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 What are Grade Level Content Expectations? Requirement of No Child Left Behind Legislation of 2001 Further clarification of the Michigan Curriculum Standards and Benchmarks Blueprint for Assessment Based on ‘rigorous academic standards’

3. 3 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

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

5. 5 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

6. 6 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

7. 7 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

8. 8 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) English Language Arts and Mathematics Grade Level Content Expectations provide core targets – a ‘BLUEPRINT’ for assessment. Annually collect assessment data on student achievement to measure skills and concepts over time. ELA and Mathematics Standards and Benchmarks continue to represent the full scope of curriculum!

9. 9 Development of the GLCE 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

10. 10 The GLCE for ELA are organized into 4 strands: Reading Writing Speaking Listening and Viewing English Language Arts Mathematics Grade Level Content Expectations –Strands The GLCE for Mathematics are organized into 5 strands: Number Sense & Operations Algebra Measurement Geometry Data and Probability

11. 11 Dissemination Plan Tier 1 – Statewide Roll Out - Spring 2004 Presented by MDE Staff and Review Committees General Overview 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 Tier 3 – Local Roll Out – School-year 2004-05 Staff from local school districts Focus on classroom specific instructional strategies Develop promising practices

12. 12 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

13. 13 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)

14. 14 Current Thinking onTest 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 new Core items

15. 15 Current Thinking on Test Design What counts toward scores? Student scores: Only the Core items School scores (AYP and Ed YES!): Core items until 2009- 2010 then Future Core items also begin counting for schools On what items will schools get results information? Core, Extended Core, and Future Core Not Field test items until they are proven

16. 16 Grade Level Content Expectations MEAP Assessment Picture “Old” Curriculum Framework “New” GLCE Common to Both Core Set of Expectations MEAP for 2005/2006 MEAP Dates to be determined AYP “Progress” Report Assessable GLCE Core, Future and Extended AYP Core ItemsFuture or Extended Core

17. 17 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

18. 18 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

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

20. 20 MEAP Grade Level Tests FALL 2005 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 Tests will assess GLCE from the preceding grades.

21. 21 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 informationhttp://www.michigan.gov/mde

22. 22 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

23. 23 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)

24. 24 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)

25. 25 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

26. 26 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

27. 27 Companion Documents for Parents 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

28. 28 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

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

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

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

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

33. 33 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 CDs and on the web for ease of reproduction at the district or school level.

34. 34 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 English Language Arts Consultant Network Contact Cynthia Clingman, cclingma@oaisd.orgcclingma@oaisd.org Rita Maddox, rmaddox@edzone.netrmaddox@edzone.net  www.michigan.gov/mde www.michigan.gov/mde  www.learnport.org

35. 35 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

36. 36 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