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Grade Level Expectations A New Level of Specificity

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Title: Grade Level Expectations A New Level of Specificity


1
Grade Level Expectations A New Level of
Specificity
  • Introducing Reading GLEs
  • Debbi Hardy, Curriculum Director
  • Curriculum and Instruction
  • Office of Superintendent of Public Instruction
  • May 2004

2
Expectations for This Session
  • You Will Be Able To
  • Navigate the GLE document
  • Explain the components of GLEs
  • Explain the components of curriculum alignment
    and the importance of it (triangle)

3
1993Basic Education Act
to provide students with the opportunity to
become responsible citizens, to contribute to
their own economic well-being, and to that of
their families and communities, and to enjoy
productive and satisfying lives. - Basic
Education Act (Goal)
4
Basic Education Act Requirements
  • Establish
  • Clear, challenging academic learning standards
    for all students
  • An assessment system
  • An accountability system

5
Washington State Student 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.

6
Washington State Education Reform
Historical Context 1993 2003
  • EALRsGrade 4, 7, 10 Benchmarks Indicators
  • Content FrameworksGuidelines
  • AssessmentsWASL
  • School Improvement Planning Process

7
9 Characteristics of High Performing Schools
  • Clear and Shared Focus
  • High Standards and Expectations for ALL Students
  • Effective School Leadership
  • High Levels of Collaboration and Communication
  • Curriculum, Instruction and Assessment Aligned
    with Standards
  • Frequent Monitoring of Learning and Teaching
  • Focused Professional Development
  • Supportive Learning Environment
  • High Level of Parent and Community Involvement

8
Research Finding
9
Washington State ESEA Plan
  • 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

10
Key Questions for Educators
  • What do we want students to learn?
  • How will we know they have learned?
  • How will we respond to students who have not
    learned?

11
Document Structure
  • Introduction
  • Core K-10 EALRs/GLEs
  • Appendix

12
IntroductionCreating GLEs
  • Grounding the Work in Research
  • Cognitive DemandBlooms Taxonomy
  • Text Complexity Increases Through the Grades
  • Alignment for Student Achievement

13
IntroductionAlignment
STUDENT ACHIEVEMENT
The importance of curriculum alignment cannot be
overstated. It is critical that the curriculum,
instruction and assessment align. The Essential
Academic Learning Requirements (EALRs), which now
include the Grade Level Expectations (GLEs), form
the basis of district and school curriculum.
Instruction refers to the teachers pedagogy and
use of instructional resources. Assessment
includes all diagnostic, formative, and summative
classroom-based assessments, as well as the WASL.
14
IntroductionOverview of K-10 Reading Instruction
  • K-10 continuum (pages 4-5)
  • Proficiency based

15
IntroductionEALR Structure with GLES
K-10 EALR Statement
K-10 Component
  • Evidence of Learning
  • Evidence of Learning

16
IntroductionReading EALRs
  • EALR 1 The student understands and uses
    different skills and strategies to read.
  • Phonemic awareness, phonics, fluency, vocabulary
  • EALR 2 The student understands the meaning of
    what is read.
  • Comprehension
  • EALR 3 The student reads different materials
    for a variety of purposes.
  • Types of textliterary and informational
  • EALR 4 The student sets goals and evaluates
    progress to improve reading.
  • Assess strengths and weaknesses and develop
    reading interest

17
Core K-10 EALRs/GLEsFour Reading EALRs
  • EALR 1 Reading word skills and strategies
  • Pages 8-15
  • EALR 2 Reading for understanding
  • Pages 16-36
  • EALR 3 What materials and why
  • Pages 37-42
  • EALR 4 Student goal setting and monitoring
    progress
  • Pages 43-47

18
Appendix
  • Cognitive DemandBlooms Taxonomy
  • Glossary
  • Acknowledgements

19
The EALR with GLE Numbering System
Grade Level X
1.3.1
20
Practice with Numbering System
  • 1.3.1
  • Pages 12 and 13 (K-7)
  • 2.3.3
  • Pages 28 and 29 (2-10)
  • 3.2.1
  • Pages 38 and 39 (K-4)

21
Key Document Concepts
  • K-10 Continuum
  • Differentiated instruction options
  • (At, below, or above)
  • Shaded Areas
  • Proficiency expected at an earlier or later grade
    level
  • Practice for these skills must continue for
    maintenance of proficiency

22
Grade Level Expectations
. . . explain what students should knowand be
able to do.
  • Each GLE contains
  • A statement of cognitive demand and the essential
    content or process to be learned
  • Evidence of Learning is a bulleted list of
    student demonstrations that provides educators
    with common illustrations of the learning

23
Understanding the Reading GLEs
  • EALR 2 The student understands the meaning of
    what is read.
  • Component 2.2 Understand and apply knowledge of
    text components to comprehend text

Grade Level Expectation
  • Retell stories with the correct sequence of
    events. (Note Story telling order can differ
    between cultures. For example, in some cultures
    the end of the story is told first.)

Evidence of Learning
24
Understanding the Reading GLEs
  • EALR 2 The student understands the meaning of
    what is read.
  • Component 2.2 Understand and apply knowledge of
    text components to comprehend text

WASL Eligible GLE
W
Grade Level Expectation
  • Explain ideas or events in sequential order.
    (Note Differences in story telling order exist
    between cultures. For example, in some cultures
    the end of the story is told first.)
  • Recognize and explain literary/narrative text
    written out of sequence (e.g., flashbacks, tales
    from other cultures).
  • Explain steps in a process (e.g., problem solving
    in mathematics, life cycle of a salmon).

Evidence of Learning
25
Practicing the GLEs
  • EALR 1
  • Component 1.3

26
Practicing the GLEs
  • EALR 1 The student understands and uses
    different skills and strategies to read.
  • Component 1.3 Build vocabulary through wide
    reading.
  • Identify and define content area vocabulary
    critical to the meaning of the text and use that
    knowledge to interpret the text.
  • Identify words that have different meanings in
    different content areas and determine the correct
    meaning from the context (e.g., as in science or
    social studies).
  • Select, from multiple choices, the meaning of
    words necessary to understand content area text.
  • Use new vocabulary in oral and written
    communication.

27
Misconception ALERT!
  • Textbooks do NOT the Curriculum
  • Curriculum means the written documents describing
    what students should learn based on the
    EALRs/GLEs
  • Textbooks ARE Tools for Instruction
  • Instruction consists of pedagogy and
    instructional materials

28
Misconception ALERT!
  • GLEs are NOT Brand new direction for education
    reform
  • GLEs ARE A new level of specificity for student
    learning
  • GLEs are NOT Teachers checklist for teaching
  • GLEs ARE Guides for Washington districts,
    schools and teachers to plan instruction
  • GLEs are NOT Lesson plans
  • GLEs ARE Support for lesson planning
  • GLEs are NOT Student Learning Objectives
  • GLEs ARE Learning standards with evidence of
    student learning

29
Key Questions for Educators
  • What do we want students to learn?
  • GLEs include essential content with the
    appropriate cognitive demand K-10 for all
    Washington students.
  • How will we know they have learned?
  • The evidence of learning are linked directly to
    the content and cognitive demand so we can check
    for proficiency of the learning in several ways.
  • How will we respond to students who have not
    learned?
  • The K-10 continuum allows educators to adjust
    above and below the grade level to locate skills
    and strategies necessary for learning at the
    correct level of difficulty.

30
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31
Accessing On-line Grade Level Resources
  • Aligned GLE support can be accessed via
  • OSPI website www.k12.wa.us
  • Curriculum Instruction home page
  • Reading On-line Grade Level Resources
  • This interactive resource provides the following
    features
  • GLE Reports (grade level, grade spans, K-10 GLEs)
  • Links to GLE glossary
  • Aligned instructional support
  • Integration links to other content areas
  • Support for classroom-based assessments
  • Links to WASL strands, learning targets, released
    items

32
State of Future Work
Timeline for EALRs with GLEs
33
OSPI Curriculum Review Cycle
34
Next Steps for School
  • Introduce GLEs to Staff
  • Practice with Small Groups
  • Honor the Work and Progress Made to Date
  • Review Your Schools Assessment Data (WASL too)
  • Use Data to Drive Your Alignment Activities
  • Where is improvement needed?
  • Topical and Deep Alignment
  • ESD Teams of Trainers Can Lead this Process

35
Accessing the Presentation
  • OSPI website www.k12.wa.us
  • Curriculum Instruction home page
  • Whats New AND/OR
  • Resources Links

36
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