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Louisiana Grade-Level Expectations

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  1. LouisianaGrade-Level Expectations An Introduction

  2. Grade-Level Expectations Welcome! <Enter presenter name(s)>

  3. Agenda • Overview and introductions • GLEs • Development process • Organizing ideas • Vertical scaffolding • GLE resources • Timeline • Training others • Q&A • Closing and evaluation

  4. Workshop Protocol • Breaks and lunch • Restroom locations • Signals to reconvene groups • Cell phones and pagers • Burning questions

  5. Workshop Outcomes • Become familiar with the state’s new Grade-Level Expectations, or GLEs • Learn how to deliver similar training on the GLEs at your school

  6. Table Introductions • Introduce yourself to the person next to you at your table—share your name, district and school, and position • Introduce your partner to the people at your table until everyone has been introduced to one another

  7. GLEs • How many at your table have heard of the Grade-Level Expectations?  • Share your knowledge with the group, and decide on a definition for the term. • How are the Grade-Level Expectations to be used? • Make a list of what you know about the Grade-Level Expectations. 

  8. Video Louisiana Grade-Level Expectations: An Introduction

  9. What Is a Grade-Level Expectation? A Grade-Level Expectation (GLE) is a statement that defines what all students should know or be able to do at the end of a given grade level.

  10. What the GLEs Are Not • Curriculum • Inclusive of everything that should be covered in a grade

  11. Purposes of the GLEs • To meet the requirements of the No Child Left Behind Act(NCLB), which mandates that states develop grade-by-grade standards • To guide the development of curriculum, instruction, and assessment in the four core content areas in Louisiana schools • To provide uniformity in core content taught across Louisiana

  12. GLE Development Process • Drafted by committees of Louisiana educators • Informed by national consultants • Evaluated by focus groups of teachers • Reviewed by the public and external content experts • Revised by the committees • Approved by the Louisiana Board of Elementary and Secondary Education (BESE)

  13. Development Committees • 30 members per content area (120 total) • 10 per grade cluster per content area (PK-4, 5-8, and 9-12) • Classroom teachers, administrators, special populations teachers, and resource teachers • Members chosen for knowledge of standards and curriculum • Developed initial drafts

  14. National Consultants • Advised development committees • Ensured alignment with national standards • Involved in all phases of development

  15. Focus Group Reviews • 2 groups representing north and south Louisiana • 80 reviewers per group • Selected by districts • Reviewed GLEs for horizontal and vertical alignments

  16. Public Review • Online review • Solicited feedback from all audiences External Review • 3 national reviewers per content area • Chosen by CCSSO for unbiased review

  17. Returned to Committee • Considered input from focus groups • and public and external review • Finalized the GLEs • Major outcomes • Fewer GLEs • More grade-appropriate

  18. BESE Review and Approval • Draft submitted September 2003 • Approved October 2003

  19. How Are the GLEs Related to Standards and Benchmarks? Content standards • are broad statements that represent the overarching goals that describe what students should know and be able to do. Standards

  20. How Are the GLEs Related toStandards and Benchmarks? Benchmarks • are more specific statements of what all students should know and be able to do that are written for specific grade clusters. Benchmarks Standards

  21. How Are the GLEs Related to Standards and Benchmarks? Grade-Level Expectations • are directly related to benchmarks. • define what the benchmark means for a given grade. GLEs Benchmarks Standards

  22. How Are GLEs Relatedto the Curriculum? • Represent the core curriculum that • ALL students should master • Will make the curricula more • consistent from district to district • Align what is taught with what is • assessed

  23. How Are the GLEs Relatedto the 2006 Assessment Plan? • Grades 4 & 8—LEAP 21 • CRTs • Grades 10 & 11—GEE 21 • CRTs • Grades 3, 5, 6, 7—iLEAP • Augmented NRTs for English language arts and mathematics • Short CRTs for science and social studies • Grade 9—iLEAP • Augmented NRTs for English language arts and mathematics

  24. Which is Which? Place the cards in the following order: • GLE • Benchmark • Standard English Language Arts—Yellow Mathematics—Pink Science—Blue Social Studies—Green

  25. Which is Which? English Language Arts Sample GLE: Use correct spelling conventions when writing and editing. Benchmark: Applying the steps of the writing process, emphasizing revising and editing in final drafts. Standard: Students write competently for a variety of purposes and audiences.

  26. Which is Which? Mathematics Sample GLE: Determine the radius, diameter, circumference, and area of a circle and apply these measures in real-life problems. Benchmark: Making and testing conjectures about geometric shapes and their properties. Standard: In problem-solving investigations, students demonstrate an understanding of geometric concepts and applications involving one-, two-, and three-dimensional geometry and justify their findings.

  27. Which is Which? Science Sample GLEs: 1) Distinguish among symbols for atoms, ions, molecules, and equations for chemical reactions. 2) Name and write chemical formulas using symbols and subscripts. Benchmark: Understand the language of chemistry (formulas, equations, symbols) and this relationship to molecules, atoms, ions, and subatomic particles. Standard: Students will develop an understanding of the characteristics and interrelationships of matter and energy in the physical world.

  28. Which is Which? Social Studies Sample GLE: Create simple maps to identify the relative location of places in the school and community. Benchmark: Identifying or describing the characteristics and uses of geographic representations, such as various types of maps, globes, graphs, diagrams, photographs, and satellite-produced images. Standard: Students develop a spatial understanding of Earth’s surface and the processes that shape it, the connections between people and places, and the relationship between man and his environment.

  29. Break

  30. GLE Content Area Issues Organizational Principles • English Language Arts • Mathematics • Science • Social Studies

  31. Organizing Ideas Activity: Use the graphic organizer to summarize key ideas in the content area GLEs.

  32. English Language Arts ALL GRADES • Some GLEs may seem similar, though they reflect increasing complexity. GRADES PreK- 4 • Address the Five Essential Components of Reading First (per NCLB) • Phonemic awareness • Phonics • Fluency • Vocabulary • Comprehension

  33. Mathematics GRADES 9-12 • All GLEs are organized by grade. GRADES 9/10 • Align local curriculum to ensure that all students have opportunity to master prior to graduation • Align courses taken in grades 9/10 with Teachers’ Guide to Statewide Assessment GRADES 11/12 • Expected of all students planning on post-secondary education • Based on higher level courses—Algebra II and above

  34. Science ALL GRADES • Science as Inquiry strand • Should be embedded in all grades and courses • Cannot be considered in isolation of other strands GRADES 5-8 • Science and the Environment and Science as Inquiry strands are integrated at each grade. • Focus Areas • Grade 5—Integrated Science • Grade 6—Physical Science • Grade 7—Life Science • Grade 8—Earth and Space Science

  35. Science (cont.) GRADES 9-12 • Recommended courses by grade • Grade 9—Physical Science • Grade 10—Biology • Grade 11 or 12—Chemistry, Earth Science, Environmental Science, Physics GLEs for Chemistry and Physics • Based on higher-level skills in physical science benchmarks • Prerequisite GLEs are in physical science, Grade 9

  36. Social Studies ALL GRADES • Curriculum should incorporate Historical Thinking Skills at all grades. GRADES 5-8 • Areas of emphasis: • Grade 5—U.S. History through about 1763 and Geography • Grade 6—World History through 1500 and Geography • Grade 7—U.S. History 1763 through 1877 and Civics • Grade 8—Integration of Geography, History, Civics, and Economicsstrands taught in the context ofLouisiana studies

  37. Social Studies (cont.) GRADES 9-12 • U.S. History time divisions allow more focus on the 20th century. • Curriculum must ensure that all World Geography/World History assessment items be addressed in other courses.

  38. Organizing Ideas Activity: Finish filling in graphic organizers, and compare notes with the person next to you.

  39. Vertical Scaffolding Activity: Arrange the cards in sequence from PK-12 to illustrate the scaffolding, or building, of a skill throughout the grades. English Language Arts—Yellow Mathematics—Pink Science—Blue Social Studies—Green

  40. What Did You Notice … • About the building of skills from one grade to the next? • About what students need to master at one grade level to be prepared for the next grade level?

  41. GLE Formats

  42. GLE Posters • Grades PK-K, combined poster, all four content areas • Grades 1-5, one poster per grade, all four content areas • Grades 5-8, one poster per content area • High School, one poster per content area • ELA, grades 8-12 • Mathematics, grades 8-12 • Science, listed by course • Social studies, listed by course

  43. GLE Posters (cont.)

  44. GLE Handbook • Each corresponds to a poster • 14 posters = 14 handbooks • Introduction and GLE overview • Content overview • Development principles • Grade summaries • Standard-Benchmark-GLE listings • Table format • By grade • Glossary • Acknowledgments

  45. GLE Handbook (cont.)

  46. LDE Resources for Teachers • GLE Poster (for grade/content area) • GLE Handbook • Access to GLE Web Links

  47. LDE Resources for Schools and Districts Resource kit containing: • Complete set of GLE handbooks • Revised Teachers’ Guides to Statewide Assessment • Standards and benchmarks documents • GLE CD-ROM • Access to GLE web links

  48. GLE Web Links • Available to all • All GLE documents can be downloaded. • www.louisianaschools.net • Click on the Curriculum Tab

  49. Model Curriculum Framework • Unit organizer • Shows how the GLEs can be organized • Describes activities that address the GLEs • Available to districts in early 2004

  50. Model Curriculum Framework (cont.) • Districts will decide whether to: • Modify and use the model • developed by the state • OR • Develop new guides that • incorporate the GLEs and meet • specific criteria