For Beginners

EGLCEs & EHSCEs

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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.

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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

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Participation and

Supported Independence

Curriculum Supports

GLCEs

EGLCEs & EHSCEs MI

ACCESS

EARLY CHILDHOOD STANDARDS

CBI

CURRICULUM

SUPPORTS

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WHAT IS IN THE FRAMEWORK?

The framework includes the resources needed to develop a standards-based curriculum.

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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.

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Content Standards and Benchmarkscont.

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).

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What are GLCEs

• Grade

• Level

• Content

• Expectations

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Stretched or Extended GLCEsCreated for students functioning at the Participation,

Supported Independence and Functional Levels

• Extended

• Grade

• Level

• Content

• Expectations

What are EGLCEs ?

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EHSCEsAre for the High School Level Students

• Extended• High• School • Content• Expectations

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Standards, Domains, Strands????

Science• Strands Standards Benchmarks (EGLCEs)Example:Strand – Life ScienceStandard – 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)

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Standards, Domains, Strands????English Language Arts (ELA)

• Strands Domain Benchmarks (EGLCEs)Example:Strand – ReadingDomain – Writing ProcessEGLCEs –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

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Standards, Domains, Strands????Math

• Strands Domain Benchmarks (EGLCEs)Example:Strand – MeasurementDomain – Units and systems of measurementEGLCEs –Participation – Associate activities with

the approximate time of day.Examples: Meals, Going to school/going home

M.UN.e4.P.EG01a13

Math Calculation

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Participation and

Supported Independence

Curriculum Supports

GLCEs

EGLCEs & EHSCEs

MI Access

EARLY CHILDHOOD STANDARDS

CBI

CURRICULUM

SUPPORTS

Teaching Zone

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How to read the numbers!Example 1

Extended Benchmark Coding Example

L.OR.P.EB.III.2.e.1aL 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 # 3e - is for elementary

a Linked to previous benchmark

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How to read the numbers!Example 2

Extended Benchmark Coding Example

L.OR.P.EB.III.2.e.1ADDmL 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 # 3e - is for elementary

ADDm Add this extended elementary benchmark to middle school (m)

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English Language Arts Elementary and Middle School (Grades K-8) GLCEs Organization

Strand 1 (R)

STRAND 2Writing

(W)

STRAND 3Speaking, Listening, and

Viewing (S)

Domains

WS:FL:

NT: IT:

CM:MT:CS:AT:

Word Study FluencyNarrative TextInformational TextComprehension Metacognition Critical Strands Attitude

GN:PR:PS:

GR: SP:

HW:AT:

GenreProcessPersonal StyleGrammar and Usage Spelling Handwriting Attitude

CN:

DS: RP:

ConventionsSpoken DiscourseResponse

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Mathematics Elementary and Middle School (Grades K-8) GLCEs Organization

1Numbers and

Operations (N)

STRAND 2Algebra

(A)

STRAND 3Measurement

(M)

STRAND 4Geometry

(G)

STRAND 5Data and

Probability (D)

Domains

ME: Meaning, notation, place value, and comparisonsMR: Number relationships and meaning of operationsFL: Fluency with operations & estimations

PA: Patterns, relations, functions, and changeRP: RepresentationFO: Formulas, expressions, equations, and inequalities

UN: Units and systems of measurementTE: Techniques and formulas

for measurementPS: Problem solving involving measurement

GS: Geometric shape, properties, and mathematical argumentsLO: Location and spatial relationshipSR: Spatial reasoning and geometric modelingTR: Transformation and symmetry

RE: Data representationAN: Data interpretation and analysisPR: Probability

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MCF v.2000 Science Elementary, Middle School, and High School (Grades K-12) Benchmark Organization

STRAND 1

Constructing New Scientific Knowledge

(C)

STRAND 2

Reflecting on Scientific Knowledge

(R)

STRAND 3

Using Life Science Knowledge

(L)

STRAND 4

Using Physical Science Knowledge

(P)

STRAND 5

Using Earth Science Knowledge

(E)

Standards

CN: Constructing New Scientific Knowledge

RO: Reflecting on Scientific Knowledge

CE:

OR:

HE:

EV:

EC:

Cells

Organization of Living Things

Heredity

Evolution

Ecosystems

ME:

CM:

MO:

WV:

Matter and Energy

Changes in

Matter Motion of Objects

Waves and Vibrations

GE:

HY:

AW:

SS:

Geosphere

Hydrosphere

Atmosphere andWeather

Solar System, Galaxy,and Universe

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SCIENCESTRAND: 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 High School

MCF v.2000 Science Benchmark

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.

III.2.m.2 Describe the life cycle of a flowering plant.Key concepts: Flowering plant parts and processes— roots, stems, leaves, flowers, fruits, seeds, embryo, pollen, ovary, egg cell, germination, fertilization.Tools: Microscope, hand lens.Real-world contexts: Common flowering plants, such as bean, tulip.

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.

Functional Independence Extended Benchmark

Classroom/LEA/ISD and State

L.OR.FI.EB.III.2.e.3aIdentify life cycles of familiar organisms. Key concepts: Life cycle stages. Egg, young, adult. Baby, child, adult. Seed, plant, flower, fruit.Real-world contexts: Family, pets, butterfly gardens, caring for plants.

L.OR.FI.EB.III.2.m.2aIdentify stages of the life cycle of flowering plants. Key concepts: Flowering plant parts—roots, stems, leaves, flowers, seeds, processes—germination. Real-world contexts: Gardening, visiting an orchard.

L.OR.FI.EB.III.2.h.2aIdentify 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.

Supported Independence Extended Benchmark

Classroom/LEA/ISD and State

L.OR.SI.EB.III.2.e.3aMatch the life cycles of familiar organisms. Key concepts: Sapling—mature tree, corn—corn stalks, berry—bushes, pumpkin—vine.Real-world contexts: Growing small plants, gardening.

L.OR.SI.EB.III.2.m.2aSequence 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.3ADDhSequence parts of life cycles of insects. Key concepts: Egg—larva—pupa—adult.Real-world contexts: Mosquitoes, ticks.

Participation Extended Benchmark

Classroom/LEA/ISD and State

L.OR.P.EB.III.2.e.3aIdentify parts of life cycles of familiar organisms. Key concepts: Baby, mom, dad, adult, young/old.Real-world contexts: Family.

L.OR.P.EB.III.2.m.2aIdentify 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.3ADDhIdentify parts of life cycles of animals.Key concepts: Baby, mom, dad, adult, young/old.Real-world contexts: Family.

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EGLCE Smoothie DEMO!

Brian

Marcia

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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?

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The

END

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English Language Arts Elementary and Middle School (Grades K-8) GLCEs Organization

Strand 1 (R)

STRAND 2Writing

(W)

STRAND 3Speaking, Listening, and

Viewing (S)

Domains

WS:FL:

NT: IT:

CM:MT:CS:AT:

Word Study FluencyNarrative TextInformational TextComprehension Metacognition Critical Strands Attitude

GN:PR:PS:

GR: SP:

HW:AT:

GenreProcessPersonal StyleGrammar and Usage Spelling Handwriting Attitude

CN:

DS: RP:

ConventionsSpoken DiscourseResponse

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MCF v.2000 Science Elementary, Middle School, and High School (Grades K-12) Benchmark Organization

STRAND 1

Constructing New Scientific Knowledge

(C)

STRAND 2

Reflecting on Scientific Knowledge

(R)

STRAND 3

Using Life Science Knowledge

(L)

STRAND 4

Using Physical Science Knowledge

(P)

STRAND 5

Using Earth Science Knowledge

(E)

Standards

CN: Constructing New Scientific Knowledge

RO: Reflecting on Scientific Knowledge

CE:

OR:

HE:

EV:

EC:

Cells

Organization of Living Things

Heredity

Evolution

Ecosystems

ME:

CM:

MO:

WV:

Matter and Energy

Changes in

Matter Motion of Objects

Waves and Vibrations

GE:

HY:

AW:

SS:

Geosphere

Hydrosphere

Atmosphere andWeather

Solar System, Galaxy,and Universe

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MCF v.2000 Science Elementary, Middle School, and High School (Grades K-12) Benchmark Organization

STRAND 1

Constructing New Scientific Knowledge

(C)

STRAND 2

Reflecting on Scientific Knowledge

(R)

STRAND 3

Using Life Science Knowledge

(L)

STRAND 4

Using Physical Science Knowledge

(P)

STRAND 5

Using Earth Science Knowledge

(E)

Standards

CN: Constructing New Scientific Knowledge

RO: Reflecting on Scientific Knowledge

CE:

OR:

HE:

EV:

EC:

Cells

Organization of Living Things

Heredity

Evolution

Ecosystems

ME:

CM:

MO:

WV:

Matter and Energy

Changes in

Matter Motion of Objects

Waves and Vibrations

GE:

HY:

AW:

SS:

Geosphere

Hydrosphere

Atmosphere andWeather

Solar System, Galaxy,and Universe

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SCIENCESTRAND: 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 High School

MCF v.2000 Science Benchmark

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.

III.2.m.2 Describe the life cycle of a flowering plant.Key concepts: Flowering plant parts and processes— roots, stems, leaves, flowers, fruits, seeds, embryo, pollen, ovary, egg cell, germination, fertilization.Tools: Microscope, hand lens.Real-world contexts: Common flowering plants, such as bean, tulip.

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.

Functional Independence Extended Benchmark

Classroom/LEA/ISD and State

L.OR.FI.EB.III.2.e.3aIdentify life cycles of familiar organisms. Key concepts: Life cycle stages. Egg, young, adult. Baby, child, adult. Seed, plant, flower, fruit.Real-world contexts: Family, pets, butterfly gardens, caring for plants.

L.OR.FI.EB.III.2.m.2aIdentify stages of the life cycle of flowering plants. Key concepts: Flowering plant parts—roots, stems, leaves, flowers, seeds, processes—germination. Real-world contexts: Gardening, visiting an orchard.

L.OR.FI.EB.III.2.h.2aIdentify 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.

Supported Independence Extended Benchmark

Classroom/LEA/ISD and State

L.OR.SI.EB.III.2.e.3aMatch the life cycles of familiar organisms. Key concepts: Sapling—mature tree, corn—corn stalks, berry—bushes, pumpkin—vine.Real-world contexts: Growing small plants, gardening.

L.OR.SI.EB.III.2.m.2aSequence 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.3ADDhSequence parts of life cycles of insects. Key concepts: Egg—larva—pupa—adult.Real-world contexts: Mosquitoes, ticks.

Participation Extended Benchmark

Classroom/LEA/ISD and State

L.OR.P.EB.III.2.e.3aIdentify parts of life cycles of familiar organisms. Key concepts: Baby, mom, dad, adult, young/old.Real-world contexts: Family.

L.OR.P.EB.III.2.m.2aIdentify 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.3ADDhIdentify parts of life cycles of animals.Key concepts: Baby, mom, dad, adult, young/old.Real-world contexts: Family.

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