Louisiana
Grade-Level Expectations
An Introduction
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Grade-Level Expectations
Welcome!
<Enter presenter
name(s)>
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Agenda
• Overview and introductions
• GLEs
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 Development process
 Organizing ideas
 Vertical scaffolding
GLE resources
Timeline
Training others
Q&A
Closing and evaluation
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Workshop Protocol
• Breaks and lunch
• Restroom locations
• Signals to reconvene groups
• Cell phones and pagers
• Burning questions
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Workshop Outcomes
• Become familiar with the
state’s new Grade-Level
Expectations, or GLEs
• Learn how to deliver similar
training on the GLEs at your
school
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Table Introductions
• Introduce yourself to the person
next to you at your table—share
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.
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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
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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
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GLE Development Process
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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,
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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
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National Consultants
• Advised development committees
• Ensured alignment with national
standards
• Involved in all phases of development
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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 to
Standards 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
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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 Related
to 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
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How Are the GLEs Related
to the 2006 Assessment Plan?
• Grades 4 & 8—LEAP 21
 CRTs
• Grades 10 & 11—GEE 21
 CRTs
• Grades 3, 5, 6, 7—iLEAP
 Augmented NRTs for English language
arts and mathematics
 Short CRTs for science and social studies
• Grade 9—iLEAP
 Augmented NRTs for English language
arts and mathematics
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Which is Which?
Place the cards in the following
order:
• GLE
• Benchmark
• Standard
English Language Arts—Yellow
Mathematics—Pink
Science—Blue
Social Studies—Green
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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.
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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.
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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 Earth’s 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
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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 postsecondary education
• Based on higher level courses—Algebra 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 5—Integrated Science
 Grade 6—Physical Science
 Grade 7—Life Science
 Grade 8—Earth and Space Science
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Science (cont.)
GRADES 9-12
• Recommended courses by grade
 Grade 9—Physical Science
 Grade 10—Biology
 Grade 11 or 12—Chemistry, 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 5—U.S. History through about 1763
and Geography
 Grade 6—World History through 1500 and
Geography
 Grade 7—U.S. History 1763 through 1877
and Civics
 Grade 8—Integration 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 Arts—Yellow
Mathematics—Pink
Science—Blue
Social Studies—Green
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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?
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GLE Formats
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GLE Posters
• Grades PK-K, combined poster, all four
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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
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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
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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
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Assessment
Standards and benchmarks documents
GLE CD-ROM
Access to GLE web links
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GLE Web Links
• Available to all
• All GLE documents can be
downloaded.
• www.louisianaschools.net
 Click on the Curriculum Tab
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Model Curriculum Framework
• Unit organizer
• Shows how the GLEs can be
organized
• Describes activities that address the
GLEs
• Available to districts in early 2004
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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
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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
LDE
Professional
development for
teachers
Spring/
Summer
2004
Spring 2004,
ongoing
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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
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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
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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
responsibility—help 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?
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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?
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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
 Trainer’s 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
• Trainer’s 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
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Trainer’s Guide
• Training Overview—p. 3
• Preparation for Training—p. 5
• Training Basics—p. 8
• Attachments—p.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
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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
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Introduction, Icebreaker, and Overview
Video
GLEs
Organizing Principles
Vertical Alignment
GLE Resources
Timeline
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Training Option 2
One 2-hour session
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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
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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
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99.9% of questions are friendly.
Pay attention
Restate the question briefly
Answer the question
Check back
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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@la.gov, English
language arts
 Carolyn.Sessions@la.gov, mathematics
 Ann.Wilson@la.gov, science
 Nikki.Clark@la.gov, social studies
• Training questions:
 Linda Wurzbach, Resources for
Learning
lindawurz@resourcesforlearning.net
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Online Reporting
GLE Awareness Workshop
Redelivery Reporting Form
• Available at
www.doe.state.la.us/lde/ssa/currichome.html
• Information requested
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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!
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Break
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Revisiting this Morning’s
Icebreaker
Compare your perceptions and
knowledge of the GLEs from this
morning to your perceptions and
knowledge after receiving the
training.
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Revisiting the Grade-Level
Expectations
• What have you learned about the
state’s new Grade-Level
Expectations, the GLEs?
• What tools are available to help you
deliver this training to teachers at
your school?
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Question & Answer Session
What additional questions do you
have?
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Closing
Thank you for your participation
today.
Please complete a workshop
evaluation.
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