The document provides an agenda and information about the International Studies Schools Network Graduation Performance System (GPS) Summer Institute 2012. The agenda includes welcome remarks, an introduction to 12th grade Common Core State Standards alignments, 12th grade "I can" statements, and materials available in the fall. The GPS defines performance outcomes for what students should know and be able to do, aligned with four domains of global competence. "I can" statements are presented as examples to clarify standards for students and involve them in assessing their own mastery.

2. International Studies Schools Network
Graduation Performance System
Summer Institute 2012

3. Agenda
1. Welcome and opening remarks
2. Introduction to 12th Grade CCSS Alignments
3. 12th grade “I can” Statements
4. Available this fall

4. Global Competence
Investigate the Recognize
World Perspectives
Understand the World through
Disciplinary and Interdisciplinary Study
Take Action Communicate
. Ideas

5. GPS Performance Outcomes
GPS Performance Outcomes define …what
students should know and be able to do…
•Aligned to the four domains
•Available in a variety subject: Arts, ELA, Global
Leadership, History/Social Studies, Math,
Science, and World Languages
•Supported by rubrics and scoring guides

6. The Common Core State Standards Initiative is
a U.S. education initiative that seeks to bring
diverse state curricula into alignment with each
other by following the principles of standards-
based education reform.

7. Key Facts About CCSS
• Standards were released for mathematics and English
language arts in June 2010.
• Standards have not yet been developed in Science or Social
Studies (only in literacy)
• Texas, Alaska, and Nebraska are the only states that are not
members of the initiative. Virginia is a member but has
decided not to adopt the Standards.
• The initiative is sponsored by the National Governors
Association (NGA) and the Council of Chief State School
Officers (CCSSO).

8. How does GPS address the CCSS
Report Developed by Education Policy:
•Nationally recognized as a leader in the field of College and Career
Readiness.
•EPIC provides research and tools to support states, districts, schools, and
teachers to prepare students for success beyond high school.
Findings Include:
•All of the CCSS ELA Anchor Standards and the CCSS Standards for Mathematical
Practice are addressed by the GPS performance outcomes in ELA and Math.
•Students who master the Asia Society’s performance outcomes in ELA and Math
would be expected to significantly increase mastery of the CCSS.

9. Common Core AND More…
This study indicates that the knowledge and
skills necessary for college and career success
are addressed by the GPS Performance
Outcomes, but the GPS Performance Outcomes
add an activist dimension not present in the
CCSS.
Take Action!

10. Activity
1. Review the crosswalk template in your small groups.
2. Identify areas where their might be an intersection
between a Common Core State Standard and a GPS
Performance Outcome in your subject area.
3. Come up with 2-3 areas where you would be able to
integrate this intersection in your curriculum and
instruction.
4. Share with the whole group.

11. 12th Grade“I Can” Statements
Standards Documents (the way they are written now) are
confusing to parents and students (sometimes teachers
too!).
“I can” Statements:
Involve students in assessing their own mastery of
curriculum content.
Support students to have a clear understanding of what
they are supposed to be learning.
Better prepare students to focus their efforts---and to help
identify areas where they are still confused.

12. Examples of 12th Grade GPS“I can” Statements
English Language Arts
INVESTIGATE THE WORLD
Students investigate the world’s complex and significant issues and ideas.
I can investigate a significant global issue.
Examine credibility and synthesize information on a global or cultural issue from at least eight sources.
– I can evaluate the credibility of my sources. This means I can analyze the authors of my sources of
information for their expertise and bias, and whether the information is up-to-date. It also means I
don’t use sources that are not credible.
– I can research global or cultural issues. This means I can locate at least eight sources of information
about global or cultural issues. It also means I do not rely primarily on a single source.
Generate a researchable question about a global issue and examine a variety of texts: fictional,
informational, and/or digital about the idea/issue.
– I can generate a research question about a global issue. This means I can come up with a question
about a global issue that has two legitimate sides and isn’t just a “yes/no” issue.
– I can examine a variety of texts to research a global issue. This means I can use a variety of fictional or
informational material, printed or available digitally, and do not rely primarily on just one type of text.

13. Examples of 12th Grade GPS“I can” Statements
Arts
INVESTIGATE THE WORLD
Students initiate an investigation of the world beyond their immediate environment
through the creation of personal and collaborative artistic expression.
I can investigate the world through art.
Identify, observe, and interpret a variety of works of visual or performing arts to determine their
relevance to globally significant themes.
• I can identify a globally significant theme. This means can write in my own words a theme,
concept, or idea that goes beyond my personal environment and is shared or applies
across the world.
• I can identify art that relates to a global theme. This means I can locate and list at least
eight works of visual or performing arts that may relate to the global theme I have
identified.
• I can observe art to determine if it relates to a global theme. This means I can observe at
last eight works of visual or performing arts to determine if they relate to the global
theme I have identified.
• I can interpret art to determine if it relates to a global theme. This means I can describe
my reaction to at least four works of visual or performing arts and explain how they relate
to the global theme I have identified. I can also create a personal artistic response as an
interpretation.

14. Examples of 12th Grade GPS“I can” Statements
Science
Students use scientific procedures and disciplines to
investigate natural and human global phenomena.
I can use science to investigate global phenomena.
Formulate and refine questions that lead to a testable hypothesis or research thesis about a
global issue.
• I can identify a global issue. This means I can write down an issue that affects the world. It
also means I can narrow that issue down enough to ask a question about it for which I
don’t know the answer.
• I can formulate a question about a global issue. This means I can write a question about a
global issue for which I don’t know the answer, but which I think can be tested or
researched.
• I can refine a question about a global issue. This means I can write versions of my original
question that narrows the question so it directly leads to a hypothesis or research thesis.
• I can formulate a testable hypothesis or research thesis. This means I can write an answer
to my question that can be tested scientifically or researched to determine if the answer I
have come up with is correct.

15. Examples of 12th Grade GPS“I can” Statements
History/Social Studies
INVESTIGATE THE WORLD
Students use scientific procedures and disciplines to investigate
natural and human global phenomena.
I can use science to investigate global phenomena.
Formulate and refine questions that lead to a testable hypothesis or research thesis about a
global issue.
• I can identify a global issue. This means I can write down an issue that affects the world. It
also means I can narrow that issue down enough to ask a question about it for which I don’t
know the answer.
• I can formulate a question about a global issue. This means I can write a question about a
global issue for which I don’t know the answer, but which I think can be tested or researched.
• I can refine a question about a global issue. This means I can write versions of my original
question that narrows the question so it directly leads to a hypothesis or research thesis.
• I can formulate a testable hypothesis or research thesis. This means I can write an answer to
my question that can be tested scientifically or researched to determine if the answer I have
come up with is correct.

16. Examples of 12th Grade GPS“I can” Statements
World Languages
Investigate the World
Students use World Languages to investigate a cultural issue, situation, or event.
I can use World Languages to investigate a cultural issue.
Synthesize facts and ideas to develop a position on a cultural issue.
• I can identify a cultural issue. This means I can write down a significant cultural issue.
• I can identify facts about a cultural issue. This means I can locate at least eight facts or
ideas that relate to the cultural issue I have chosen.
• I can develop a position on a cultural issue. This means I can use my own words to write
my point of view about a cultural issue. It also means that my point of view is “debatable,”
that there are two legitimate sides to the position and I have taken one.
Enhance and deepen the study of other subjects through knowledge of the target language and
culture(s).
• I can identify a target language and culture(s). This means I can list my target language
and can identify its culture(s).
• I can enhance my knowledge of other subjects through the knowledge of a target
language and its culture(s). This means I can describe in my own words at least eight ways
in which the knowledge of target language or its culture(s) has enhanced or could enhance
my knowledge of another subject.

17. Examples of GPS 12th grade “I can” Statements
Mathematics
INVESTIGATE THE WORLD
Students use mathematics to investigate a global issue, situation, or event.
I can use mathematics to investigate a global issue, situation, or event
Use appropriate strategies to produce mathematical solutions or analyses.
• I can determine which strategies are appropriate to use in producing mathematical solutions or
analyses. This means that, in advance of actually using them, I can describe action plans that I could
use to produce specific mathematical solutions or analyses.
• I can use appropriate strategies to produce mathematical solutions or analyses. This means I can use
specific action plans designed to achieve a specific mathematical solution or analyses.
Review and confirm the correctness and reasonableness of solutions or analyses both contextually and
mathematically.
• I can confirm the correctness of solutions or analyses mathematically. This means I can check my
solutions or analyses and that, to the best of my knowledge, they are completely correct
mathematically.
• I can confirm the correctness and reasonableness of my solutions or analyses contextually. This means
my solutions or analyses seem to be correct and to make sense in terms of all the interrelated
conditions associated with my solutions or analyses. It also means I can explain in my own words why
my solutions or analyses are correct in terms of those interrelated conditions.

18. Available this fall for the FY13 School Year
 12th Grade CCSS and GPS PO Crosswalks in ELA and
Math.
 12th Grade “I can” Statements in all subject areas
 10th Grade “I can” Statements in all subject areas
 9th and 10th grade exemplary tasks
8th and 5th Grade “I can” Statements will be available
summer 2013