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)
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Developed 3 years ago based on:
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
DOA External System Approach
Local School Internal Approach
Select System and/or School Staff
Conduct Training (School Keys and GAPSS)
Conduct Prototype GAPSS with GaDOE
Initiate the GAPSS Process
Schedule GAPSS training for
School Administrators/Lead Teachers
to become lead facilitators
Schedule in-system GAPSS to be led by In-System Personnel
Debrief after GAPSS is conducted
Develop a monitoring process for School Action Plans on Identified Target Areas for Improvement
Level GAPSS Analysis Process
Annually and make Adjustments
Develop five year schedule for DOA External GAPSS Analysis at Individual Schools
Read 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
Instructor’s role predominantly observed:
Students were predominantly engaged in:
Review the following 2 pieces of information generated in GAPSS Analysis:
How would you deal with the discrepancies in the 2
pieces of data?
What patterns do you see that could serve as the basis
Discuss this in a small group and select someone to
report out from your group.
GAPSS Team will:
Review the sample target areas chart that was generated from a GAPSS Analysis.
Discuss the contents of the chart in small groups.
Identify the first thing that a leadership team could do after reviewing it.
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
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.
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.