Transcript Assessing Michigan`s Grade 3-8 Grade Level Content

Grade Level
Content Expectations
Michigan Department of Education
Office of School Improvement
Introduction to
Companion Documents for
English Language Arts and Mathematics
Grade Level Content Expectations
www.michigan.gov/edu
1
What are Grade Level
Content Expectations?
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Requirement of No Child Left Behind
Legislation of 2001
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Further clarification of the Michigan
Curriculum Standards and
Benchmarks
Blueprint for Assessment
Based on ‘rigorous academic
standards’
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The Structure of Curriculum
Benchmarks – More Discrete Grade Span
Learning Expectations
*LBA
NEW
MEAP
“OLD”
MEAP
Standards – Broad Content Learning Statements
GLCE – Grade Level Content
Performance Expectations
Locally-Based
Curricular Alignment
Classroom–Based
Instructional Design
3
Purpose of No Child Left
Behind (NCLB)
Close the student achievement gap
with
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accountability
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flexibility
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parental choices
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research-based reforms
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Goals of NCLB
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ALL students will be proficient in reading and
mathematics by 2013-2014
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ALL limited English students will become
proficient in English
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ALL teachers will be highly qualified
by 2005-2006
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ALL students will be educated in safe,
drug-free environments
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ALL students will graduate from high school
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NCLB Testing Requirements
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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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6
NCLB Testing Requirements
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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
7
Why Grade Level
Content Expectations?

Develop assessable learning targets for NCLB 3-8 grade
level assessments.

Clarify Michigan Curriculum Framework Benchmarks for
grade level assessments (currently grade span)
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English Language Arts and Mathematics Grade Level Content
Expectations provide core targets – a ‘BLUEPRINT’ for
assessment.
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Annually collect assessment data on student achievement to
measure skills and concepts over time.
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ELA and Mathematics Standards and Benchmarks continue
to represent the full scope of curriculum!
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Development of the GLCE
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Classroom teachers, curriculum specialists
from local and intermediate school
districts, academicians, MDE staff
Achieve reviewed and recognized GLCE as
among the best in the nation
State Board approved, November of 2003
Content Advisory and Peer Editing Teams
reviewed and revised,January- March
2004
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English Language Arts
Mathematics
Grade Level Content Expectations –Strands
The GLCE for ELA are
organized into 4
strands:
The GLCE for
Mathematics are
organized into 5 strands:
Reading
Number Sense &
Operations
Writing
Algebra
Speaking
Measurement
Listening and Viewing
Geometry
Data and Probability
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Dissemination Plan

Tier 1 – Statewide Roll Out - Spring 2004
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Tier 2 – Regional Roll Out – Summer/Fall 2004
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Presented by MDE Staff and Review Committees
General Overview
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
Tier 3 – Local Roll Out – School-year 2004-05
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Staff from local school districts
Focus on classroom specific instructional strategies
Develop promising practices
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Development of GLCE testing –
the steps from HERE to THERE
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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
12
Development of GLCE testing –
the steps from HERE to THERE
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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)
13
Current Thinking
onTest Design
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The Test Design consists of
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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 new Core items
14
Current Thinking
on Test Design

What counts
toward scores?
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Student scores:
Only the Core items
School scores (AYP
and Ed YES!): Core
items until 20092010 then Future
Core items also
begin counting for
schools

On what items will
schools get results
information?
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Core, Extended
Core, and Future
Core
Not Field test
items until they are
proven
15
Grade Level Content Expectations
MEAP Assessment Picture
Common to Both
“Old”
Curriculum
Framework
Core Items
Core Set of
Expectations
GLCE
Future or
Extended Core
MEAP for
2005/2006
AYP
“New”
“Progress”
Report
Assessable GLCE
Core, Future and
Extended
MEAP
Dates to be
determined
AYP
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Field Testing: How does it work?
Field testing first year
GRADE
ELA
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F ree
stan d in g
P ilo t
M ath em atics F ree
stan d in g
P ilo t
4
5
C u rren tly F ree
testin g
stan d in g
P ilo t
C u rren tly F ree
T estin g
stan d in g
P ilo t
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F ree
stan d in g
P ilo t
F ree
stan d in g
P ilo t
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C u rren tly F ree
testin g
stan d in g
P ilo t
F ree
C u rren tly
stan d in g testin g
P ilo t
Embedded field test items where currently testing
Free standing pilots with a sample of schools
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Who may be involved?
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OEAA Committees
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Content Review
Assessment
Advisory
Test Design
Technical Advisory
Advice from
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Math/ELA Teacher
Associations
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State Board of
Education
You? We welcome
your thoughtful
comments!
Email us at
[email protected]
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MEAP Tests
WINTER 2005
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Grade 4 Mathematics & English Language Arts
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Grade 5 Social Studies and Science
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Grade 7 English Language Arts
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Grade 8 Mathematics, Social Studies & Science
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MEAP Grade Level Tests
FALL 2005
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Grade 3
Grade 4
Grade 5
Grade 5
Grade 5
Grade 6
Grade 7
Grade 8
Grade 8
Grade 8
Mathematics & ELA
Mathematics & ELA
Mathematics & ELA
Science (may change)
Social Studies (may change)
Mathematics & ELA
Mathematics & ELA
Mathematics & ELA
Science (may change)
Social Studies
Tests will assess GLCE from the preceding grades.
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Proposal Being Considered by
Michigan State Board of Education
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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
21
National Assessment of
Educational Progress (NAEP)
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The content of NAEP is reflected in MCF
and GLCE
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required by NCLB
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Testing occurs biennially in grades 4 and 8
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2004-2005 school year
Random sampling
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Mandatory participation if selected for sample
Great Website - test items available
http://nces.ed.gov/nationsreportcard
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Companion Documents
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Alignment Documents
Co-created by teachers, administrators, ISD/RESA and
local curriculum specialists, university, professional
organization and MDE staff.
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English Language Arts Documents
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Rita Maddox (Gratiot-Isabella RESD)
Cindy Clingman (Ottawa ISD)
Mathematics Documents
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Michigan Council for Teachers of
Mathematics - Chuck Allan (President of MCTM)
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Purpose of Companion
Documents
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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
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Alignment with GLCE
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MCF
Michigan Curriculum Framework
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Reading First/LETRS©
Language Essentials for Teachers of Reading and Spelling
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MLPP (Grades K-5 )
Michigan Literacy Progress Profile
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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
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Alignment with GLCE
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Michigan Curriculum Frameworks
Looking Across the Grades K-8
MCTM is releasing alignments with
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NAEP and TIMSS: Grades 4 & 8
Many Elementary and Middle School
Instructional Materials
Other assessment tools, including vocabulary
lists
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Companion Documents for
Parents
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The companion document is ready for
grades K-2 for ELA and Mathematics
By grade level and content focused,
user-friendly booklets describing the
GLCE
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Purpose –To Assist Districts
and 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
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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
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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 CDs and on the web for
ease of reproduction at the district
or school level.
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GLCE Resources
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Michigan Reading Association
http://www.michiganreading.org./
Michigan Council of Teachers of English
http://www.msu.edu/user/mcte/
www.michigan.gov/mde
www.learnport.org
Michigan Council of Teachers of Mathematics
http:www.mictm.org
Intermediate School District English Language Arts Consultant Network
Contact Cynthia Clingman, [email protected]
Rita Maddox, [email protected]
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Contacts - MDE
Dr. Yvonne Caamal Canul, Director
Office of School Improvement
[email protected]
Dr. Edward Roeber,
Senior Executive Director
Office of Educational
Assessment & Accountability
[email protected]
Betty Underwood,
Assistant Director
Office of School Improvement,
Curriculum and Instruction
[email protected]
Mike Radke,
MEAP Supervisor
Office of Educational
Assessment & Accountability
[email protected]
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Questions or comments about the
GLCE
For specific questions contact Betty Underwood
[email protected]
517.241.4285
Please include the following:
 Specific GLCE –use code
 Issue/question/concern
 Suggestion(s)
 Name, e-mail address, organization
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