Curriculum Update EALRs: Essential Academic Learning Requirements GLEs: Grade Level Expectations

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Curriculum UpdateEALRs Essential Academic
Learning Requirements GLEs Grade Level
Expectations

• Mickey Venn Lahmann, Assistant Superintendent
• Curriculum and Instruction, OSPI
• October 1, 2003

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Overview

• Washington State Education Reform
• ESEA Impact
• EALR Refinement Process
• Grade Level Expectations (GLEs)
• On-Line Grade Level Resources
• OSPI Curriculum Review Cycle

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1993 - 2003Washington State Education Reform

• A Decade of School Reform
• 1993Basic Education Act
• Goals
• Assessments
• Accountability
• 2003Continuous Improvement

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1993 - 2003Washington State Education Reform

• 1993Basic Education Act
• Goals
• Commission on Student Learning
• EALRs3 Benchmarks
• Technical ManualEALRs 1998
• Professional Development
• Content FrameworksGuidelines

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Washington State Learning Goals

• Read with comprehension, write with skill, and
  communicate effectively and responsibly in a
  variety of ways and settings
• Know and apply the core concepts and principles
  of mathematics social, physical, and life
  sciences civics and history geography arts
  and health and fitness
• Think analytically, logically, and creatively,
  and to integrate experience and knowledge to form
  reasoned judgments and solve problems and
• Understand the importance of work and how
  performance, effort, and decisions directly
  affect future career and educational
  opportunities.

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1993 - 2003Washington State Education Reform

• 1993Basic Education Act
• Assessments
• Assessment Literacy
• Tool KitsClassroom-Based Evidence
• WASL Test and Item Specifications
• WASL Teacher Scoring, Item Writing, Range Finding

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1993 - 2003Washington State Education Reform

• 1993Basic Education Act
• Accountability
• Improvement PlansReading and Mathematics
• School Improvement Process Guide, Tools
• 2003Continuous Improvement

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Washington State ESEA Plan No Child Left Behind

• Challenging Academic Content Standards
• EALRsEssential Academic Learning Requirements
• GLEsGrade Level Expectations
• Reading, Mathematics, Science
• Assessments
• Reading and Mathematics Assessments
• Grades 3-8 and 10 beginning 2005-06
• Science Assessments
• Grades 5, 8, 10 beginning 2007-08

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EALR/GLE Development ProcessReading and
Mathematics

• External EALR ReviewMcREL
• Grade Level Expectations (GLEs)
• Wide-Scale Review and Feedback Process
• Bias and Fairness Review
• Curriculum Advisory and Review Committee (CARC)
• Legislative Review (as requested)
• State Superintendent Approval

Note Survey Results Available on OSPI Website
at www.k12.wa.us
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Reading and MathematicsEALR Review and GLE
Development
Essential Academic Learning Requirements
(EALRs) Grade Level Expectations (GLEs)
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Phase 1Refining EALRs with GLEs

• December 2002Received external review of EALRs
  for Reading, Mathematics, and Science
• McREL (Mid-Continent Research for Education and
  Learning)
• January 2003OSPI Conference
• Presented Initial Draft of refined EALRs with
  GLEs for
• Reading and Mathematics
• Conducted conference survey
• Received feedback from 300 practitioners

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Phase 2Incorporating Feedback
Phase 2

• Incorporated field feedback for continuous
  improvement
• April 7-25, 2003E-surveys completed
• 900 respondents, 87 were teachers
• National Expert Reviews
• Bias and Fairness Review
• June 2003Summer Institutes
• Presented DRAFT GLEs for review and feedback
• Begin drafting Science GLEs with refined EALRs

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Phase 3Finalizing Documents
Phase 3

• September 2003Incorporate feedback and revise
  Reading and Mathematics documents
• September 2003Present documents to Legislative
  Committees for review
• October 2003Conduct focus group
• October 2003Obtain State Superintendent approval
• January 2004OSPI Conference
• Present and distribute final Reading and
  Mathematics documents to educators
• Roll out initial DRAFT of Science EALRs with GLEs

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Timeline
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EALR Refinement ProcessMcREL External Review

• Independent Standards Study Conducted by
• McREL (Mid-Continent Research for Education and
  Learning)
• EALRs OnlyTechnical Manual
• Reading and MathematicsBenchmarks 4, 7, 10
• ScienceBenchmarks 5, 8, 10

Note Full Report Available on OSPI Website at
www.k12.wa.us
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Benchmarks for McREL Review

• NAEP Frameworks
• TIMSSThird International Math and Science Study
• National Documents
• Knowledge and Skills for University Success
• Grades 10-12
• High Ranking State StandardsMcREL Study
• Reading CA, VA, AZ, MA, WI
• Mathematics CA, VA OH, UT, WV
• Science CA, AZ, CT, DE, RI

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McRELSix Criteria

• Breadth
• Information and skills considered important for
  students to acquire
• Depth
• Increasing cognitive complexity with each
  succeeding level
• Balance
• Appropriate treatment of topics within each
  content area
• Rigor
• Appropriate challenge for the grade level
• Clarity and Specificity
• Effective communication of what students should
  know and be able to do
• Consistency
• Effective organization of the content across
  topic areas within and across subject areas
• Uniform and consistent grain size

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Reading EALRsOrganization

• EALR 1 Reading Process (phonemic awareness,
  phonics, fluency, vocabulary)
• EALR 2 Comprehension
• EALR 3 Texts and Purposes
• EALR 4 Goals and Shared Experiences

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Reading EALRsRefinements

• Include important topics that occur in other
  documents
• Increase clarity with additions and modifications
  to statements
• Add specificity by including GLEs as part of the
  EALRs
• Move components and indicators to improve
  consistency

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Mathematics EALRsOrganization

• EALR 1 Mathematics Process (number sense,
  measurement, geometric sense, probability and
  statistics, algebraic sense)
• EALR 2 Define and Solve Problems
• EALR 3 Mathematical Reasoning
• EALR 4 Communicate Knowledge and Mathematical
  Language
• EALR 5 Connect Mathematical Ideas to Other
  Subject Areas

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Mathematics EALRsRefinements

• Final Mathematics GLEs will be disseminated at
  January 2004 OSPI Conference
• Work Currently Under Final Phase of Construction

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Science EALRsRefinements and Organization

• Add specificity by including GLEs
• Increase clarity with additions and modifications
  to language of benchmarks
• Reposition two components
• Organization with three interrelated themes
• Systems
• Inquiry
• Design

Note Review DRAFT Science GLEs at January 2004
OSPI Conference
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EALR Structure (Original Benchmarks)
K - 10
EALR Statement
K - 10
Component
K- 4
5 - 7
8 - 10
Benchmark 1 Indicator
Benchmark 2 Indicator
Benchmark 3 Indicator
4
7
10
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EALR Structure (Revised with GLEs)
K - 10
EALR Statement
K - 10
Component
Grade Level Expectations (GLEs)
K
1
2
3
4
5
6
7
8
9
10

• Evidence of Learning

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Whats Different?

• Before

K-10 EALR Statement
K-10 Component
Benchmark Indicator Grades 4, 7, 10 or 5, 8, HS
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The EALR with GLE Numbering System
Grade Level X
1.3.1
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Grade Level Expectations
. . . explain what students should know and be
able to do.

• Each GLE contains
• A statement of cognitive demand and the important
  content or process to be learned.
• Evidence of Learning is a bulleted list of
  student demonstrations that provides the teacher
  with common illustrations of the learning.

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Understanding GLEs
This statement is the Grade Level Expectation

• Grade 6 Reading
• Apply comprehension strategies before, during,
  and after reading predict and infer.
• Make, confirm, and revise prediction based on
  prior knowledge and evidence from the text.
• Cite passages from text to confirm or defend
  predictions and inferences.
• Organize information to support a prediction or
  inference in a self-created graphic organizer to
  enhance comprehension of text.

2.1.5
W
These bullets are Evidence of Learning
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Washington States Grade Level Support

• Will Be
• Web-based
• Interactive
• Links Curriculum, Instruction, and Assessment
• User friendly for teachers, parents, public

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Washington VisionAlignment for Student
Achievement
Instruction (how) Taught Curriculum
Assessment (how well) Tested Curriculum
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OSPI Curriculum Review Cycle
-- School Year --

• The Curriculum Review Cycle includes
• External review of EALRs
• Development of, or refinement of GLEs
• Review of instructional materials (Reading and
  Mathematics)
• Conduct review and provide results to districts
• Ongoing Professional Development
• Proposed work based on funding availability

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Basic Education ActPreamble

• provide opportunities for students to become
  responsible citizens, contribute to their own
  economic well-being and to their families and
  communities, and enjoy productive and satisfying
  lives.
• (RCW 28A.150.210)

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Washington States Successful Students Responsibl
e Citizens