1. Standards and Processes Instructional Leadership Academy October 28-29, 2015
Deborah McLendon
District Effectiveness Specialist
School and District Effectiveness
Kali Raju
Lead School Effectiveness Specialist
School and District Effectiveness
Michael O’Neal
Area Assessment Program Specialist
School and District Effectiveness

2. Georgia Department of Education
School Keys Revision
Purposes of Session
To be knowledgeable of district and revised school performance standards
To understand school and district review processes
To use a defined process to effectively implement standards or practices
Dr. John D. Barge, State School Superintendent
2013

3. For Students: For Teachers: For Leaders: For Schools: For Districts:
Georgia Standards of Excellence
For Teachers:
Teacher Keys
For Leaders:
Leader Keys
For Schools:
School Performance Standards
For Districts:
District Performance
Standards
Educating Georgia’s Future

4. Georgia School Performance Standards Georgia District Performance Standards
Based on evidence-based research on school and district effectiveness
Can access through the Georgia Department of Education website (
Click on Offices & Divisions
Click on School Improvement, School & District Effectiveness
Located on left toolbar and in middle of page under heading, “Organizational Effectiveness”
1/2/2019

5. Georgia School Performance Standards for 2015-2016
Changed name from “School Keys” to “Georgia School Performance Standards”
Emphasis on systems and processes
Eight strands and 48 standards
Changed “Curriculum Planning” to “Curriculum”
Reordered the strands and standards
Reworded some standards
Created several new rubrics
1/2/2019

6. School Performance Standards
Georgia Department of Education
School Keys Revision
School Performance Standards
Self-Assessment
Twelve Key Standards*
Assessed and monitored in Quality Comprehensive Improvement System (QCIS)
Completed by November 15
*Schools can self-assess on all 48 School Performance Standards
Dr. John D. Barge, State School Superintendent
2013

7. Georgia District Performance Standards
1/2/2019

8. District Performance Standards
Georgia Department of Education
School Keys Revision
District Performance Standards
Self-Assessment
Eight Key Standards*
Assessed and monitored in Quality Comprehensive Improvement System (QCIS)
Completed by November 15
*Schools can self-assess on all 27 District Performance Standards
Dr. John D. Barge, State School Superintendent
2013

9. GA DISTRICT ASSESSMENT Educating Georgia’s Future
GSAPS
GDAPS
GA SCHOOL ASSESSMENT
ON PERFORMANCE
STANDARDS
GA DISTRICT ASSESSMENT
ON PERFORMANCE
STANDARDS
Educating Georgia’s Future .

10. Georgia School Assessment on Performance Standards (GSAPS)*
Georgia Department of Education
School Keys Revision
Georgia School Assessment on
Performance Standards (GSAPS)*
Required for all priority schools and chaired by
an Area Program Assessment Specialist
Focus schools may participate if applicable and if available
Process provides tools for collecting quantitative and qualitative data
End result is school improvement
*formerly GAPSS 10
Dr. John D. Barge, State School Superintendent
2013 10

11. Georgia Department of Education
School Keys Revision
GSAPS Components
Data and document review (e.g., lesson plans, CCRPI, TKES, sample units of study, school improvement plan)
Certified Staff Survey (perception survey)
Focus group interviews
Classroom observations (emphasis on student behaviors)
Collected data are applied to the 48 School Performance Standards to assess a school’s level of implementation on each of the standards
Commendations and target actions for improvement which offer specific direction for school improvement are identified 11
Dr. John D. Barge, State School Superintendent
2013 11

12. Georgia District Assessment on Performance Standards (GDAPS)
Georgia Department of Education
School Keys Revision
Georgia District Assessment on
Performance Standards (GDAPS)
Provided by GaDOE if after two years a significant number of schools have not exited Priority or Focus status
Purpose is to assess how well the district supports and increases student learning and performance in all of its schools
Have conducted three voluntary reviews (Murray County, Atlanta City, & Bibb County)
End result is district improvement 12
Dr. John D. Barge, State School Superintendent
2013 12

13. Georgia Department of Education
School Keys Revision
GDAPS Components
Guided self-assessments (district leaders; principals)
Data and document review
Interviews
Classroom observations
Collected data are applied to the 27 District Performance Standards to assess a district’s level of implementation on each of the standards
Commendations, recommendations, and next steps which offer specific direction for district improvement are identified 13
Dr. John D. Barge, State School Superintendent
2013 13

14. IMPLEMENTATION RUBRIC
School & District
Performance Standards Scoring
IMPLEMENTATION RUBRIC
Exemplary
Operational
Emerging
Not Evident
The standard has been implemented to a very high level, and the school/district can serve as a model for other schools/districts.
The standard has been implemented, and considerable evidence of progress exists.
Initial steps in implementation have occurred, but progress has been limited for one of more reasons.
The standard has not been implemented, or the implementation has generated little or no progress.

15. Looking at Historical GAPSS Data (five years)15

16. 2010-2011 (Five standards with lowest percent of rubrics scored Operational or Exemplary)
I 2.2 Higher-order thinking skills, processes and 3% habits I 3.3 Student personal efficacy/responsibility 3% I 2.3 Differentiated instruction 3% I 2.5 Flexible grouping of students 8% PL 2.2 Evaluating impact of professional learning 13%

17. 2011-2012 (Five standards with lowest percent of rubrics scored Operational or Exemplary)
I 2.2 Higher-order thinking skills, processes and 3% habits I 3.3 Student personal efficacy/responsibility 6% I 2.3 Differentiated instruction 6% I 2.5 Flexible grouping of students 10% PL 2.2 Evaluating impact of professional learning 13%

18. 2012-2013 (Five standards with lowest percent of
rubrics scored Operational or Exemplary)
I-2.3 Differentiated instruction 6%
I-3.3 Student Personal efficacy/responsibility 8%
I-2.5 Flexible Grouping of students 10%
I-2.2 Higher-order thinking skills, processes & 19% habits
PL-2.2 Evaluating impact of professional learning 23%

19. 2013-2014 (Five standards with lowest percent of rubrics scored Operational or Exemplary)
I-5 Students Set Learning Targets 3% I-8 Students Monitoring Their Own Progress 3% I-7 Technology Integrated 3% I-5 Differentiated Instruction 5% I-8 Student Performance Feedback 8%

20. 2014-2015 (Five standards with lowest percent of rubrics scored Operational or Exemplary)
I-5 Differentiated Instruction 0% I-5 Students Set Learning Targets 6% I-8 Students Monitoring Their Own Progress 7% I-2 Academically-challenging environment/higher-order 13% thinking skills I-7 Technology Integrated 17%

21. A Question?
Do adopted research-based content standards ensure effective instruction?
Why? Discuss with a partner. What has to be added for effectiveness?

22. Second Question?
Does the monitoring of school and district research-based standards ensure effective implementation?
Why? Discuss with a new partner? What has to be added?

23. What hinders effective implementation
What hinders effective implementation? Are there processes that we should use to move us to effective implementation and desired impact?
Content knowledge, Skill, support, monitoring, value,….

24. Georgia Department of Education
School Keys Revision
Purpose of Session
To use a defined process to plan for effective implementation of a standard or practice
Dr. John D. Barge, State School Superintendent
2013

25. FIRE DRILL
What makes it a process?
1/2/2019

26. FIRE DRILL Signal: Five short bell rings in a continuous cycle
Procedure During Class Time
Students exit through both doors and walk in orderly lines.
Students exit the building through designated routes. (See map.)
NO TALKING IS PERMITTED!!
Teachers:
Take your EMERGENCY FOLDER and attendance cards with you.
Check that all students are out of class.
Check that all exits are clear.
Close classroom door. DO NOT LOCK. Entry may be needed.
Procedure Used Before School, During Lunch and Recess
1/2/2019

27. Process Clear incremental steps Replicable Engaging all stakeholders
Open lines of communication
Requires checkpoints
Requires scaffolding
Requires monitoring
Ask audience for input
1/2/2019

28. Process Definition of Process:
A series of actions or steps taken in order to achieve a particular end
Purpose of a Process:
To provide the rationale, resources, training and support to increase the likelihood of success
Clear incremental steps
Replicable
Engaging all stakeholders
Open lines of communication
Requires checkpoints
Requires scaffolding
Requires monitoring
1/2/2019

29. It starts with the leader….
How will you develop and communicate your instructional focus to your staff?
How will the leadership team be involved in developing processes?
Does your staff understand the expectations established through the process?
1/2/2019

30. SCHOOL STANDARD Instruction 8:
Establishes a learning environment that empowers students to actively monitor their own progress
1/2/2019

31. Standard I 8: Encompasses: Unit and lesson planning Learning targets
Rubrics, success criteria, and exemplars
Formative assessments
Feedback
Modeling thinking
1/2/2019

32. Process for Effective Implementation
1/2/2019

33. Process for Effective Implementation
1/2/2019

34. 1/2/2019

35. What do the experts say? How does this connect with your vision?
Study
What do the experts say? How does this connect with your vision?
Set Leadership team assignments to study/ teach new information to team:
Georgia Formative Instructional Practices (FIP)
Module 5 Student Ownership of Learning
andAssessment/Assessment/Documents/New%20Users%20-%20GA%20FIP.pdf
Learning Targets: Helping Students Aim for Understanding in Today’s Lesson – Moss and Brookhart 2012 (Chapters 4, 5, 6)
Embedded Formative Assessment – Dylan William 2011 (Chapter7)
How does this new information connect with your personal vision/theory?
1/2/2019

36. What does this initiative look like in practice?
2. Clarify
What does this initiative look like in practice?
Description
Look-Fors
Evidence of Impact/Outcome
The teacher can clearly explain the learning target and success criteria, and how students will demonstrate learning
Students can make corrections to their work based on the expectations that have been set in the learning target
Students can articulate their learning goals at the end of the lesson
The teacher explicitly connects instruction and student tasks to the learning target
Clear learning targets are written in unit and lesson plans and monitored for implementation
Teacher teams can explain how learning targets are aligned to the intended rigor of the standards
Teachers know which students are mastering the learning target
Standards are deconstructed into manageable, teachable chunks to create learning targets
Learning targets are communicated to students at the appropriate time
Success criteria are co-developed with students
Exemplars and models that apply success criteria are used during classroom instruction
1/2/2019

37. 3. Plan Leadership Actions
What action steps should the leadership team take?
Agree what is to be accomplished with stakeholders
Develop a deep understanding of the know-how of this initiative- school-wide – reach consensus
Communicate clear expectations as to how it will look daily in the classroom – students, staff, parents
Seek feedback, input and support from district and staff regarding the plan for implementation
Determine how impact of change will be measured and implement change in small steps
1/2/2019

38. 4. Plan Professional Learning
What professional learning models are critical? Is there a plan for incremental support?
Determine student needs
Outline the skills, concepts, and level of rigor required by the standards
Determine professional learning opportunities such as book studies, online module review, and peer observations to support teachers as they collaboratively develop learning targets and integrate learning targets into practice
Develop an understanding of the intent, purpose and value of this initiative (LT and staff) - Book Study
Job embedded PL to address all the facets of this standard: Learning Targets in units and lesson - Collaborative development of success criteria, rubrics, exemplars - Formative Assessments – Feedback - Modeling for teachers as needed
1/2/2019

39. Develop a plan and timeline for monitoring
Determine how the impact of change will be measured
Create an observation tool to monitor implementation of learning targets. The observation tool is shared with teachers prior to observations
The leadership team conducts classroom observations and engages in conversations with students to determine their understanding and use of learning targets
Possible questions for students:
 What are you learning today?  How do you know your work is good enough?  What are your next steps?
The leadership team also monitors the integration of learning targets by ensuring standards, lessons, and student work are aligned to the learning target 
Based on the data gathered, the leadership team identifies strengths and areas of need regarding implementation. Additional professional learning provided
1/2/2019

40. Scenario: Problem with Lesson Structures
District Level
LT 3: Guides, supports, and evaluates the implementation of curriculum, instruction, and assessments
School Level
I 4 Uses research-based instructional practices that positively impact student learning
Practice
School requires all teachers to implement aspects of lesson structures
The district and school have set the expectation for the use of instructional frameworks (opening, worksession, closing) for years.
Teachers are still beginning lessons with a bellringer, not aligned to anything really, and whole group instruction still goes on from the beginning of class until the bell rings.

41. Walk-throughs Revealed
Opening, worksession, closing are posted
Bellringers used, though not aligned to standards/learning targets
Standards are posted and read
An EQ is posted
Instruction is lecture and with assigned worksheet
Teachers ask questions and call on students who raise their hands
Give them info sheet to read. Step 1 study

42. Process for Effective Implementation
1/2/2019

43. Review the Process Have any of the steps in the process been skipped?
Do any steps in the process need to be revisited?
Give them info sheet to read. Step 1 study

44. Using the Process Let’s start with “Study”
Read the information provided on lesson structures
What do leaders in research say about effective lesson structures?
As a leader, how does your vision connect with the research?
Take notes on your template
Give them info sheet to read. Step 1 study
Research
Connecting Your Vision
Study

45. Collaboration Between District and School
Guiding questions:
What are the key elements of lesson structures that need to be implemented?
How can districts and schools use the Process for Effective Implementation to collaboratively support the changes needed in lesson structures?
1/2/2019

46. 3.Plan Leadership Actions 4.Plan Professional Learning
Next Steps:
2. Clarify
What does this initiative look like in practice?
Description; Look-Fors; Evidence of Impact
3.Plan Leadership Actions
What action steps should our leadership team take?
4.Plan Professional Learning
What professional learning models are critical?
Is there a plan for incremental support?
5.Monitor and Assess
What processes will be used to assess effective implementation?
Develop a plan and timeline.
1/2/2019

47. Standards and Processes Instructional Leadership Academy October 28-29, 2015
Deborah McLendon
District Effectiveness Specialist
School and District Effectiveness
Kali Raju
Lead School Effectiveness Specialist
School and District Effectiveness
Michael O’Neal
Area Assessment Program Specialist
School and District Effectiveness