Grade Level Expectations GLEs An Introduction

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Grade Level Expectations (GLEs)An Introduction
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What Are Grade Level Expectations?

• GLEs define what all students should know or be
  able to do at the end of a given grade level
  (mastery)
• GLEs further define content standards and
  benchmarks

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GLEs Are Not

• Not Curriculum
• Not Inclusive of everything that should be
  covered in a grade

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Purpose of the GLEs
EQ

• To meet the requirements of NCLB which mandated
  all states develop grade-by-grade standards
• To guide the development of curriculum,
  instruction and assessment in the four core
  content areas in LA schools
• To provide uniformity in core content taught
  across the state

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GLE Development Process

• Drafted by committees of LA educators
• Informed by national consultants
• Evaluated by teacher focus groups

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How are the GLEs Related to Standards and
Benchmarks?

• Grade Level Expectations
• further define and provide a progression of
  specificity to benchmarks for grade levels
• PreK-12.

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How Are the GLEs Related toStandards and
Benchmarks?

• Content standards
• represent the broad, general goals that describe
  what students should know and be able to do.

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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.
• further define the
  standard for different grade
  clusters

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How Are the GLEs Related to Standards and
Benchmarks?
EQ

• Grade-Level Expectations
• are directly related to benchmarks
• define what the benchmark means for a given grade

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Standards, Benchmarks, GLEs
Content Standard
Benchmark
Benchmark
Benchmark
GLE GLE GLE
GLE GLE
GLE
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GLEs, Standards, and Benchmarks
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How are the GLEs Related to the Curriculum?

• Represent the core curriculum that ALL students
  should master
• Make curricula more consistent throughout the
  state
• Align what is taught with what is assessed

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GLEs Related to Assessment2006

• Grades 4 8LEAP 21
• CRTs
• Grades 10 11GEE 21
• CRTs
• Grades 3, 5, 6, 7 9iLEAP
• Augmented NRTs for English language arts and
  mathematics
• Short CRTs for science and social studies
• Grade 9iLEAP
• Augmented NRTs for English language arts and
  mathematics

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What is the Comprehensive Curriculum?

• Grade
• Subject
• Unit Number
• Time Frame
• Unit Description

• Student Understandings
• Guiding Questions
• Grade-Level Expectations
• Sample Activities
• Sample Assessments

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Grade 1 Mathematics Unit 1 Graphs and Numbers
to 31 Time Frame Approximately four weeks Unit
DescriptionThe focus in this unit is on
extending the understanding of number, pattern,
Venn diagrams, and bar graphs. In conjunction
with the calendar, using ordinal numbers to 31st
and grouping by 10s will be included. Student
UnderstandingsStudents develop their skills in
estimating and size comparisons to 20. They will
be able to tell what number comes before, after,
and between for numbers to 20. They will also
develop their skills in counting and number
recognition to 31. They will be able to copy,
extend, create and explain patterns using
concrete object.
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Guiding Questions Can students count numbers to
31 and identify the numerals for each? Can
students correctly write the numerals for the
digits? Can students make a bar graph with
objects and correctly interpret the
information? Can students compare and contrast
groups of objects (up to 20) for set size and
discuss group size? Can students classify objects
with a single-circle Venn diagram as belonging or
not, by classification rule? Can students
correctly use ordinal numbers through 31st when
answering questions related to the calendar? Can
students identify, extend, create, and explain
patterns using concrete objects? Can students
bundle a group of ten straws and say it is one
ten?
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Unit 1 Grade-Level Expectations (GLEs)
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Sample Activities Activity 1 Building Numbers
(GLE 1, 2) Building Numbers Using Dot Pattern
Card Dot Pattern Cards are papers with two rows
of dots, five dots in each row for a total of ten
dots on each card. Give students a Dot Pattern
Card and have students place one linking cube on
enough dots to represent the number called out.
Continue to call out numbers while observing the
students. Be sure to point out that numbers can
look different. Seven can be four and three or
five and two. Activity 2 Writing Numbers (GLE
2) Roll and Write Have pairs of students take
turns rolling number cubes 05 or 49. Have the
students record the number by writing the number
above the correct number in a table similar to
the one below. The purpose of the activity is for
students to practice writing numerals. (See
example below.)
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• Sample Assessments
• The student will identify or locate numbers on a
  number line and fill in missing numbers on the
  number line.
• The student will estimate the number of objects
  (up to 20) either in a jar or a drawing. If a
  drawing is used, a point of reference will be
  indicated in order for the student to estimate.
  If estimation opportunities are part of the
  weekly routine, the teacher will observe and
  record individual student responses. If a student
  consistently estimates too low or too high, the
  teacher will provide additional opportunities for
  that student using smaller numbers of objects.
• The student will collect data on the types of
  pets his/her classmates have. With a partner, the
  student will tally the data and construct a
  simple bar graph on one-inch grid paper.
• Given a number between 1 and 100, the student
  will count forward and backward to the two ending
  values.

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Which is Which?

• Given sets of statements identify which is a
  Standard, a Benchmark or a GLE

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Online Resources

• Making Connections Through the creation of an
  electronic resource center, Louisiana teachers
  access "a one-stop shop" for instructional
  materials that enhance teaching, learning, and
  technology opportunities in Louisianas K-12
  schools. The Making Connections Builder allows
  educators to use an online template to create
  technology rich, standards-based lesson plans and
  website resource previews. Educators may also
  choose to submit lessons for publication on the
  site, or to store lessons in a personal "file
  cabinet" for future use or editing.

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Online Resources

• The La. Department of Education through the
  Louisiana Center Educational Technology is
  offering all public and nonpublic schools FREE
  unlimited access to quality information resources
  via the internet. Students have free access from
  home. Subscription based ProductsGale
  GroupWorld BookUnited Streaming

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Comprehensive Curriculum

• Louisiana's Louisiana's new Comprehensive
  Curriculum is based on Grade-Level Expectations
  (GLEs), statements of what all students should
  know or be able to do by the end of each grade,
  PreK-12, in English language arts, mathematics,
  science, and social studies.

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Grade Level Expectations

• A grade-level expectation (GLE) is a statement
  that defines what all students should know and be
  able to do at the end of a given grade level.
  GLEs add further definition to the content
  standards and benchmarks. Online Activity- Which
  is WhichMath, Science, Social Studies, English
  Language Arts

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Teachers Guide to Statewide Assessment

• For grades 4, 8, and 10 covers
• English and Language Arts
• Mathematics
• Science
• Social Studies

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Louisiana Components of Effective Teaching

•  PDF The document contains the Louisiana
  Components of Effective Teaching for regular and
  special education-II teachers. These are listed
  first by the major Domainplanning, management,
  instruction, professional development, and school
  improvement. A descriptive

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CAST

• Universal Design for Learning A non profit
  education research and development organization
  that uses technology to make education more
  flexible and accessible for all students,
  especially those with disabilities. The state
  department offers training throughout the year
  both online and face to face for districts

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• Louisiana INTECHEvery day of training includes
  5-critical areas curriculum standardsbest
  pedagogical practicesnew designs for
  learningclassroom management strategiestechnical
  skills

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Louisiana Virtual Schools

• The LVS provides Louisiana students with
  standards-based high school courses that utilize
  email and other online and offline resources
  delivered via the web by Louisiana teachers. All
  LVS courses are aligned to the states content
  standards, benchmarks, and Grade-level
  Expectations.

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Strategies for Effective Teaching Manual

• (301 pages) Designed to assist new teachers in
  their understanding of the Louisiana Components
  of Effective Teaching, Strategies for Effective
  Teaching in the 21st Century includes over 1,000
  innovative ideas to increase the achievement of
  Louisiana's students.

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National Board for Professional Teaching Standards

• The National Board has developed standards in 27
  fields. All NBPTS standards are based on the
  National Boards Five Core Propositions for what
  accomplished teachers should know and be able to
  do. The standards serve as the basis for National
  Board Certified.

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George Lucas Education Foundation

• is a nonprofit operating foundation that
  documents and disseminates models of the most
  innovative practices in our nations K-12 schools.