Louisiana Comprehensive Curriculum Orientation

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Louisiana Comprehensive Curriculum Orientation

• Rapides Parish Schools
• Secondary Instructional Team

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Goals

• To familiarize educators with the Comprehensive
  Curriculum (CC) and district expectations for
  implementation
• To prepare educators to redeliver Comprehensive
  Curriculum Orientation to their respective schools

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You Will

• Review the structure of state standards and
  testing
• Examine the CC to determine what should be
  introduced, mastered, and reviewed at your
  grade/course level
• Devise a pacing framework to guide instruction
• Design a unit that correlates with the CC and
  district expectations

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Accomplish This By

• Clarifying what CC is and the accountability
  associated with it
• Planning within vertical content teams to align
  instruction
• Collaborating with grade level/course peers to
• Develop an instructional timeline
• Design a unit that targets CC objectives,
  utilizes a variety of assessments, and models a
  multitude of instructional strategies

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Parking Lot

• During the group sessions or breaks, please post
  peripheral questions (not addressed in our
  focused tasks) on the Parking Lot posters around
  the room.

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Evolution

• February 2004GLEs released and distributed to
  all schools
• Summer 2004Model Curriculum Framework released
  to all schools
• April 1, 2005Comprehensive Curriculum released
  to all schools

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Comprehensive Curriculum

• Will replace Model Curriculum Framework (MCF)
• Similar structure as Model Curriculum
• More student-centered activities
• More examples of assessments
• What is to be taught at each grade level
• Activities are not lesson plans

Source LDE
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Instruction to Writers

• Write the activities of each unit as writer would
  teach them and in sequential order.
• Ensure that all content of the unit is addressed.
• Allow adequate time for mastery of content.

Source LDE
9
Important Changes from MCF to CC

• GLEs addressed frequently to allow for mastery
• When possible, GLEs addressed in last six week
  period are also addressed in earlier units
• Minimal reordering to address as many GLEs as
  possible prior to state tests

Source LDE
10
Assessment Sections

• Focus on classroom assessment activities
• At least 3 examples of assessments appropriate
  for unit content
• At least 3 examples of activity-specific
  assessments

Source LDE
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Comprehensive Curriculum
Content
Instruction
Assessment
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Understanding the Rank

• Strand/Standard

Benchmark
GLE
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The Connection to CC
CC
Units of Study
Grade-Level Expectations
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Accountability
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District Expectations

• Rapides Parish adopted the Louisiana
  Comprehensive Curriculum and will implement in
  2005-2006
• District instructional staff will coordinate
  efforts to periodically review/assess the
  curriculum and to determine modifications if
  necessary
• District will provide professional development to
  assist teachers and administrators with
  implementation

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Your Role

• Instructional planning designed in
  synchronization with the CC content
• Utilize varied assessment and instructional
  strategies as modeled in the CC
• Review and assess the CC as you teach and work
  with district instructional staff to supplement
  as needed

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VERTICAL PLANNING

• Examine the Comprehensive Curriculum to determine
  which GLEs should be introduced, mastered, and
  reviewed in your grade level/course
• VERTICAL SCAFFOLDING ACTIVITY

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Evaluating Growth

• Review the Comprehensive Curriculum for your
  content and grade level
• Examine the benchmark assigned to your group
• Discuss the growth of that benchmark over the
  grade levels in your group (citing the intro,
  mastery, and review grades for the GLEs
  associated with the Benchmark)

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Summary of Results

• Respond to the following
• Did the GLEs for that benchmark gradually deepen
  and broaden through its progression of the
  grades?
• What implications does this analysis reveal for
  teachers across the grade levels?

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PACING FRAMEWORK

• Using the instructional timelines from your
  campuses, outline a pacing guide for the first
  quarter/grading period in your grade level or
  course.
• How will the framework differ between year long
  and block classes? How can these issues be
  addressed effectively?

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Whole Group Forum

• Ask, Ask, Ask away!
• What are the implications for assessment and
  instruction based on those modeled in the CC?
• What are the obvious differences in pacing
  approach for year-long and block courses?

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UNIT DESIGN

• Working with the same unit from the morning
  activity, groups will plan a unit with the
  template included in your orientation materials.
• This template is one recommended for
  implementation by the parish for all secondary
  teachers.

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Whats in a Unit?

• Documentation of standards
• Assessment tools
• Instructional practices
• Reflection of effectiveness

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Documentation of Standards

• Coding
• Location
• GLEs or Benchmarks

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Assessment Practices

• Designed/constructed prior to submission of unit
• Correlate to state assessment (rubrics,
  constructed response, short answer, multi-step
  applications with multiple choice)
• Varied and frequent

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Instructional Strategies

• Consider and include
• Blooms Taxonomyinclude multiple facets
• Dr. Marcia Tate20 Brain Strategies
• GardnerMultiple Intelligences
• McTighe and Wiggins6 Facets of Understanding

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Reflection of Effectiveness

• Correlated to content and objectives taught
• Frequency
• Data Disaggregation
• Use to revise/improve instruction
• Use to identify student strengths/weaknesses and
  to remediate/intervene prior to state testing

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Design Your Unit

• Find your 6-8 and 9-12 content groups from this
  morning and begin work!
• Utilize the list of resources from your
  pre-assignment in addition to the CC
• We will spend approximately 45 minutes on this
  activity.

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Reflection on Design

• Your thoughts on the template?
• How does the CC Units of Study differ from what
  you presently use?
• Are pacing units or units of study more effective
  and usable in design than the daily plans?

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Needs Assessment Survey

• Please complete the Needs Assessment to assist
  our Professional Development Team in planning
  activities for next year.

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Until We Meet Again

• THANK YOU ALL! Your attention and input is
  appreciated tremendously. Please complete an
  Evaluation of our work today. We will be in
  contact before school is out and would like for
  you to contact us with any questions you may have
  after today.

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Contacting Us

• Secondary Instructional Team
• Misty D. Slayter, Coordinator slayterm_at_rapides.k1
  2.la.us or 449.3140
• Keitha Cleveland, Facilitator-Math
• clevelandk_at_rapides.k12.la.us or 449.3196
• Emily Walker, Facilitator-ELA
• walkere_at_rapides.k12.la.us or 449.3196