Curriculum and Assessment Updates Chip Sharp chip.sharp@dese.mo.gov 573-751-1395 Missouri Department of Elementary and Secondary Education October 2017

Humor?

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

Math Coding

The New Expectations - Overview Documents – Assessment & Curriculum Expectations

The New Expectations – Board Version

The New Expectations - Crosswalk Documents Expectations Crosswalks

Crosswalks

The New Expectations - Overview Documents Expectations Crosswalks Excel File

New Expectations - Excel

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

New Expectations - Expanded

New Expectations - Expanded

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

New Expectations – Item Specifications

New Expectations – Item Specifications

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

New Expectations – Blueprints

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

Performance Level Descriptors (PLDs)

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

Weaving It All Together

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)

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 40 + 10 Geometry Algebra 2 * Calculator not allowed

Assessment Implementation Schedule

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

Assessment Development - Humor?

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

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

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

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

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

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 = ?

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

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

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

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

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

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

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

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?

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)

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

Curriculum and Assessment Updates Chip Sharp chip.sharp@dese.mo.gov 573-751-1395 Missouri Department of Elementary and Secondary Education October 2017

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 65102-0480; telephone number 573- 526-4757 or TTY 800-735-2966; fax number 573-522-4883; email civilrights@dese.mo.gov. © 2014 Missouri Department of Elementary and Secondary Education