Standards

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Transcript Standards

EGLCEs & EHSCEs
For Beginners
1
Curriculum History Snapshot
• Center Based Schools never had a curriculum
that was developed for our population
• ISD workgroup met to create the model
Curriculum for Participation and Supported
Independence
• State created the Frameworks (GLCEs) to build
a statewide curriculum.
2
What Does this mean to me?
• The state has mandated that all schools use
the State Framework Curriculum (GLCEs) to
instruct students.
• ISD Workgroup incorporated the state
benchmarks/EGLCEs into the Model
Curriculum for Participation and Supported
Independence
• Staff need to show that they are using
benchmarks to mark student progress
(EGLCEs) These are tested in the MI Access
3
GLCEs
CBI
CURRICULUM
EGLCEs &
EHSCEs
SUPPORTS
MI
ACCESS
Participation and
Supported Independence
Curriculum Supports
EARLY
CHILDHOOD
STANDARDS
4
WHAT IS IN THE FRAMEWORK?
The framework includes the resources needed
to develop a standards-based curriculum.
5
Content Standards and GLCES
A list of core curriculum content standards and
benchmarks (GLCEs) for grades K-12 in the areas
of:
English language
Mathematics,
Science
Social science.
6
Content Standards and Benchmarks
cont.
The Standards describe what all students should know
and be able to do in each of the subject areas.
The Domains in each strand are broader, more
conceptual groupings. In several of the strands, the
“domains” are similar to the “standards”
The Benchmarks / GLCEs indicate what students should
know and be able to do at various developmental
levels (i.e., early elementary school, later elementary
school, middle school, and high school).
7
What are GLCEs
• Grade
• Level
• Content
• Expectations
8
What are EGLCEs ?
Stretched or Extended GLCEs
Created for students functioning at the Participation,
Supported Independence and Functional Levels
• Extended
• Grade
• Level
• Content
• Expectations
9
EHSCEs
Are for the High School Level Students
• Extended
• High
• School
• Content
• Expectations
10
Standards, Domains, Strands????
Science
Standards Benchmarks (EGLCEs)
• Strands
Example:
Strand – Life Science
Standard – All students will use classification
systems to describe groups of living things.
EGLCEs –Participation – Identify observable
characteristics and/or body parts of a variety
of animals (L.OR.P.III.2.e.1a)
11
Standards, Domains, Strands????
English Language Arts (ELA)
• Strands Domain
Benchmarks (EGLCEs)
Example:
Strand – Reading
Domain – Writing Process
EGLCEs –Participation – Generate own name
and simple labels to demonstrate ownership
and/or convey meaning (e.g. labeling a picture
assigning a message to a picture)
W.PR.e4.P.EG03a
12
Standards, Domains, Strands????
Math
Domain
Benchmarks (EGLCEs)
• Strands
Example:
Strand – Measurement
Domain – Units and systems of measurement
EGLCEs –Participation – Associate activities with
the approximate time of day.
Examples: Meals, Going to school/going home
M.UN.e4.P.EG01a
13
Math Calculation
14
GLCEs
CBI
CURRICULUM
SUPPORTS
EGLCEs &
EHSCEs
MI
Access
Participation and
Supported Independence
Curriculum Supports
EARLY
CHILDHOOD
STANDARDS
15
How to read the numbers!
Example 1
Extended Benchmark Coding Example
L.OR.P.EB.III.2.e.1a
L
Using Life Science Knowledge
OR
Organization of Living Things
P
Participation
EB
Extended Benchmark
III. 2.e.1
Number for the MI Curriculum Benchmark
III - is for Strand # 3
e - is for elementary
a
Linked to previous benchmark
16
How to read the numbers!
Example 2
Extended Benchmark Coding Example
L.OR.P.EB.III.2.e.1ADDm
L
Using Life Science Knowledge
OR
Organization of Living Things
P
Participation
EB
Extended Benchmark
III. 2.e.1
Number for the MI Curriculum Benchmark
III - is for Strand # 3
e - is for elementary
ADDm
Add this extended elementary benchmark to middle school (m)
17
English Language Arts Elementary and Middle School (Grades K-8) GLCEs Organization
STRAND 2
Writing
(W)
Strand 1
(R)
STRAND 3
Speaking, Listening, and
Viewing
(S)
Domains
WS:
FL:
NT:
IT:
CM:
MT:
CS:
AT:
Word Study
Fluency
Narrative Text
Informational Text
Comprehension
Metacognition
Critical Strands
Attitude
GN:
PR:
PS:
GR:
SP:
HW:
AT:
Genre
Process
Personal Style
Grammar and
Usage
Spelling
Handwriting
Attitude
CN:
DS:
RP:
Conventions
Spoken Discourse
Response
18
Mathematics Elementary and Middle School (Grades K-8) GLCEs Organization
1
Numbers and
Operations (N)
STRAND 2
Algebra
(A)
STRAND 3
Measurement
(M)
STRAND 4
Geometry
(G)
STRAND 5
Data and
Probability (D)
Domains
ME: Meaning,
notation, place
value, and
comparisons
MR: Number
relationships
and meaning
of operations
FL: Fluency with
operations &
estimations
PA:
Patterns,
relations,
functions, and
change
RP: Representation
FO: Formulas,
expressions,
equations, and
inequalities
UN: Units and
GS: Geometric
systems of
shape, properties,
measurement
and mathematical
arguments
TE: Techniques
and formulas
LO: Location and
for measurement
spatial relationship
PS: Problem
SR: Spatial reasoning
solving involving
and geometric
measurement
modeling
TR: Transformation
and symmetry
RE: Data
representation
AN: Data
interpretation
and analysis
PR: Probability
19
MCF v.2000 Science Elementary, Middle School, and High School (Grades K-12) Benchmark Organization
STRAND 1
STRAND 2
STRAND 3
STRAND 4
STRAND 5
Constructing New
Scientific Knowledge
(C)
Reflecting on
Scientific Knowledge
(R)
Using Life Science
Knowledge
(L)
Using Physical
Science Knowledge
(P)
Using Earth Science
Knowledge
(E)
Standards
CN: Constructing New
Scientific
Knowledge
RO: Reflecting on
Scientific
Knowledge
CE:
Cells
ME:
Matter and
Energy
OR: Organization of
Living Things
CM:
Changes in
HE:
Heredity
MO:
EV:
Evolution
Matter Motion
of Objects
WV:
Waves and
Vibrations
EC:
Ecosystems
GE:
Geosphere
HY:
Hydrosphere
AW:
Atmosphere and
Weather
SS:
Solar System, Galaxy,
and Universe
20
SCIENCE
STRAND: USING LIFE SCIENCE KNOWLEDGE (L)
STANDARD: ORGANIZATION OF LIVING THINGS (OR)
All students will use classification systems to describe groups of living things.
Level of Independence
(Full, FI, SI, P)
Assessable at:
(Classroom/LEA/ISD,State)
Elementary School
Middle School
III.2.e.3
Describe life cycles of familiar
organisms.
Key concepts: Life cycle stages—
egg, young, adult; seed, plant,
flower, fruit; larva, pupa.
Real-world contexts: Common
plants and animals such as bean
plants, apple trees, butterflies,
grasshoppers, frogs, birds.
High School
III.2.m.2
Describe the life cycle of a flowering
plant.
Key concepts: Flowering plant parts
and processes— roots, stems, leaves,
MCF v.2000 Science
flowers, fruits, seeds, embryo,
Benchmark
pollen, ovary, egg cell, germination,
fertilization.
Tools: Microscope, hand lens.
Real-world contexts: Common
flowering plants, such as bean, tulip.
L.OR.FI.EB.III.2.e.3a
L.OR.FI.EB.III.2.m.2a
Identify life cycles of familiar
Identify stages of the life cycle of
organisms.
flowering plants.
Functional Independence
Key concepts: Life cycle stages.
Key concepts: Flowering plant parts—
Extended Benchmark
Egg, young, adult. Baby, child,
roots, stems, leaves, flowers, seeds,
Classroom/LEA/ISD and State adult. Seed, plant, flower, fruit.
processes—germination.
Real-world contexts: Family, pets, Real-world contexts: Gardening,
butterfly gardens, caring for plants. visiting an orchard.
III.2.h.2
Describe the life cycle of an organism
associated with human disease.
Key concepts: Infection process—
disease, parasite, carrier, host,
infection.
Tools: Microscope, hand lens.
Real-world contexts: Life cycle of
organism(s) associated with human
disease(s), such as Lyme disease—
tick, malaria—mosquito, parasites.
L.OR.SI.EB.III.2.e.3a
Match the life cycles of familiar
organisms.
Key concepts: Sapling—mature
Supported Independence
tree, corn—corn stalks, berry—
Extended Benchmark
Classroom/LEA/ISD and State bushes, pumpkin—vine.
Real-world contexts: Growing
small plants, gardening.
L.OR.SI.EB.III.2.m.2a
Sequence parts of life cycles of
flowering plants.
Key concepts: Seed—sprout, young
plant—mature plant.
Real-world contexts: Growing small
plants, gardening, visiting a working
farm (for example, life cycle of a
tomato plant).
L.OR.SI.EB.III.2.e.3ADDh
Sequence parts of life cycles of
insects.
Key concepts: Egg—larva—pupa—
adult.
Real-world contexts: Mosquitoes,
ticks.
L.OR.P.EB.III.2.e.3a
Identify parts of life cycles of
familiar organisms.
Participation
Key concepts: Baby, mom, dad,
Extended Benchmark
adult, young/old.
Classroom/LEA/ISD and State
Real-world contexts: Family.
L.OR.P.EB.III.2.m.2a
Identify parts of life cycles of plants.
Key concepts: Seed, flower, tree,
young/old.
Real-world contexts: Flower pots,
gardens.
L.OR.P.EB.III.2.e.3ADDh
Identify parts of life cycles of animals.
Key concepts: Baby, mom, dad,
adult, young/old.
Real-world contexts: Family.
L.OR.FI.EB.III.2.h.2a
Identify the life cycle of an organism
associated with human disease.
Key concepts: Infection process—
disease, parasite, infection.
Real-world contexts: Visiting the
doctor, caring for others.
21
EGLCE Smoothie DEMO!
Brian
Marcia
22
Discussion Points
• We are doing a lot of this now. How can we
add more activities?
• How can we involve all school staff?
• How do themes fit into the picture?
23
The
END
24
English Language Arts Elementary and Middle School (Grades K-8) GLCEs Organization
STRAND 2
Writing
(W)
Strand 1
(R)
STRAND 3
Speaking, Listening, and
Viewing
(S)
Domains
WS:
FL:
NT:
IT:
CM:
MT:
CS:
AT:
Word Study
Fluency
Narrative Text
Informational Text
Comprehension
Metacognition
Critical Strands
Attitude
GN:
PR:
PS:
GR:
SP:
HW:
AT:
Genre
Process
Personal Style
Grammar and
Usage
Spelling
Handwriting
Attitude
CN:
DS:
RP:
Conventions
Spoken Discourse
Response
25
MCF v.2000 Science Elementary, Middle School, and High School (Grades K-12) Benchmark Organization
STRAND 1
STRAND 2
STRAND 3
STRAND 4
STRAND 5
Constructing New
Scientific Knowledge
(C)
Reflecting on
Scientific Knowledge
(R)
Using Life Science
Knowledge
(L)
Using Physical
Science Knowledge
(P)
Using Earth Science
Knowledge
(E)
Standards
CN: Constructing New
Scientific
Knowledge
RO: Reflecting on
Scientific
Knowledge
CE:
Cells
ME:
Matter and
Energy
OR: Organization of
Living Things
CM:
Changes in
HE:
Heredity
MO:
EV:
Evolution
Matter Motion
of Objects
WV:
Waves and
Vibrations
EC:
Ecosystems
GE:
Geosphere
HY:
Hydrosphere
AW:
Atmosphere and
Weather
SS:
Solar System, Galaxy,
and Universe
26
MCF v.2000 Science Elementary, Middle School, and High School (Grades K-12) Benchmark Organization
STRAND 1
STRAND 2
STRAND 3
STRAND 4
STRAND 5
Constructing New
Scientific Knowledge
(C)
Reflecting on
Scientific Knowledge
(R)
Using Life Science
Knowledge
(L)
Using Physical
Science Knowledge
(P)
Using Earth Science
Knowledge
(E)
Standards
CN: Constructing New
Scientific
Knowledge
RO: Reflecting on
Scientific
Knowledge
CE:
Cells
ME:
Matter and
Energy
OR: Organization of
Living Things
CM:
Changes in
HE:
Heredity
MO:
EV:
Evolution
Matter Motion
of Objects
WV:
Waves and
Vibrations
EC:
Ecosystems
GE:
Geosphere
HY:
Hydrosphere
AW:
Atmosphere and
Weather
SS:
Solar System, Galaxy,
and Universe
27
SCIENCE
STRAND: USING LIFE SCIENCE KNOWLEDGE (L)
STANDARD: ORGANIZATION OF LIVING THINGS (OR)
All students will use classification systems to describe groups of living things.
Level of Independence
(Full, FI, SI, P)
Assessable at:
(Classroom/LEA/ISD,State)
Elementary School
Middle School
III.2.e.3
Describe life cycles of familiar
organisms.
Key concepts: Life cycle stages—
egg, young, adult; seed, plant,
flower, fruit; larva, pupa.
Real-world contexts: Common
plants and animals such as bean
plants, apple trees, butterflies,
grasshoppers, frogs, birds.
High School
III.2.m.2
Describe the life cycle of a flowering
plant.
Key concepts: Flowering plant parts
and processes— roots, stems, leaves,
MCF v.2000 Science
flowers, fruits, seeds, embryo,
Benchmark
pollen, ovary, egg cell, germination,
fertilization.
Tools: Microscope, hand lens.
Real-world contexts: Common
flowering plants, such as bean, tulip.
L.OR.FI.EB.III.2.e.3a
L.OR.FI.EB.III.2.m.2a
Identify life cycles of familiar
Identify stages of the life cycle of
organisms.
flowering plants.
Functional Independence
Key concepts: Life cycle stages.
Key concepts: Flowering plant parts—
Extended Benchmark
Egg, young, adult. Baby, child,
roots, stems, leaves, flowers, seeds,
Classroom/LEA/ISD and State adult. Seed, plant, flower, fruit.
processes—germination.
Real-world contexts: Family, pets, Real-world contexts: Gardening,
butterfly gardens, caring for plants. visiting an orchard.
III.2.h.2
Describe the life cycle of an organism
associated with human disease.
Key concepts: Infection process—
disease, parasite, carrier, host,
infection.
Tools: Microscope, hand lens.
Real-world contexts: Life cycle of
organism(s) associated with human
disease(s), such as Lyme disease—
tick, malaria—mosquito, parasites.
L.OR.SI.EB.III.2.e.3a
Match the life cycles of familiar
organisms.
Key concepts: Sapling—mature
Supported Independence
tree, corn—corn stalks, berry—
Extended Benchmark
Classroom/LEA/ISD and State bushes, pumpkin—vine.
Real-world contexts: Growing
small plants, gardening.
L.OR.SI.EB.III.2.m.2a
Sequence parts of life cycles of
flowering plants.
Key concepts: Seed—sprout, young
plant—mature plant.
Real-world contexts: Growing small
plants, gardening, visiting a working
farm (for example, life cycle of a
tomato plant).
L.OR.SI.EB.III.2.e.3ADDh
Sequence parts of life cycles of
insects.
Key concepts: Egg—larva—pupa—
adult.
Real-world contexts: Mosquitoes,
ticks.
L.OR.P.EB.III.2.e.3a
Identify parts of life cycles of
familiar organisms.
Participation
Key concepts: Baby, mom, dad,
Extended Benchmark
adult, young/old.
Classroom/LEA/ISD and State
Real-world contexts: Family.
L.OR.P.EB.III.2.m.2a
Identify parts of life cycles of plants.
Key concepts: Seed, flower, tree,
young/old.
Real-world contexts: Flower pots,
gardens.
L.OR.P.EB.III.2.e.3ADDh
Identify parts of life cycles of animals.
Key concepts: Baby, mom, dad,
adult, young/old.
Real-world contexts: Family.
L.OR.FI.EB.III.2.h.2a
Identify the life cycle of an organism
associated with human disease.
Key concepts: Infection process—
disease, parasite, infection.
Real-world contexts: Visiting the
doctor, caring for others.
28