1 grade level content expectations michigan department of education office of school improvement...
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Grade Level Content Expectations
Michigan Department of EducationOffice of School Improvement
Introduction to Companion Documents for
English Language Arts and MathematicsGrade Level Content Expectations
www.michigan.gov/edu
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Grade Level Content Expectations and Their
Relationship to The No Child Left Behind
Act
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Purpose of No Child Left Behind (NCLB)
Close the student achievement gap with
accountability flexibility parental choices research-based reforms
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Goals of NCLB
ALL students will be proficient in reading and mathematics by 2013-2014.
ALL limited English students will becomeproficient in English.
ALL teachers will be highly qualifiedby 2005-2006.
ALL students will be educated in safe,drug-free environments.
ALL students will graduate from high school.
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NCLB Testing Requirements
States develop and administer 3-8 grade level tests which are Aligned to state’s curriculum
standards and based on expectations at each grade level
Michigan developed Grade Level Content Expectations to drive assessment.
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NCLB Testing Requirements Annual reading and mathematics
assessments at grades 3-8 by 2005-2006
Science assessments by 2007-2008 At least once at elementary, middle, and
high school grades
Limited English students must be assessed annually for English language proficiency in addition to academic achievement.
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What are Grade Level Content Expectations?
Further clarification of student expectations on grade level assessments
Based on ‘rigorous academic standards’
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What are Grade Level Content Expectations?
Blueprint for Assessment
Provide the basis for assessment items in the annual collection of student achievement data to measure skills and concepts over time
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Standards – Broad Content Learning Statements
Benchmarks – More Discrete Grade Span Learning Expectations
GLCE – Grade Level Content Performance Expectations
Locally-Based Curricular Alignment
NEW
M
EA
P
“O
LD
”
MEA
P*L
B A
Classroom–Based Instructional Design *
TM
The Structure of Curriculum
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Remember…
ELA and Mathematics Standards and Benchmarks continue to represent the full scope of the curriculum!
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Development of the GLCE Classroom teachers, curriculum
specialists from local and intermediate school districts, academicians, MDE staff
Achieve, Inc. reviewed and recognized GLCE as among the best in the nation.
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Development of the GLCE, continued
State Board approved, November of 2003
Content Advisory and Peer Editing Teams reviewed and revised, January- March 2004
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Dissemination Plan
Tier 1 – Statewide Roll Out Spring 2004
Presented by MDE Staff and Review Committees
General Overview
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Dissemination Plan, continued
Tier 2 – Regional Roll Out Summer/Fall 2004 Presented by ISD/RESAs, local district
staff, Institutes of Higher Education Educational Organizations
District alignment to GLCE Align district support materials to GLCE Identify strategies for instructional
support
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Dissemination Plan, continued
Tier 3 – Local Roll Out School-year 2004-05 Staff from local school districts Focus on classroom specific
instructional strategies Develop promising practices
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Implications for MEAP Testing
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Development of GLCE Testing The Steps from HERE to THERE
HERE = GLCE disseminated March 30, 2004 Develop GLCE codes Recode current items and inventory Develop new items Analyze current benchmarks vs. GLCE Define items as CORE, Extended, or
Future Core
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Development of GLCE Testing The Steps from HERE to THERE
Redesign test formats Testing changed to fall in 2005-2006 Pilot testing (Next Year 2004-2005) Pilot test analysis and standard setting Reporting ’04-’05 results Everything requires Federal approval THERE = operational GLCE tests (2005-2006)
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Current Thinking on Test Design The Test Design consists of
Core Items measure the overlap of the current benchmarks and the GLCE.
Core Replacement items (field test items) Future Core items new, changed or moved
items from GLCE to broaden coverage of expectations assessed
Extended Core items measure expectations that are enabling, or prerequisites to Core items.
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Current Thinking on Test Design What counts toward
scores? Student scores: Only
the Core and Extended Core items
School scores (AYP and Ed YES!): Core and Extended Core items until 2009-2010 then Future Core items also begin counting for schools
On what items will schools get results information?
Core, Extended and Future Core
Not Field Test items until they are proven
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Field Testing: How does it work?
GRADE 3 4 5 6 7 8 ELA Free
standing Pilot
Currently testing
Free standing Pilot
Free standing Pilot
Currently testing
Free standing Pilot
Mathematics Free standing Pilot
Currently Testing
Free standing Pilot
Free standing Pilot
Free standing Pilot
Currently testing
Embedded field test items where currently testing
Free standing pilots with a sample of schools
Field testing first year
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MEAP TestsWINTER of 2004-2005
Grade 4 Mathematics & English Language Arts
Grade 5 Social Studies and Science
Grade 7 English Language Arts
Grade 8 Mathematics, Social Studies & Science
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MEAP Grade Level TestsFALL of 2005-2006
Grade 3 Mathematics & ELA Grade 4 Mathematics & ELA Grade 5 Mathematics & ELA Grade 5 Science (may change) Grade 5 Social Studies (may change) Grade 6 Mathematics & ELA Grade 7 Mathematics & ELA Grade 8 Mathematics & ELA Grade 8 Science (may change) Grade 8 Social Studies (may change)
Tests will assess GLCE from the preceding grades.
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Proposal Being Considered by Michigan State Board of Education
Science testing remains at Grades 5, 8, and high school.
Social Studies testing will shift to Grades 6, 9, and high school.
Check http://www.michigan.gov/mde for updated information.
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Who May Be Involved? OEAA Committees
Content Review Assessment
Advisory Test Design Technical Advisory
Advice from Math/ELA Teacher
Associations
State Board of Education
You? We welcome your thoughtful comments!
Email us at [email protected]
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National Assessment of Educational Progress (NAEP)
The content of NAEP is reflected in MCF and GLCE.
Required by NCLB Testing occurs biennially in grades 4 and 8 2004-2005 school year. Random sampling
Mandatory participation if selected for sample Great Website - test items available http://nces.ed.gov/nationsreportcard
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Companion DocumentsTraining Materials
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Companion Documents Alignment Documents
Co-created by teachers, administrators, ISD/RESA and local curriculum specialists, university, professional organization and MDE staff English Language Arts Documents
Rita Maddox (Gratiot-Isabella RESD) Cindy Clingman (Ottawa ISD)
Mathematics Documents Michigan Council for Teachers of
Mathematics - Chuck Allan (President of MCTM)
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Purpose of Companion Documents
Connect assessment with curriculum
Re-emphasizes the importance of the Michigan Curriculum Framework, including Teaching and Learning Standards
Connects the familiar (MCF) with the new (GLCE)
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Companion Documents ELA
Alignment with GLCE MCF
Michigan Curriculum Framework Reading First/LETRS© Language Essentials for Teachers of Reading and Spelling MLPP (Grades K-5 ) Michigan Literacy Progress Profile MiCLASS (Grades 6-8)
Michigan Content Literacy Assessments, Standards and Strategies
LETRS © Sopris West Educational Services, Longmont, CO., Dr. Louisa C. Moats
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Companion Documents Mathematics Alignment with GLCE
Michigan Curriculum Frameworks Looking Across the Grades K-8 MCTM is releasing alignments with
NAEP and TIMSS: Grades 4 & 8 Many elementary and middle school
instructional materials Other assessment tools, including
vocabulary lists
How do I read the document?
Mathematics Alignment Document
Topics are listed as well as the expectation Help to show continuity across the grades
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Alignment Documents
How do I use these documents? Use them to understand the richness
of the curriculum surrounding the assessment item.
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Companion Documents for Parents Grade level and content focused,
user-friendly booklets describing the GLCE
Contains a brief letter that can be customized for each school site
Can be easily reproduced in the school
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Purpose Help Schools Inform Parents
Great for• Parent-Teacher Conferences• Open House Orientations• New Student/Parent Orientations• Any time material is needed to
inform parents of curricular expectations
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Who Created the Parent Document?
The document was a collaborative effort of:
Educators from across the state Middle Cities Parent Group MDE staff
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Each booklet contains brief descriptions of the specific grade level expectations and gives examples.
Notice suggestions are given for ways to praise students.
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The booklet contains a glossary to define unfamiliar terms.
A section to write down questions to ask the teacher
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Multiple Languages
To address the need of parents, we are exploring translating the documents into:
Spanish Arabic
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The Future Parent documents for grades 3-5
will be available in January. Documents for grades 6-8 will be
available in June. Once completed, all documents
will be available on CD and on the web for ease of reproduction at the district or school level.
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GLCE Resources Michigan Reading Association http://www.michiganreading.org./
Michigan Council of Teachers of English http://www.msu.edu/user/mcte/
Michigan Council of Teachers of Mathematics http:www.mictm.org
Intermediate School District ELA Consultant NetworkContact Cynthia Clingman, [email protected]
Rita Maddox, [email protected]
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WEB Resources
www.michigan.gov/mde
www.learnport.org
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Contacts - MDE
Dr. Edward Roeber,Senior Executive Director Office of Educational
Assessment & [email protected]
Mike Radke,MEAP SupervisorOffice of Educational
Assessment & [email protected]
Dr. Yvonne Caamal Canul, Director Office of School [email protected]
Betty Underwood, Assistant DirectorOffice of School Improvement,
Curriculum and [email protected]
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Questions or Comments About the GLCE
For specific questions contact Betty Underwood
[email protected] include the following: Specific GLCE – use code Issue/question/concern Suggestion(s) Name, e-mail address, organization