Louisiana Grade-Level Expectations

1
LouisianaGrade-Level Expectations

• An Introduction

2
Grade-Level Expectations

• Welcome!
• ltEnter presenter name(s)gt

3
Agenda

• Overview and introductions
• GLEs
• Development process
• Organizing ideas
• Vertical scaffolding
• GLE resources
• Timeline
• Training others
• QA
• 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 states 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 tableshare 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. 

8
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

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)

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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

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

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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.

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
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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

23
How Are the GLEs Relatedto the 2006 Assessment
Plan?

• Grades 4 8LEAP 21
• CRTs
• Grades 10 11GEE 21
• CRTs
• Grades 3, 5, 6, 7iLEAP
• 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

24
Which is Which?

• Place the cards in the following order
• GLE
• Benchmark
• Standard
• English Language ArtsYellow
• MathematicsPink
• ScienceBlue
• Social StudiesGreen

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.

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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 Earths 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 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

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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 coursesAlgebra II and
  above

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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 5Integrated Science
• Grade 6Physical Science
• Grade 7Life Science
• Grade 8Earth and Space Science

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Science (cont.)

• GRADES 9-12
• Recommended courses by grade
• Grade 9Physical Science
• Grade 10Biology
• Grade 11 or 12Chemistry, 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 Studies

• ALL GRADES
• Curriculum should incorporate Historical Thinking
  Skills at all grades.
• GRADES 5-8
• Areas of emphasis
• Grade 5U.S. History through about 1763 and
  Geography
• Grade 6World History through 1500 and Geography
• Grade 7U.S. History 1763 through 1877 and Civics
• Grade 8Integration 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 ArtsYellow
• MathematicsPink
• ScienceBlue
• Social StudiesGreen

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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?

41
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

45
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

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

51
Timeline/Responsibilities
Who 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
52
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
53
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

54
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
  responsibilityhelp 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?

58
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?

59
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
• Trainers 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
• Trainers 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

66
Trainers Guide

• Training Overviewp. 3
• Preparation for Trainingp. 5
• Training Basicsp. 8
• Attachmentsp.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 3

• Two 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

74
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

76
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_at_la.gov, English language arts
• Carolyn.Sessions_at_la.gov, mathematics
• Ann.Wilson_at_la.gov, science
• Nikki.Clark_at_la.gov, social studies
• Training questions
• Linda Wurzbach, Resources for Learning
  lindawurz_at_resourcesforlearning.net

79
Online Reporting

• GLE Awareness Workshop
• Redelivery Reporting Form
• Available at www.doe.state.la.us/lde/ssa/currichom
  e.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!

81
Break
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Revisiting this Mornings Icebreaker

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

83
Revisiting the Grade-Level Expectations

• What have you learned about the states new
  Grade-Level Expectations, the GLEs?
• What tools are available to help you deliver this
  training to teachers at your school?

84
Question Answer Session

• What additional questions do you have?

85
Closing

• Thank you for your participation today.
• Please complete a workshop evaluation.