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LouisianaGrade-Level Expectations

An Introduction

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Grade-Level Expectations

Welcome!

<Enter presenter name(s)>

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Agenda

• Overview and introductions• GLEs

Development process Organizing ideas Vertical scaffolding

• GLE resources• Timeline• Training others• Q&A• Closing and evaluation

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Workshop Protocol

• Breaks and lunch

• Restroom locations

• Signals to reconvene groups

• Cell phones and pagers

• Burning questions

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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

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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

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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. 

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Video

Louisiana Grade-Level Expectations:An Introduction

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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.

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What the GLEs Are Not

• Curriculum

• Inclusive of everything that should be covered in a grade

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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

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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)

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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

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National Consultants

• Advised development committees

• Ensured alignment with national standards

• Involved in all phases of development

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Focus Group Reviews• 2 groups representing north and south Louisiana

• 80 reviewers per group

• Selected by districts

• Reviewed GLEs for horizontal and vertical alignments

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Public Review• Online review

• Solicited feedback from all audiences

External Review• 3 national reviewers per content area

• Chosen by CCSSO for unbiased review

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Returned to Committee• Considered input from focus groups and public and external review

• Finalized the GLEs

• Major outcomes

Fewer GLEs

More grade-appropriate

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BESE Review and Approval

• Draft submitted September 2003

• Approved October 2003

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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

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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.

Standards

Benchmarks

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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.

Standards

Benchmarks

GLEs

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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

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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

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Which is Which?

Place the cards in the following order:

• GLE

• Benchmark

• Standard

English Language Arts—YellowMathematics—PinkScience—BlueSocial Studies—Green

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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.

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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.

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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.

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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.

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Break

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GLE Content Area Issues

Organizational Principles

• English Language Arts

• Mathematics

• Science

• Social Studies

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Organizing Ideas

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

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English Language ArtsALL 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

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MathematicsGRADES 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

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ScienceALL 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

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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

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Social StudiesALL 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 Economics strands taught in the context of Louisiana studies

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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.

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Organizing Ideas

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

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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

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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?

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GLE Formats

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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

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GLE Posters (cont.)

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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

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GLE Handbook (cont.)

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LDE Resources for Teachers

• GLE Poster (for grade/content area)

• GLE Handbook

• Access to GLE Web Links

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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

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GLE Web Links

• Available to all

• All GLE documents can be downloaded.

• www.louisianaschools.net Click on the Curriculum Tab

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Model Curriculum Framework

• Unit organizer

• Shows how the GLEs can be organized

• Describes activities that address the GLEs

• Available to districts in early 2004

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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

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Timeline/ResponsibilitiesWho What When

LDE Awareness Training January 2004

LDE District curriculum development training

February 2004

School Reps Redelivery of training By May 1, 2004

Districts Align curriculum with GLEs

Spring/ Summer

2004

LDE Professional development for teachers

Spring 2004, ongoing

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Timeline/Responsibilities

Who What When

LDE Evaluate new curriculum guides

Fall 2004

Districts/ Teachers

Pilot new guides 2004-05

Districts/ Teachers

Fully implement new guides

2005-06

LDE New assessments Spring 2006

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What Can Teachers Do?

• Identify the GLEs addressed in lessons for remainder of current year

• Wait for further instruction from districts for implementation procedures LDE is working with districts on the processes to

be used

• Volunteer to serve on district curriculum revision teams

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What Can Teachers Do? (cont.)

• Attend LDE and district professional development workshops when available To learn about the content of GLEs To discuss implementation issues and

ideas

• Remember that implementation is a joint responsibility—help is on the way!

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Q & A• With a partner, discuss questions

you have about the GLE resources and implementation process.

• Write questions on post-it notes and place them on the Burning Questions posters on your way to lunch.

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Lunch

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Q & A

What questions do you have about the GLE resources and implementation process?

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Reflection

Activity: Challenges & Opportunities

1. What are some issues or challenges you will face in redelivering this workshop at your school?

2. What are the opportunities?

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Redelivery Training

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Training/Informing Others

• Redelivery in schools by May 2004

• Customize for local delivery

• Choose training options

• Report completion of training

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Training Tools

Training Manual• Video

• GLE Awareness Training CD-ROM PowerPoint Presentation Materials for the activities Trainer’s Guide Parent presentation

GLE Resources

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Video

Serves as a good introduction for diverse audiences

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GLE Awareness Training CD

Training CD• PowerPoint

• Video

• Materials for the activities

• Trainer’s Guide

• Parent presentation

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PowerPoint Presentation

Grade-Level Expectations

Welcome!

INSERT TRAINER NAME(S)INSERT TRAINER POSITION(S)

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Notes to Trainer• Are provided with each slide

• Contain things you should say

• Indicate amount of time to be spent on each slide

• Contain instructions to trainer when applicable

• Provide background information when necessary

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Trainer’s Guide

• Training Overview—p. 3

• Preparation for Training—p. 5

• Training Basics—p. 8

• Attachments—p.10

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Parent Presentation

• Included on the GLE Awareness Training CD

• Can be used at PTA meetings or for any public information efforts aimed at parents

• Focus: What are the GLEs? What do they mean for my child? How will they be used in schools and testing?

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GLE Resources

Find out who received the GLE resources in your school and where they are kept.

• Complete set of GLE handbooks

• Revised Teachers’ Guides to Statewide Assessment

• Standards and benchmarks documents

• GLE CD-ROM

• Web links

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Training Options

• One 2½- 3-hour session

• One 2-hour session

• Two 1-hour sessions

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Training Option 1

One 2½- to 3-hour session

• Introduction, Icebreaker, and Overview

• Video

• GLEs

• Organizing Principles

• Vertical Alignment

• GLE Resources

• Timeline

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Training Option 2

One 2-hour session

• Introduction, Icebreaker, & Overview

• Video

• GLEs

• Organizing Principles

• Vertical Alignment

• GLE Resources

• Timeline

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Training Option 3Two 1-hour sessions

• Session 1• Introduction, Icebreaker, & Overview• Video• GLEs• Organizing Principles

• Session 2• Vertical Alignment• GLE Resources • Timeline

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Training Strategies, Follow-up,

and Technical Assistance• Presentation skills and training tips• Co-delivery of the training• Handling friendly and hostile

questions• Directing participants to more

information and resources• Where can you get answers to

questions you have

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Co-delivery of Training

• Options for co-delivery Training a local assistant Teaming up with a trainer at another

school

• Establish co-trainer signals

• The goal is to make each other look good!

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Handling Friendly Questions

• 99.9% of questions are friendly.

• Pay attention

• Restate the question briefly

• Answer the question

• Check back

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Answering Hostile Questions

• Treat the speaker with respect

• Pause for a second

• Respond neutrally to what you can address

• Move on and to a different part of the room

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More Information and Resources

For further information on the GLEs, Frequently Asked Questions, and contact information, visit the GLE website.

www.louisianaschools.net

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Who Can Help?

• Content questions: Taylor.Powers@la.gov, English

language arts Carolyn.Sessions@la.gov, mathematics Ann.Wilson@la.gov, science Nikki.Clark@la.gov, social studies

• Training questions: Linda Wurzbach, Resources for

Learning lindawurz@resourcesforlearning.net

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Online ReportingGLE Awareness WorkshopRedelivery Reporting Form

• Available at www.doe.state.la.us/lde/ssa/currichome.html

• Information requested Name(s) of training leaders Names of school(s)/district/parish Training date(s) and format Number of participants Summary of participant evaluations, including

recurring comments, questions, or concerns

• Submit by May 1, 2004

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The Truth about Presenters

• The greatest visual aid is you.

• Only you know the script.

• 99% of the audience is glad you are up there and not them.

• The audience wants you to succeed!

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Break

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Revisiting this Morning’s Icebreaker

Compare your perceptions and knowledge of the GLEs from this morning to your perceptions and knowledge after receiving the training.

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Revisiting the Grade-Level Expectations

• What have you learned about the state’s new Grade-Level Expectations, the GLEs?

• What tools are available to help you deliver this training to teachers at your school?

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Question & Answer Session

What additional questions do you have?

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Closing

Thank you for your participation today.

Please complete a workshop evaluation.