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Heads UP! It’s the GLCEs!!

Heads UP! It’s the GLCEs!!. Keep your head out of the sand and get into improving student achievement in the general curriculum!!. Basic Principles. ALL kids are GENERAL education kids FIRST ! There is ONE set of curricular standards for ALL kids.

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Heads UP! It’s the GLCEs!!

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  1. Heads UP!It’s the GLCEs!! Keep your head out of the sand and get into improving student achievement in the general curriculum!!

  2. Basic Principles • ALL kids are GENERAL education kids FIRST! • There is ONE set of curricular standards for ALL kids. • There is ONE set of behavior expectations for ALL kids.

  3. No Child Left Behind 100% of ALLstudents will be proficient in ELA and Math by 2014. All students in 3rd through 8th grade and those in 11th grade will be assessed using their state’s general assessment.

  4. The State’s Curriculum Student Engagement & Attainment Lesson Goals & Objectives GLCEs Benchmarks Standards

  5. Curriculum Frameworks v. GLCEs • A curriculum framework outlines what should be TAUGHT. • GLCEs detail what will beASSESSED … …on the MEAP (and other state assessments!)

  6. GLCEsare defined throughCore Designations • Core Items: The MEAP can ask up to 3 questions on each CORE item. • Extended Core Items: The MEAP can ask only 1 question for each EXTENDED item. • Future Core Items: The item is scored, but not calculated into the students’ overall test result. • NASL: Item is NOT assessed.

  7. K-8 ELA &Math (AYP) English-Language Arts Consists of 2 Core Designations: CORENASL Math Consists of 4 Core Designations: CORE EXTFUT NASL

  8. Here’s how it works (out)… • Of the 5 math strands, 3 strands are assessed in 3rd grade (2nd grade GLCEs). • In the Number & Operations Strand, there are 22 GLCEs: 11 are CORE 3 are EXT 4 are FUT 4 are NASL (Not Assessed at State Level)

  9. Strands Across the Grades • For each grade K-8, all the GLCEs for ELA and Math are written on a continuum. • Certain strands include expectations at every grade level. These are called POWER STRANDS.

  10. A Perfect Combination • The“Strands Across the Grades”documents are designed to assist teachers,general educationAND special education,in determining the instructional and performance levels of ALL students. • Teachers can then determine the instructional goals for students, taking into consideration the Core Designations.

  11. Collaboration… Combines the Masters of Content(General Education teachers) with… The Masters of Access(Special Education teachers)

  12. Don’t Forget the“I”in the IEP? • IEPs are Individualized Education Plans addressing the unique needs of students with disabilities. • GLCEs can be instrumental in changing the focus of conversation and planning as special education and general education teachers collaborate.

  13. For example….a PLAAFP David is a 9th grade student and is well liked by peers, volunteers in class, and excels in any hands-on assignments. He loves to build and repair things around his house, and his post secondary goal is to become a carpenter. He is eligible for special education as a student with a learning disability in the area of math calculation. According to the Woodcock-Johnson III Achievement (9/06), David scored a grade level of 5.0 in math calculation and is unable to demonstrate competency on High School Math Expectations in the area of calculation. According to the Brigance Employability Skills Inventory (9/06), David had 50% correct on multiplication on 4 digits by 3 digits. He is unable to divide fluently up to a four-digit number by a two-digit number (GLCE N.FL.05.06). He also struggles with fractions, and is unable to multiply and divide any two fractions including mixed numbers fluently (GLCEN.FL.06.04). David is working on becoming proficient with a calculator, but has difficulty remembering the steps needed to solve the problem.

  14. GLCEs and IEP Goals & Objectives • ..\..\Desktop\GLCEs\Cracker Barrel.ofm

  15. Michigan Math Leadership Academy (MMLA) MATH Common Assessments http://mathassessments.mscenters.org/

  16. And so… • I have a theory about the human mind. A brain is a lot like a computer. It will only take so many facts, and then it will go into overload and blow up. -Erma Bombeck

  17. Questions? Ideas? • Contact: Teri Johnson Director of Special Education LCISD 810-664-5917

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