students and Teachers conference with individual students and coach to improve performance.coach to improve performance.

Students evaluate their own work.Students evaluate their own work. Students evaluate each otherStudents evaluate each other’’s work and provide s work and provide

feedback.feedback. Students are given opportunities to revise their Students are given opportunities to revise their

work.work. Teachers use guided and independent practice for Teachers use guided and independent practice for

instruction.instruction. Students are matched to appropriate text levels in Students are matched to appropriate text levels in

all content areas.all content areas. The 25-books standard is evident in all content The 25-books standard is evident in all content

area classrooms. The textbook is only one area classrooms. The textbook is only one resource for students. Students are reading across resource for students. Students are reading across a wide variety of genres and know how to choose a wide variety of genres and know how to choose texts that interest them and that are at an texts that interest them and that are at an appropriate level.appropriate level.

Students are actively engaged in mathematics. Students are actively engaged in mathematics. They use manipulatives, use multiple They use manipulatives, use multiple representations to solve problems and are representations to solve problems and are encouraged to revise their work.encouraged to revise their work.

Students are encouraged to write daily in a Students are encouraged to write daily in a variety of genres on self-selected topics.variety of genres on self-selected topics.

Students are actively engaged in inquiry.Students are actively engaged in inquiry. The teacher is circulating among the students, The teacher is circulating among the students,

talking to students, making notes of progress, talking to students, making notes of progress, addressing student needs, etc.addressing student needs, etc.

Work is authentic to the real world.Work is authentic to the real world. Instruction is data-driven.Instruction is data-driven. Students and teachers use a common language Students and teachers use a common language

related to the standards.related to the standards.

What assessment opportunities are provided to hold What assessment opportunities are provided to hold student work to the standards and provide student work to the standards and provide feedback to move students toward standards?feedback to move students toward standards?

Commentary is in place that includes the three Commentary is in place that includes the three areas of feedback: strengths, areas of areas of feedback: strengths, areas of weaknesses, and next steps.weaknesses, and next steps.

Teachers conference with students to monitor Teachers conference with students to monitor progress and provide feedback.progress and provide feedback.

Teacher organize assessment to record student Teacher organize assessment to record student needs to plan for instruction. For example, needs to plan for instruction. For example, assessment notebooks are used to organize assessment notebooks are used to organize information such as class profiles (to gauge class information such as class profiles (to gauge class needs) and individual student conferencing notes needs) and individual student conferencing notes (to gauge individual progress and needs).(to gauge individual progress and needs).

Teachers are meeting to assess student workTeachers are meeting to assess student work Student work is analyzed according to the Student work is analyzed according to the

standards on a regular basis and is used to guide standards on a regular basis and is used to guide instructional decisions.instructional decisions.

Opportunities are provided for students to share, Opportunities are provided for students to share, assess, and explain their work.assess, and explain their work.

Periodic assessments of student progress are Periodic assessments of student progress are implemented to determine needs.implemented to determine needs.

Writing prompts and mock writing tests based on Writing prompts and mock writing tests based on the standards are given on a regular basis.the standards are given on a regular basis.

Rubrics are developed collaboratively by Rubrics are developed collaboratively by teachers.teachers.

Rubrics are developed by students and teachers Rubrics are developed by students and teachers based on standards and instruction.based on standards and instruction.

Awareness Walks are used to assess very specific Awareness Walks are used to assess very specific components of standards-based classrooms.components of standards-based classrooms.

On-going formative assessments are common On-going formative assessments are common practice.practice.

Instruction StrandInstruction Strand ExamplesExamples

CC1.11.1

Lesson/units are clearly Lesson/units are clearly aligned with aligned with GPS/QCC.GPS/QCC.

Units of study and/or lesson plans are available and show clear alignment to the Units of study and/or lesson plans are available and show clear alignment to the standards.standards.

II1.31.3

Learning goals are aligned Learning goals are aligned with GPS/QCC and are with GPS/QCC and are communicated by the communicated by the instructor.instructor.

Units of study, lesson plans, and/or commentary are clearly aligned to GPS/QCC. Units of study, lesson plans, and/or commentary are clearly aligned to GPS/QCC. Standards, essential questions, etc. are explicit and referenced often during Standards, essential questions, etc. are explicit and referenced often during instruction. instruction.

Students apply learning goals Students apply learning goals in performance tasks in performance tasks aligned to the aligned to the standards.standards.

Performance tasks, culminating performance tasks, student work, portfolios, Performance tasks, culminating performance tasks, student work, portfolios, rubrics, and/or graphic organizers, etc. are clearly aligned to the GPS/QCC.rubrics, and/or graphic organizers, etc. are clearly aligned to the GPS/QCC.

II2.12.1

Sequencing of the instructional Sequencing of the instructional period is predictable period is predictable and logical.and logical.

Instruction begins by activating prior knowledge, including experienced-based Instruction begins by activating prior knowledge, including experienced-based activities, followed by spiraling and scaffolded tasks that move students activities, followed by spiraling and scaffolded tasks that move students toward conceptual understanding and independent use of what they are toward conceptual understanding and independent use of what they are learning, and ends by summarizing learning.learning, and ends by summarizing learning.

The lesson begins with a The lesson begins with a clearly defined opening clearly defined opening to strengthen learning.to strengthen learning.

Instruction explicitly states learning goals and makes connections to prior Instruction explicitly states learning goals and makes connections to prior knowledge, subject areas, and/or student experiences, incorporates modeling knowledge, subject areas, and/or student experiences, incorporates modeling or demonstration, and/or assesses student understanding (such as or demonstration, and/or assesses student understanding (such as questioning, informal written assessments, charting), etc.questioning, informal written assessments, charting), etc.

Instruction has a defined work Instruction has a defined work period.period.

The work period provides opportunities to practice, review, and apply new The work period provides opportunities to practice, review, and apply new knowledge and receive feedback (for example: independent practice, guided knowledge and receive feedback (for example: independent practice, guided practice, small group, conferencing, hands-on learning, problem solving, practice, small group, conferencing, hands-on learning, problem solving, etc.).etc.).

Instruction ends with a Instruction ends with a summary activity that summary activity that reinforces the learning.reinforces the learning.

The lesson closing summarizes the learning goal(s), clarifies concepts, and The lesson closing summarizes the learning goal(s), clarifies concepts, and addresses misconceptions. Students may share their work that relates to the addresses misconceptions. Students may share their work that relates to the learning goal(s).learning goal(s).

Content specific vocabulary is Content specific vocabulary is developed in context.developed in context.

The instructor provides rich information about new vocabulary words and how the The instructor provides rich information about new vocabulary words and how the new words function. New vocabulary is presented and reinforced in the new words function. New vocabulary is presented and reinforced in the context of the standards being taught. Students are provided opportunities to context of the standards being taught. Students are provided opportunities to use the new words in their writing, reading, and conversations.use the new words in their writing, reading, and conversations.

II2.22.2

Higher order thinking skills Higher order thinking skills and processes are and processes are utilized in utilized in instructioninstruction..

InstructorInstructor’’s questioning techniques require students to compare, classify, analyze s questioning techniques require students to compare, classify, analyze different perspectives, induce, investigate, problem solve, inquire, research, different perspectives, induce, investigate, problem solve, inquire, research, make decisions, etc.make decisions, etc.

Higher order thinking skills Higher order thinking skills and processes are and processes are evident in student evident in student work.work.

All students are engaged in tasks that require comparison, classification, analysis of All students are engaged in tasks that require comparison, classification, analysis of perspectives, induction, investigation, problem solving, inquiry, research, perspectives, induction, investigation, problem solving, inquiry, research, decision making, etc.decision making, etc.

II2.32.3

Instruction is differentiated to Instruction is differentiated to meet student readiness meet student readiness levels, learning levels, learning profiles, and interests.profiles, and interests.

The standards are the expectation for learning for all students, but within a class The standards are the expectation for learning for all students, but within a class period instruction is paced and presented differently with the use of varying period instruction is paced and presented differently with the use of varying materials, resources, and tasks. (Instruction may be differentiated through materials, resources, and tasks. (Instruction may be differentiated through content, process, product, and/or learning environment.)content, process, product, and/or learning environment.)

II2.42.4

Instruction and tasks reinforce Instruction and tasks reinforce studentsstudents’’ understanding understanding of the purpose for what of the purpose for what they are learning and they are learning and its connection to the its connection to the world beyond the world beyond the classroom.classroom.

Instruction is explicitly made relevant to students. For example, classroom Instruction is explicitly made relevant to students. For example, classroom instruction is differentiated to reflect student interests, leads to the creation instruction is differentiated to reflect student interests, leads to the creation of products that are useful in real-world problem solving, emphasizes of products that are useful in real-world problem solving, emphasizes interdisciplinary connections, leads to authentic assessments, and/or further interdisciplinary connections, leads to authentic assessments, and/or further reveals real-world problems and their potential solutions. (I-2.4: Operational reveals real-world problems and their potential solutions. (I-2.4: Operational Descriptor F: Relevance and authenticity)Descriptor F: Relevance and authenticity)

I I 22..55

The classroom instructor The classroom instructor implements grouping implements grouping strategies.strategies.

The instructor uses flexible grouping and sub-grouping of students related to The instructor uses flexible grouping and sub-grouping of students related to readiness levels, interests, and learning style preferences.readiness levels, interests, and learning style preferences.

Instruction StrandInstruction Strand ExamplesExamples

II2.72.7

The use of technology is The use of technology is integrated effectively into integrated effectively into instruction.instruction.

Teacher effectively uses technology to provide real-world, relevant application, to enhance Teacher effectively uses technology to provide real-world, relevant application, to enhance studentsstudents’’ research skills and to differentiate instruction to maximize student learning. research skills and to differentiate instruction to maximize student learning. Technology is used to enhance student learning of the grade/content standards. (e.g. Technology is used to enhance student learning of the grade/content standards. (e.g. Interactive boards, computers, digital cameras, projection systems, calculators, Interactive boards, computers, digital cameras, projection systems, calculators, probeware, software, interactive games, voting systems, Palm Pilots, Online probeware, software, interactive games, voting systems, Palm Pilots, Online Assessment, etc.)Assessment, etc.)

Students effectively use Students effectively use technologytechnology

during the class period.during the class period.

Students use technology to research, create documents and/or projects, and to demonstrate a Students use technology to research, create documents and/or projects, and to demonstrate a greater understanding of the learning goals. (e.g. PowerPoint, webpages, etc.)greater understanding of the learning goals. (e.g. PowerPoint, webpages, etc.)

II3.13.1

Instructional goals, activities,Instructional goals, activities,interactions, and classroominteractions, and classroomenvironment convey high environment convey high

expectations for student expectations for student achievement.achievement.

Students are engaged in rigorous work. Students interact with other students and teachers Students are engaged in rigorous work. Students interact with other students and teachers concerning their work and the standards. The standards are held as the expectation concerning their work and the standards. The standards are held as the expectation for all students and are evident in classroom practices.for all students and are evident in classroom practices.

II3.33.3

Students demonstrate personal Students demonstrate personal efficacy and efficacy and

responsibility.responsibility.

Students evaluate their own work aligned to the standards, elements, benchmark work, Students evaluate their own work aligned to the standards, elements, benchmark work, anchor papers or rubrics and are provided the opportunity to revise their work. anchor papers or rubrics and are provided the opportunity to revise their work. Students are on task and may use resources available in the room (content maps, Students are on task and may use resources available in the room (content maps, rubrics, computers, posted exemplary work, etc.)rubrics, computers, posted exemplary work, etc.)

Assessment StrandAssessment Strand ExamplesExamples

AA2.22.2

Formative assessments are utilized Formative assessments are utilized during instruction to during instruction to provide immediate provide immediate evidence of student evidence of student learning and to provide learning and to provide specific feedback to specific feedback to students.students.

The teacher is monitoring for student understanding throughout the instructional period, The teacher is monitoring for student understanding throughout the instructional period, conferencing with students, asking questions, and/or engaging students in KWLs, 3-conferencing with students, asking questions, and/or engaging students in KWLs, 3-2-1 activities, quick write, ticket out the door, etc. The formative assessments are 2-1 activities, quick write, ticket out the door, etc. The formative assessments are used to provide students with frequent and specific feedback. used to provide students with frequent and specific feedback.

Written commentary is aligned to Written commentary is aligned to the GPS standard(s) and the GPS standard(s) and elements or QCC content elements or QCC content standardsstandards

Commentary uses the language of the standard providing specific feedback by describing the Commentary uses the language of the standard providing specific feedback by describing the quality of the student work when compared to the desired learning goals. quality of the student work when compared to the desired learning goals. Commentary goes beyond Commentary goes beyond ““good jobgood job””, , ““great workgreat work””, etc., etc.

Planning and Organization StrandPlanning and Organization Strand ExamplesExamples

POPO3.23.2

Materials and resources are Materials and resources are effectivelyeffectively

allocated.allocated.

Student support materials and resources are easily accessible to students (classroom library, Student support materials and resources are easily accessible to students (classroom library, technology, etc.).technology, etc.).

Materials and resources to support content area lessons are visible. Human resources (co-Materials and resources to support content area lessons are visible. Human resources (co-teachers, paraprofessionals, instructional coaches, etc.) are effectively utilized to teachers, paraprofessionals, instructional coaches, etc.) are effectively utilized to maximize instruction for all learners.maximize instruction for all learners.

POPO4.14.1

Classroom management is Classroom management is conducive to student conducive to student learning.learning.

Expectations for behavior are evident (rules posted, behavior consistently monitored and Expectations for behavior are evident (rules posted, behavior consistently monitored and addressed when necessary). Classroom practices and procedures are understood and addressed when necessary). Classroom practices and procedures are understood and followed.followed.

POPO4.34.3

Instruction is provided in a safe Instruction is provided in a safe and orderly environment.and orderly environment.

The classroom is clean and conducive to learning.The classroom is clean and conducive to learning.

PO PO 44..22

Instructional time is maximized.Instructional time is maximized. Classroom instruction has no or minimal interruptions.Classroom instruction has no or minimal interruptions.

The teacher maximizes The teacher maximizes instructional time.instructional time.

Instruction begins and ends on time. Student transitions during instruction are smooth with Instruction begins and ends on time. Student transitions during instruction are smooth with no loss of instructional time. The teacher is monitoring student learning and actively no loss of instructional time. The teacher is monitoring student learning and actively engaged with students. engaged with students.

School Culture StrandSchool Culture Strand ExamplesExamples

SCSC1.11.1

The culture of the classroom The culture of the classroom reflects areflects a

risk-free learning environment.risk-free learning environment.

Students feel comfortable sharing their work and receiving feedback from the teacher and Students feel comfortable sharing their work and receiving feedback from the teacher and other students regarding their work, students ask clarifying questions, etc.other students regarding their work, students ask clarifying questions, etc.

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.

II11

..33

Learning Learning goals/stgoals/standards andards are are clearly clearly commucommunicated nicated to to studentstudents.s.

The student can explain the The student can explain the learning goals or learning goals or standards/elements that standards/elements that he/she is working on. The he/she is working on. The student is able to explain student is able to explain the substance of what is the substance of what is being learned and show being learned and show how the learning is how the learning is embedded in their work.embedded in their work.

What standard(s) or What standard(s) or element(s) are you element(s) are you working on today? working on today? What does your What does your teacher want you to teacher want you to learn? What is your learn? What is your learning goal today?learning goal today?

Student AStudent A NNAA

YesYes NoNo

Student BStudent B NNAA

YesYes NoNo

Student CStudent C NNAA

YesYes NoNo