1. Curriculum and Assessment Updates
Chip Sharp
Missouri Department of Elementary and Secondary Education
October 2017

2. Humor?

3. Missouri Learning Standards (MLS)
Show-Me Standards
(Blue Placemat)
Grade-Level Expectations (GLE)
Course-Level Expectations (CLE)
Any New Expectations

4. Math Coding

5. The New Expectations - Overview
Documents – Assessment & Curriculum
Expectations

6. The New Expectations – Board Version

7. The New Expectations - Crosswalk
Documents
Expectations
Crosswalks

8. Crosswalks

9. The New Expectations - Overview
Documents
Expectations
Crosswalks
Excel File

10. New Expectations - Excel

11. The New Expectations - Overview
Documents – Assessment & Curriculum
Coding
Expectations
Crosswalks
Excel File
Extended Version

12. New Expectations - Expanded

13. New Expectations - Expanded

14. The New Expectations - Overview
Documents
Expectations
Crosswalks
Excel File
Expanded Version
Item Specification Documents

15. New Expectations – Item Specifications

16. New Expectations – Item Specifications

17. The New Expectations - Overview
Documents
Expectations
Crosswalks
Excel File
Expanded Version
Item Specification Documents
Blueprints GLA and EOC

18. New Expectations – Blueprints

19. The New Expectations - Overview
Documents
Expectations
Crosswalks
Excel File
Expanded Version
Item Specification Documents
Blueprints GLA and EOC
Performance Level Descriptors

20. Performance Level Descriptors (PLDs)

21. The New Expectations - Overview
Documents
Expectations
Crosswalks
Excel File
Expanded Version
Item Specification Documents
Blueprints GLA and EOC
Performance Level Descriptors

22. Weaving It All Together

23. Mathematics Assessments
Grade-Level-Assessments (GLAs)
Grades 3-8 (required)
End-of-Course (EOC) Assessments
Algebra 1 (required)
Geometry (optional)
Algebra 2 (optional – required for some)

24. Mathematics Assessments
Session 1
Session 2
Session 3
Operational
Grade 3
24*
23*
PE*
42 + 6
Grade 4
Grade 5
Grade 6
22* 29 PE
46 + 8
Grade 7
14* 37
Grade 8
11* 40
Algebra 1 50
N/A
Geometry
Algebra 2
* Calculator not allowed

25. Assessment Implementation Schedule

26. Assessment Development
Blueprint Development (July 2016)
Item Development (September 2016)
Content & Bias Review (October 2016)
Field Test (Spring 2017)
Rangefinding (Spring 2017)
Item Writing (Spring 2017)
Content and Bias Review (Summer 2017)
Operational (Spring 2018)
Achievement Level Setting (Summer 2018)
Reporting (Fall 2018) Grade 3 through Algebra 2

27. Assessment Development - Humor?

28. Assessment Development
Sally has 4 more Barbie Dolls than Jenny. Sally has 7 Barbie Dolls. How many Barbie Dolls does Jenny have?

29. Assessment Development
Sally has 4 more Barbie Dolls than Jenny. Sally has 7 Barbie Dolls. How many Barbie Dolls does Jenny have?

30. Assessment Development
Sally has 4 more Barbie Dolls than Jenny. Sally has 7 Barbie Dolls. How many Barbie Dolls does Jenny have?

31. Assessment Development
Sally has 4 more chainsaws than Jenny. Sally has 7 chainsaws. How many chainsaws does Jenny have?

32. Assessment Development
Sally has 4 more blocks than Jenny. Sally has 7 blocks. How many blocks does Jenny have?

33. Assessment Development
Sally has 4 more blocks than Jenny. Sally has 7 blocks. How many blocks does Jenny have?
7 + 4 = ?
7 - 4 = ?
7 x 4 = ?
7 ÷ 4 = ?

34. Assessment Development
Sally has 4 more blocks than Jenny. Sally has 7 blocks. How many blocks does Jenny have?
7 + 4 = ?

35. Assessment Development
Sally has 4 more blocks than Jenny. Sally has 7 blocks. How many blocks does Jenny have?

36. Assessment Development
2.NBT.B.6
Demonstrate fluency with addition and subtraction within 100.
BELOW BASIC
What does this look like in a classroom?
BASIC
PROFICIENT
ADVANCED

37. Assessment Development
4.NBT.A.5
Demonstrate fluency with addition and subtraction of whole numbers.
BELOW BASIC
What does this look like in a classroom?
BASIC
PROFICIENT
ADVANCED

38. Assessment Development
8.DSP.A.4a
Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects.
BELOW BASIC
What does this look like in a classroom?
BASIC
PROFICIENT
ADVANCED

39. Assessment Development
G.CP.A.4
Construct and interpret two-way frequency tables of data when two categories are associated with each object being classified. Use the two-way table as a sample space to decide if events are independent and to approximate conditional probabilities.
BELOW BASIC
What does this look like in a classroom?
BASIC
PROFICIENT
ADVANCED

40. Assessment Development
BOYS
GIRLS
TOTAL
BAND 6 13
CHOIR 5 12 17
TOTALS 19 30

41. Assessment Development
Pauling 1971 Fienberg 1980
COLD
NO COLD
TOTAL
PLACEBO 31
109
140
ASCORBIC ACID 17
122
139
TOTALS 48
231
279
What does independence or association mean here?

42. Building Mathematics Capacity
Presidential Award for Excellence in Mathematics and Science Teaching (PAEMST)
Elementary Mathematics Specialist (EMS)
Interface
Regional Mathematics Groups
Missouri Council of Teachers of Mathematics (MCTM)
National Council of Teachers of Mathematics (NCTM)

43. Questions? Chip Sharp chip.sharp@dese.mo.gov 573-751-1395
© 2014 Missouri Department of Elementary and Secondary Education

44. Curriculum and Assessment Updates
Chip Sharp
Missouri Department of Elementary and Secondary Education
October 2017

45. OCR Non-Discrimination Statement
The Department of Elementary and Secondary Education does not discriminate on the basis of race, color, religion, gender, national origin, age, or disability in its programs and activities.  Inquiries related to Department programs and to the location of services, activities, and facilities that are accessible by persons with disabilities may be directed to the Jefferson State Office Building, Office of the General Counsel, Coordinator – Civil Rights Compliance (Title VI/Title IX/504/ADA/Age Act), 6th Floor, 205 Jefferson Street, P.O. Box 480, Jefferson City, MO ; telephone number or TTY ; fax number ;
© 2014 Missouri Department of Elementary and Secondary Education