october in-service map information october 22, 2004

October In-ServiceOctober In-Service

MAP InformationMAP Information

October 22, 2004October 22, 2004

MAP Testing ScheduleMAP Testing Schedule

Spring 2005Spring 2005 Communication Arts - 3, 7, 11Communication Arts - 3, 7, 11 Mathematics - 4, 8, 10Mathematics - 4, 8, 10 Science - 3, 7, 10 (voluntary – ???)Science - 3, 7, 10 (voluntary – ???) Social Studies - 4, 8, 11 (voluntary Social Studies - 4, 8, 11 (voluntary

– ???)– ???)


Spring 2006 and 2007Spring 2006 and 2007 Communication Arts 3 - 8, 11Communication Arts 3 - 8, 11

• 3, 7, 11 – same type of tests (MC, CR, PE) but shorter3, 7, 11 – same type of tests (MC, CR, PE) but shorter• 4, 5, 6, 8 – MC, CR only4, 5, 6, 8 – MC, CR only

Mathematics 3 - 8, 10Mathematics 3 - 8, 10• 4, 8, 10 – same type of tests (MC, CR, PE) but shorter4, 8, 10 – same type of tests (MC, CR, PE) but shorter• 3, 5, 6, 7 – MC, CR only3, 5, 6, 7 – MC, CR only

Science – 3, 7, 10 (voluntary – ???)Science – 3, 7, 10 (voluntary – ???) Social Studies - 4, 8, 11 (voluntary – ???)Social Studies - 4, 8, 11 (voluntary – ???)


Spring 2008Spring 2008 Communication Arts 3 - 8, 11Communication Arts 3 - 8, 11 Mathematics 3 - 8, 10Mathematics 3 - 8, 10 Science - grade span (EL{5}, MS{8}, Science - grade span (EL{5}, MS{8},

HS{11})HS{11}) {recommended grade levels – not definite}{recommended grade levels – not definite}

Social Studies - 4, 8, 11 (voluntary – ???)Social Studies - 4, 8, 11 (voluntary – ???)

2004-2005 2005-2006 2006-2007 2007-2008 2008-2009 Science Social Studies Communication

Arts Math Science

Fine Arts Guidance Technology Foreign Language

Fine Arts

Gifted Health/PE Media/Library Gifted Vocational Vocational Curriculum adjustments will be made as needed based on performance data. Major curriculum revisions will be made during the scheduled year unless performance data indicates major changes are needed or curricular changes occur at the State level.

CURRICULUM REVISION SCHEDULE Summersville R-II

2004-2009

Content Standards Content Standards ReportReport

Years 2000 – Years 2000 – 20042004

Grade LevelGrade Level

Content AreaContent Area

Looking for Looking for TrendsTrends


• Communication ArCommunication Arts 03ts 03



Communication Arts


• Mathematics 04Mathematics 04• Mathematics 08Mathematics 08• Mathematics 10Mathematics 10

Math


• Science 03Science 03• Science 07Science 07• Science 10Science 10

Science


• Social Studies 04Social Studies 04• Social Studies 08Social Studies 08• Social Studies 11Social Studies 11

Social Studies


• Content Standards Content Standards Item AnalysisItem Analysis

• Greater than 90%Greater than 90%• Grade Level / Grade Level /

Content AreaContent Area• Communication ArtsCommunication Arts• MathematicsMathematics• ScienceScience• Social StudiesSocial Studies

GROUPSGROUPSCommunication ArtsCommunication Arts ScienceScience

Sherry Tune (both)Sherry Tune (both) Julie CraigJulie Craig

Vicki Stoops (both)Vicki Stoops (both) Dena KeelingDena Keeling

Carol Hawkins (both)Carol Hawkins (both) Bob IrvinBob Irvin

Brenda Atchison (both)Brenda Atchison (both) Bill HoldenBill Holden

Pam Nicholson (both)Pam Nicholson (both) Junior KingJunior King

Karen Terrill Laura Karen Terrill Laura OlsonOlson

Lisa VaughanLisa Vaughan

Sue Keeling Joni Sue Keeling Joni AppletonAppleton

Johnny CollinsJohnny Collins

Barb Jester Sandy Barb Jester Sandy SmithSmith

Jackie CooperJackie Cooper

Chuck Conine Linda Chuck Conine Linda BarnettBarnett

Angela McCully Vicki Angela McCully Vicki GroganGrogan

GROUPSGROUPSMathematicsMathematics Social StudiesSocial Studies

Brenda Allen (both)Brenda Allen (both) Danny SmithDanny Smith

Mindy Spurgin (both)Mindy Spurgin (both) Clark HowellClark Howell

Sondra Howell (both)Sondra Howell (both) Lisa HaynesLisa Haynes

Lisa Howell (both)Lisa Howell (both) Beth WilliamsonBeth Williamson

Sharon Davis (both)Sharon Davis (both) Karen WrightKaren Wright

John DanielsJohn Daniels Bill WellsBill Wells

Joni IrvinJoni Irvin Brenda SmithBrenda Smith

Sue Conine Nancy Sue Conine Nancy TippinTippin

Debbie Tune Debbie Tune Jeannine RossJeannine Ross

Karen Hampton Brad ShockleyKaren Hampton Brad Shockley

Identify Areas of ConcernIdentify Areas of Concern

“LIGHT IS A NATURAL

DISINFECTANT”

Content & Goal Process Content & Goal Process Standards Standards

• Item Analysis Item Analysis • Less than 50%Less than 50%• Grade Level / Grade Level /

Content AreaContent Area• Communication Communication

ArtsArts• MathematicsMathematics• ScienceScience• Social StudiesSocial Studies

What to Look ForWhat to Look For

Reoccurring Item Benchmarks on Reoccurring Item Benchmarks on Content Standards (pick three)Content Standards (pick three)Question TypesQuestion TypesGoal Process Standards that relate to Goal Process Standards that relate to Item BenchmarksItem BenchmarksFill out Concepts & Applications Fill out Concepts & Applications Causing Low Achievement Scores (for Causing Low Achievement Scores (for three indicated above)three indicated above)

IT’S TIME FOR A IT’S TIME FOR A BREAK!!!!BREAK!!!!

October In-ServiceOctober In-Service

Grade-Level ExpectationsGrade-Level Expectations

October 22, 2004October 22, 2004

Grade-Level ExpectationsGrade-Level ExpectationsCommunication Arts – FINAL (updated Communication Arts – FINAL (updated

10-18)10-18)Organized according to Strand (reading, Organized according to Strand (reading, writing, listening, etc.); Big Idea (e.g., 1. writing, listening, etc.); Big Idea (e.g., 1. Develop and apply skills and strategies to Develop and apply skills and strategies to the reading process); and Concept (e.g., A. the reading process); and Concept (e.g., A. Print Concepts). Print Concepts). Each GLE is aligned to the Show-Me Each GLE is aligned to the Show-Me Standards (content and process) and to Standards (content and process) and to benchmarks from the Frameworks for benchmarks from the Frameworks for Curriculum Development.Curriculum Development.Glossary: Glossary: http://www.dese.state.mo.us/divimprove/curhttp://www.dese.state.mo.us/divimprove/curriculum/commarts/GlossaryUpdateCBarr.pdfriculum/commarts/GlossaryUpdateCBarr.pdf

Grade-Level ExpectationsGrade-Level ExpectationsMathematics – FINAL (Mar ’04)Mathematics – FINAL (Mar ’04)

Organized according to Strand Organized according to Strand (Number and Operations, etc.); Big Idea (Number and Operations, etc.); Big Idea (e.g., 1. Understand numbers, ways of (e.g., 1. Understand numbers, ways of representing numbers,…); and Concept representing numbers,…); and Concept (e.g., A. Read, Write, and Compare (e.g., A. Read, Write, and Compare Numbers). Numbers).

Each GLE is aligned to the Show-Me Each GLE is aligned to the Show-Me Standards (content and process) and to Standards (content and process) and to benchmarks from the Frameworks for benchmarks from the Frameworks for Curriculum Development. Curriculum Development.

Grade-Level ExpectationsGrade-Level ExpectationsScience – NOT FINAL (mid-Dec)Science – NOT FINAL (mid-Dec)

Organized according to Standard (1. Organized according to Standard (1. Properties and Principles of Matter and Properties and Principles of Matter and Energy); Big Idea (e.g., 1. Changes in Energy); Big Idea (e.g., 1. Changes in Properties and states of matter…); and Properties and states of matter…); and Concept (e.g., A. Objects, and the Concept (e.g., A. Objects, and the materials they are made of, have materials they are made of, have properties…). properties…). Each GLE Each GLE will bewill be aligned to the Show- aligned to the Show-Me Standards (content and process) and Me Standards (content and process) and to benchmarks from the Frameworks for to benchmarks from the Frameworks for Curriculum Development. Curriculum Development.


Social Studies – FINAL (updated 10-20)Social Studies – FINAL (updated 10-20)

Organized according to Standards and Organized according to Standards and Grade-Levels ( Grades K-4 – 1. Principals Grade-Levels ( Grades K-4 – 1. Principals of Constitutional Democracy); Benchmark of Constitutional Democracy); Benchmark objectives for each standard are listed on objectives for each standard are listed on the far left side and indicate how they the far left side and indicate how they might reasonably be placed in a K-12 might reasonably be placed in a K-12 curriculum. curriculum.

Glossary: Glossary: http://www.dese.state.mo.us/divimprove/chttp://www.dese.state.mo.us/divimprove/curriculum/GLE/ssglossary.pdfurriculum/GLE/ssglossary.pdf


• Correlation StudyCorrelation Study• Objectives ReportObjectives Report• Review Objectives Review Objectives

to find how they to find how they correlate with the correlate with the Grade-Level Grade-Level ExpectationsExpectations

• ASK – Does this ASK – Does this fit??fit??


Present Objective is Above and Present Objective is Above and BeyondBeyond BLUEBLUE

Present Objective is ClosePresent Objective is Close YELLOWYELLOW

Present Objective Does Not MatchPresent Objective Does Not Match PINKPINK

To Do ListTo Do List

• Review areas of concernReview areas of concern• Put copies in your lesson book (keep it Put copies in your lesson book (keep it

visible!)visible!)• Revise curriculum throughout the school yearRevise curriculum throughout the school year• Curriculum should be a living, breathing Curriculum should be a living, breathing

documentdocument• Be flexible Be flexible • Change something – Cannot expect different Change something – Cannot expect different

results unless you change something!!results unless you change something!!

Where do we go from Where do we go from here?here?

october in-service map information october 22, 2004

Documents