Grade Level Content Expectations Michigan Department of Education

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? Requirement of No Child Left Behind Legislation of 2001 n Further clarification of the Michigan Curriculum Standards and Benchmarks n Blueprint for Assessment n Based on ‘rigorous academic standards’ n 2

The Structure of Curriculum Benchmarks – More Discrete Grade Span Learning Expectations GLCE – Grade Level Content NEW MEAP “OLD” MEAP Standards – Broad Content Learning Statements *TM *LBA Performance Expectations Locally-Based Curricular Alignment Classroom–Based Instructional Design 3

Purpose of No Child Left Behind (NCLB) Close the student achievement gap with n accountability n flexibility n parental choices n research-based reforms 4

Goals of NCLB n ALL students will be proficient in reading and mathematics by 2013 -2014 n ALL limited English students will become proficient in English n ALL teachers will be highly qualified by 2005 -2006 n ALL students will be educated in safe, drug-free environments n ALL students will graduate from high school 5

NCLB Testing Requirements n 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 n n 6

NCLB Testing Requirements n n n Annual reading and mathematics assessments at grades 3 -8 by 2005 -2006 Science assessments by 2007 -2008 n 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? n Develop assessable learning targets for NCLB 3 -8 grade level assessments. n Clarify Michigan Curriculum Framework Benchmarks for grade level assessments (currently grade span) n English Language Arts and Mathematics Grade Level Content Expectations provide core targets – a ‘BLUEPRINT’ for assessment. n Annually collect assessment data on student achievement to measure skills and concepts over time. n ELA and Mathematics Standards and Benchmarks continue to represent the full scope of curriculum! 8

Development of the GLCE n n 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 9

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 10

Dissemination Plan n Tier 1 – Statewide Roll Out - Spring 2004 n n n Tier 2 – Regional Roll Out – Summer/Fall 2004 n n n Presented by MDE Staff and Review Committees General Overview Presented by ISD/RESAs, local district staff, Institutes of Higher 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 n n n Staff from local school districts Focus on classroom specific instructional strategies Develop promising practices 11

Development of GLCE testing – the steps from HERE to THERE n n n 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 n n n n 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 on. Test Design n The Test Design consists of n n 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 n What counts toward scores? n n 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 n On what items will schools get results information? n n 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 16

Field Testing: How does it work? Field testing first year v. Embedded field test items where currently testing v. Free standing pilots with a sample of schools 17

Who may be involved? n OEAA Committees n n n Content Review Assessment Advisory Test Design Technical Advisory Advice from n Math/ELA Teacher Associations n n n State Board of Education You? We welcome your thoughtful comments! Email us at MEAP@michigan. gov 18

MEAP Tests WINTER 2005 n Grade 4 Mathematics & English Language Arts n Grade 5 Social Studies and Science n Grade 7 English Language Arts n Grade 8 Mathematics, Social Studies & Science 19

MEAP Grade Level Tests FALL 2005 n n n n n Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Mathematics & ELA Science (may change) Social Studies (may change) Mathematics & ELA Science (may change) Social Studies Tests will assess GLCE from the preceding grades. 20

Proposal Being Considered by Michigan State Board of Education n 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) n The content of NAEP is reflected in MCF and GLCE n required by NCLB n Testing occurs biennially in grades 4 and 8 n n 2004 -2005 school year Random sampling n n Mandatory participation if selected for sample Great Website - test items available http: //nces. ed. gov/nationsreportcard 22

Companion Documents n Alignment Documents Co-created by teachers, administrators, ISD/RESA and local curriculum specialists, university, professional organization and MDE staff. n English Language Arts Documents n n n Rita Maddox (Gratiot-Isabella RESD) Cindy Clingman (Ottawa ISD) Mathematics Documents n Michigan Council for Teachers of Mathematics - Chuck Allan (President of MCTM) 23

Purpose of Companion Documents n n n 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) 24

Companion Documents ELA n Alignment with GLCE n MCF Michigan Curriculum Framework n Reading First/LETRS© Language Essentials for Teachers of Reading and Spelling n MLPP (Grades K-5 ) Michigan Literacy Progress Profile n Mi. CLASS (Grades 6 -8) Michigan Content Literacy Assessments, Standards and Strategies LETRS © Sopris West Educational Services, Longmont, CO. , Dr. Louisa C. Moats 25

Companion Documents Mathematics n Alignment with GLCE n n n Michigan Curriculum Frameworks Looking Across the Grades K-8 MCTM is releasing alignments with n n n NAEP and TIMSS: Grades 4 & 8 Many Elementary and Middle School Instructional Materials Other assessment tools, including vocabulary lists 26

Companion Documents for Parents n n 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 27

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 28

Who Created the Parent Document? The document was a collaborative effort of Educators from across the state § Middle Cities Parent Group § MDE Staff § 29

n n Each booklet contains brief descriptions of the specific grade level expectations and gives examples. Notice suggestions are given for ways to praise students. 30

q q The booklet contains a glossary to define unfamiliar terms A section to write down questions to ask the teacher 31

Multiple Languages To address the need of parents, we are exploring translating the documents into Spanish n. Arabic n 32

The Future n n n 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. 33

GLCE Resources§ § § 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, cclingma@oaisd. org Rita Maddox, rmaddox@edzone. net 34

Contacts - MDE Dr. Yvonne Caamal Canul, Director Office of School Improvement Canuly@michigan. gov Dr. Edward Roeber, Senior Executive Director Office of Educational Assessment & Accountability Roebere@michigan. gov Betty Underwood, Assistant Director Office of School Improvement, Curriculum and Instruction Underwoodb@michigan. gov Mike Radke, MEAP Supervisor Office of Educational Assessment & Accountability Radkem@michigan. gov 35

Questions or comments about the GLCE For specific questions contact Betty Underwoodb@michigan. gov 517. 241. 4285 Please include the following: § Specific GLCE –use code § Issue/question/concern § Suggestion(s) § Name, e-mail address, organization 36