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EBRPSS Curriculum Revised Louisiana Comprehensive Curriculum

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Based on the activities in the EBRPSS Curriculum, the Comprehensive Curriculum ... 8th Grade Math. Unit 1 Grade-Level Expectations (GLEs) ... – PowerPoint PPT presentation

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Title: EBRPSS Curriculum Revised Louisiana Comprehensive Curriculum


1
EBRPSS CurriculumRevised Louisiana Comprehensive
Curriculum
  • August 2, 2006

2
Purpose of the Curriculum
  • Focus on what is important to teach
  • Ensure equitable access to the curriculum for all
    students

3
Purpose (continued)
  • Organize content into coherent, time-bound units
  • Serve as the core of professional development
  • Align content, instruction, and assessment to
    state standards

4
Three Types of Curriculum
  • Three types of curriculum

Written
Tested
Taught
5
Three types of curriculum
  • Written EBRPSS Curriculum
  • Based on the GLEs, Louisiana Comprehensive
    Curriculum and what students need to know
  • Taught Teacher instruction
  • Based on the activities in the EBRPSS Curriculum,
    the Comprehensive Curriculum and the teachers
    professional experiences, test data, etc.
  • Tested State, district and teacher assessments
  • Based on GLEs, Louisiana Comprehensive Curriculum
    EBRPSS Curriculum

6
What is an aligned curriculum ?
  • Three Types of Curriculum


Taught
Written
Tested
7
Written Curriculum
  • 8th Grade Math
  • Unit 1 Grade-Level Expectations (GLEs)
  • GLE 5. Simplify expressions involving operations
    on integers, grouping symbols, and whole number
    exponents using order of operations (N-4-M)

8
Taught Curriculum
  • Activity 3 Target! (GLEs 1, 5)
  • Provide each group of four students a set of
    playing cards minus the face cards. Ask students
    to shuffle the cards and tell them that the red
    cards represent negative numbers, and the black
    cards represent positive numbers. Have Player 1
    place the first four cards in the deck face up
    and identify one of the four numbers as the
    target number. Allow players 2, 3 and 4 about 45
    seconds to build a sentence using the three cards
    that are not the target number as well as two
    different operation symbols. Have the players
    compete to be the first to build a sentence that
    results in the target number as the answer. If
    the sentence results in the target, award the
    player two points. If no one gets the target
    number, give the player closest to the target
    number one point. Ask all players to write the
    winning sentence and their sentences using the
    correct order of operations. When the winner of
    the round has been determined, have group members
    compare their answers, writing them as a repeated
    inequality. After each round of play, have the
    player to the right of the last player turn the
    cards over and determine the target number.
  • Example Suppose the four cards turned up are red
    4, red 8, black 3, and red 7. Player 1 selects
    the black 3 as the target because there are 3
    reds or negatives. One student writes and gets,
    the second student writes and gets, and the third
    student writes and gets. The students should
    write the inequality . The player with the answer
    closest to 3 receives 1 point.

9
Tested Curriculum
  • Unit 1 Assessment Grade 8 Mathematics
  • 3. Evaluate the expression
  • 74 25²x3
  • A. 40
  • B. 81
  • C. 84
  • D. 235

10
Implementation of the Curriculum
  • Districts are responsible and accountable for
    implementation and monitoring the state mandated
    curriculum.EBRPSS Curriculum
  • Teachers
  • Principals
  • IMT members
  • Department Chairs
  • Assistant Superintendents
  • Curriculum Instruction Content Trainers
  • Quarterly Support Teams

11
Implementation
  • All teachers - regular, exceptional student
    services, gifted, magnet and honors - are
    expected to implement the EBRPSS Curriculum.
  • Teachers may not reorder units unit order is
    determined at the district level only.
  • Activities within a particular unit may be
    reordered.
  • Activities marked as required must be completed
    unless there is documentation that the student
    has mastered the GLEs covered by said activity.
  • Science at middle and high school is the
    exception. A specific number of activities are
    required and teachers may select from a given
    menu of activities following given parameters.

12
Implementation
  • All activities are required unless otherwise
    noted.
  • Activities may be modified by a classroom teacher
    to address the abilities of the student
  • must remain challenging and cover the stated
    GLE(s).
  • Suggestions for modification, included in the
    unit plans, should serve as a guide when there is
    a need to modify an activity to meet student
    needs.

13
Implementation
  • Teachers who wish to substitute other activities
    for a required activity should submit it to the
    appropriate curriculum director for approval
    prior to implementation.
  • Pacing guides ensure that all students have
    access to the curriculum prior to spring testing.
  • Help determine when district unit tests (ELA and
    math initially and later science and social
    studies) are to be administered.

14
Implementation
  • Units are re-designed
  • Allow time for required activities as well as
    time to re-teach and reinforce.
  • Require careful planning on the part of the
    teacher.
  • Designed by teachers who have taught the
    curriculum so that it should be more manageable
    than in the past.

15
Unit components...
  • Unit 1 Title
  • Time Frame (approximate number of weeks)
  • Unit Description this unit focuses on
  • GLE(s)
  • Guiding Questions/Student Understandings
    (what students should know at the end of the
    unit)

16
Unit components...
  • Prerequisite Skills/Knowledge
  • Vocabulary
  • Materials/ Resources
  • Intervention Strategies
  • Unit Notes
  • Activities

17
Implementation
  • For assistance with implementation
  • IMT Members
  • Department/Team Members
  • School Administrators
  • CI Department (226-7718)

18
Working together we will make it better.
  • E-mail specific concerns to
  • ewalsh_at_ebrschools.org
  • or
  • jlamotte_at_ebrschools.org
  • or to one of our content trainers.
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