1. 1 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

2. 2 Grade Level Content Expectations and Their Relationship to The No Child Left Behind Act

3. 3 Purpose of No Child Left Behind (NCLB) Close the student achievement gap with accountability flexibility parental choices research-based reforms

4. 4 Goals of NCLB ALL students will be proficient in reading and mathematics by 2013-2014. ALL limited English students will become proficient in English. ALL teachers will be highly qualified by 2005-2006. ALL students will be educated in safe, drug-free environments. ALL students will graduate from high school.

5. 5 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.

6. 6 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.

7. 7 What are Grade Level Content Expectations? Further clarification of student expectations on grade level assessments Based on ‘rigorous academic standards’

8. 8 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

9. 9 Standards – Broad Content Learning Statements Benchmarks – More Discrete Grade Span Learning Expectations GLCE – Grade Level Content Performance Expectations Locally-Based Curricular Alignment NEW MEAP “OLD” MEAP * LBA Classroom–Based Instructional Design * TM The Structure of Curriculum

10. 10 Remember… ELA and Mathematics Standards and Benchmarks continue to represent the full scope of the curriculum!

11. 11 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.

12. 12 Development of the GLCE, continued State Board approved, November of 2003 Content Advisory and Peer Editing Teams reviewed and revised, January- March 2004

13. 13 Dissemination Plan Tier 1 – Statewide Roll Out Spring 2004 Presented by MDE Staff and Review Committees General Overview

14. 14 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

15. 15 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

16. 16 Implications for MEAP Testing

17. 17 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

18. 18 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)

19. 19 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.

20. 20 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

21. 21 Field Testing: How does it work?  Embedded field test items where currently testing  Free standing pilots with a sample of schools Field testing first year

22. 22 MEAP Tests WINTER of 2004-2005 Grade 4Mathematics & English Language Arts Grade 5Social Studies and Science Grade 7English Language Arts Grade 8Mathematics, Social Studies & Science

23. 23 MEAP Grade Level Tests FALL of 2005-2006 Grade 3Mathematics & ELA Grade 4Mathematics & ELA Grade 5Mathematics & ELA Grade 5Science (may change) Grade 5Social Studies (may change) Grade 6Mathematics & ELA Grade 7Mathematics & ELA Grade 8Mathematics & ELA Grade 8 Science (may change) Grade 8Social Studies (may change) Tests will assess GLCE from the preceding grades.

24. 24 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.http://www.michigan.gov/mde

25. 25 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 MEAP@michigan.gov MEAP@michigan.gov

26. 26 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

27. 27 Companion Documents Training Materials

28. 28 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)

29. 29 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)

30. 30 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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33. 33 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

34. How do I read the document? Mathematics Alignment Document Topics are listed as well as the expectation Help to show continuity across the grades

35. 35 Alignment Documents How do I use these documents? Use them to understand the richness of the curriculum surrounding the assessment item.

36. 36 Alignment Documents Use with MiCLiMB

37. 37 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

38. 38

39. 39 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

40. 40 Who Created the Parent Document ? The document was a collaborative effort of:  Educators from across the state  Middle Cities Parent Group  MDE staff

41. 41 Each booklet contains brief descriptions of the specific grade level expectations and gives examples. Notice suggestions are given for ways to praise students.

42. 42  The booklet contains a glossary to define unfamiliar terms.  A section to write down questions to ask the teacher

43. 43 Multiple Languages To address the need of parents, we are exploring translating the documents into: Spanish Arabic

44. 44 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.

45. 45 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 Network Contact Cynthia Clingman, cclingma@oaisd.orgcclingma@oaisd.org Rita Maddox, rmaddox@edzone.netrmaddox@edzone.net

46. 46 WEB Resources  www.michigan.gov/mdewww.michigan.gov/mde  www.learnport.org

47. 47 Contacts - MDE Dr. Edward Roeber, Senior Executive Director Office of Educational Assessment & Accountability Roebere@michigan.gov Mike Radke, MEAP Supervisor Office of Educational Assessment & Accountability Radkem@michigan.gov Dr. Yvonne Caamal Canul, Director Office of School Improvement Canuly@michigan.gov Betty Underwood, Assistant Director Office of School Improvement, Curriculum and Instruction Underwoodb@michigan.gov

48. 48 Questions or Comments About the GLCE For specific questions contact Betty Underwood Underwoodb@michigan.gov 517.241.4285 Please include the following:  Specific GLCE – use code  Issue/question/concern  Suggestion(s)  Name, e-mail address, organization