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 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 Review System- Level GAPSS Analysis Process Annually and make Adjustments Develop five year schedule for DOA External GAPSS Analysis at Individual Schools
In All Three Approaches… • Study is based on 4 types of data: • School Profile (Data) • Interview • Observation • Certified Staff Survey (DOE)
GAPSS Analysis School Profile
There are a few kinks to work through ……. But Mr. Seifert will take care of it! Interviews Principal Assistant Principal Leadership Team Teachers Other Certified Classified (optional) Students Parents (optional) GAPSS Analysis Interview questions are correlated to the standards and elements of the GSS
Activity #1 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
Certified Staff Survey (CSS) 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 #3 Review 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)