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# GLE Awareness Session - PowerPoint PPT Presentation

GLE Awareness Session. Spring 2004 Rhode Island Department of Education. To teach all students, we must teach each student. Kame’enui (2002). Goals of this Training:. Explain history of grade level expectations (GLEs) Explain grade level expectations

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### GLE Awareness Session

Spring 2004

Rhode Island Department of Education

To teach all students,we must teach each student.

Kame’enui (2002)

• Explain history of grade level expectations (GLEs)

• Discuss the purpose of and use of GLEs

• Identify and discuss GLE implementation plan

• 1983 A Nation at Risk

• 1990 States develop frameworks

• State assessments align with frameworks

• Development of state accountability systems

• NCLB Requirements

• Coordinated efforts to address NCLB by Commissioners of Maine, New Hampshire, Rhode Island, and Vermont

• New England Compact developed New England Common Assessment Program (NECAP) Grade Level Expectations for grades 2-8 (NH, RI, and VT)

• Content and skills students need to know and be able to do at a specific grade

• Number and Operation

• Geometry and Measurement

• Functions and Algebra

• Data, Statistics, and Probability

M–DSP–4–2 Analyzes patterns, trends, or distributions in data in a variety of contexts by determining or usingmeasures of central tendency (median or mode), or range.

M–DSP–5–2Analyzes patterns, trends, or distributions in data in a variety of contexts by determining or using measures of central tendency (mean, median, or mode) or range to analyze situations,or to solve problems.

Stem (bolded)

Field

Strand

stem #

Differences between

• Word Identification Skills and Strategies

• Vocabulary Strategies and Breadth of Vocabulary

• Initial Understanding of Literary Texts

• Analysis and Interpretation of Literary Texts, Citing Evidence

• Initial Understanding of Informational Text

• Analysis and Interpretation of Informational Text, Citing Evidence

R-2-1.1: Applies word identification and decoding strategies by..Identifying regularly spelled multi-syllabic words, by using knowledge of sounds, syllable types, or word patterns (including most common spellings for consonants and vowels, e.g. knot, catch, float, fight; or common suffixes)

Stem (bolded)

bullet #

Stem #

Field

R-3-1.1: Applies word identification and decoding strategies by..Identifying regularly spelled multi-syllabic words, by using knowledge of sounds, syllable types, or word patterns (including prefixes, suffixes, or variant spellings for consonants or vowels, e.g. bought)

Differences between

• Structures of Language

• Writing in Response to Literary or Informational Text

• Narratives

• Informational Writing

• Writing Conventions

Stem #

Stem – the BIG idea

field

Specific indicators for assessment at this grade

What do the conjunctions “and”, “or”, and “orsc” mean?

How many stems are there in the Data, Statistics, and Probability strand?

What types of representations will students use to organize and display data in grade 3?

What are the six reading content clusters?

Which Reading GLE is only assessed at the end of grades 2, 3, and 4?

What are the five writing content clusters?

What are the three modes of writing that will be assessed at grades 5 and 8?

Focused, coherent, and developmentally appropriate instruction without narrowing the curriculum

• Develop common state assessments

• Develop local assessments

• Support the development of district curricula

• New England Common Assessment Program

New Hampshire, Vermont and Rhode Island common assessment.

Informal and formal data about student learning not only shape instruction but also determine its effectiveness.Tomlinson (Feb. 2003)

• NECAP GLEs

• Distribution of emphasis across the content strands

• Depth of Knowledge (Webb)

• Universal Design – all kids

• NECAP GLEs

• Distribution of emphasis across the content strands

• Depth of Knowledge (Webb)

• Universal Design – all kids

Levels of Depth of Knowledgeby Norman Webb

• Level 1 Recall

• Level 2 Skill/Concept

• Level 3 Strategic Thinking

• Level 4 Extended Thinking

• Inclusive assessment population

• Precisely defined constructs

• Accessible, non-biased items

• Amenable to

accommodations

Amy, Eric, and Kayla decide to share a pie that costs \$7.50. The 3 friends will split the cost of the pie equally. Eric used his calculator to find how much each of them should pay. The calculator display shows Eric’s answer.

In the box below, explain why you think Eric’s answer is or is not reasonable

Revised item – Simultaneously dealing with language, context, and the mathematical construct being assessed.

Three friends buy a pie for \$7.50. They split the cost of the pie equally.

Your classmate says, “Each friend should pay \$4.50.”

Should each friend pay \$4.50? Explain why or why not.

Maintaining Congruence Among Curriculum, Instruction and Assessment (CIA)

CURRICULUM

GLEs

ASSESSMENT

INSTRUCTION

RIDE Responsibilities Assessment (CIA)

• Develop GLEs for grades K and 1

• Develop Grade Span Expectations for 9/10 and 11/12

• Develop local GLEs

• Pilot Assessments in Fall ’04

• Implement NECAP (New England Comprehensive Assessment Program)

District Responsibilities Assessment (CIA)

• Identify members of your District GLE Team

• Develop a System to implement GLEs

• Crosswalk the state GLEs with existing curricula

• Plan to provide professional development in GLEs

• Use GLEs to inform your initiatives (PLP)

• Review your local assessment system

RIDE Support Assessment (CIA)

• Professional Development

• Spring 2004

• For District Teams

• To support GLEs and their impact on schools

• Technical Assistance

Field Test Assessment (CIA)

Fall 2004

• Writing

• Mathematics

• Every child will participate in one subject area

State Assessment Assessment (CIA)

Beginning 2005 - 2006