EBRPSS Curriculum Revised Louisiana Comprehensive Curriculum

1. EBRPSS CurriculumRevised Louisiana Comprehensive Curriculum August 2, 2006

2. Purpose of the Curriculum: • Focus on what is important to teach • Ensure equitable access to the curriculum for all students

3. Purpose (continued) • Organize content into coherent, time-bound units • Serve as the core of professional development • Align content, instruction, and assessment to state standards

4. Three Types of Curriculum • Three types of curriculum Written Tested Taught

5. Three types of curriculum • Written – EBRPSS Curriculum • Based on the GLEs, Louisiana Comprehensive Curriculum and what students need to know • Taught – Teacher instruction • Based on the activities in the EBRPSS Curriculum, the Comprehensive Curriculum and the teacher’s professional experiences, test data, etc. • Tested – State, district and teacher assessments • Based on GLEs, Louisiana Comprehensive Curriculum & EBRPSS Curriculum

6. What is an aligned curriculum ? • Three Types of Curriculum Taught Written Tested

7. Written Curriculum • 8th Grade Math • Unit 1 Grade-Level Expectations (GLEs) GLE #5. Simplify expressions involving operations on integers, grouping symbols, and whole number exponents using order of operations (N-4-M)

8. Taught Curriculum • Activity 3: Target! (GLEs: 1, 5) • Provide each group of four students a set of playing cards minus the face cards. Ask students to shuffle the cards and tell them that the red cards represent negative numbers, and the black cards represent positive numbers. Have Player 1 place the first four cards in the deck face up and identify one of the four numbers as the target number. Allow players 2, 3 and 4 about 45 seconds to build a sentence using the three cards that are not the target number as well as two different operation symbols. Have the players compete to be the first to build a sentence that results in the target number as the answer. If the sentence results in the target, award the player two points. If no one gets the target number, give the player closest to the target number one point. Ask all players to write the winning sentence and their sentences using the correct order of operations. When the winner of the round has been determined, have group members compare their answers, writing them as a repeated inequality. After each round of play, have the player to the right of the last player turn the cards over and determine the target number. • Example: Suppose the four cards turned up are red 4, red 8, black 3, and red 7. Player 1 selects the black 3 as the target because there are 3 reds or negatives. One student writes and gets, the second student writes and gets, and the third student writes and gets. The students should write the inequality . The player with the answer closest to 3 receives 1 point.

9. Tested Curriculum • Unit 1 Assessment – Grade 8 Mathematics 3. Evaluate the expression 7+4 ÷2+5²x3 A. 40 B. 81 C. 84 D. 235

10. Implementation of the Curriculum • Districts are responsible and accountable for implementation and monitoring the state mandated curriculum….EBRPSS Curriculum • Teachers • Principals • IMT members • Department Chairs • Assistant Superintendents • Curriculum & Instruction Content Trainers • Quarterly Support Teams

11. Implementation… • All teachers - regular, exceptional student services, gifted, magnet and honors - are expected to implement the EBRPSS Curriculum. • Teachers may not reorder units; unit order is determined at the district level only. • Activities within a particular unit may be reordered. • Activities marked as “required” must be completed unless there is documentation that the student has mastered the GLEs covered by said activity. • Science at middle and high school is the exception. A specific number of activities are required and teachers may select from a given menu of activities following given parameters.

12. Implementation… • All activities are required unless otherwise noted. • Activities may be modified by a classroom teacher to address the abilities of the student… • must remain challenging and cover the stated GLE(s). • Suggestions for modification, included in the unit plans, should serve as a guide when there is a need to modify an activity to meet student needs.

13. Implementation… • Teachers who wish to substitute other activities for a required activity should submit it to the appropriate curriculum director for approval prior to implementation. • Pacing guides… ensure that all students have access to the curriculum prior to spring testing. • Help determine when district unit tests (ELA and math initially and later science and social studies) are to be administered.

14. Implementation… • Units are re-designed • Allow time for required activities as well as time to re-teach and reinforce. • Require careful planning on the part of the teacher. • Designed by teachers who have taught the curriculum so that it should be more manageable than in the past.

15. Unit components... • Unit 1: Title • Time Frame: (approximate number of weeks) • Unit Description: this unit focuses on… • GLE(s): • Guiding Questions/Student Understandings: (what students should know at the end of the unit)

16. Unit components... • Prerequisite Skills/Knowledge: • Vocabulary: • Materials/ Resources: • Intervention Strategies: • Unit Notes: • Activities:

17. Implementation… • For assistance with implementation • IMT Members • Department/Team Members • School Administrators • C&I Department (226-7718)

18. Working together we will make it better…. E-mail specific concerns to ewalsh@ebrschools.org or jlamotte@ebrschools.org or to one of our content trainers.