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High School Content Expectations

High School Content Expectations. Presentation to the State Board of Education November 15, 2005 Office of School Improvement. High School Content Expectations. A description of what students should know and be able to do in English Language Arts and Mathematics

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High School Content Expectations

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  1. High School Content Expectations Presentation to the State Board of Education November 15, 2005 Office of School Improvement

  2. High School Content Expectations A description of what students should know and be able to do in English Language Arts and Mathematics in preparation for successful post-secondary engagement.

  3. High School Content Expectations Provide the plan for curriculum and assessment development that represents rigorous and relevantlearning for ALL high school students.

  4. High School Content Expectations • Revise and extend the current Michigan Curriculum Framework High School Standards and Benchmarks • Become the basis for the Michigan Merit Exam

  5. High School Content Expectations • Build on and extend • Michigan K-8 GLCE and the K-8 Educational Experience • Michigan Curriculum Framework • Career and Employability Skills Content Standards and Benchmarks • Aligned with national standards and recommendations • ADP, NCTE/IRA, NCTM/PSSM, College Board/UUS, ACT, MCREL, NAGB/NAEP

  6. Master content knowledge Have the ability to apply that knowledge to analyze and propose solutions to real-world problems Rigor, Relevance, and Applied Learning Standards Rigor and Relevancemean that the HSCE will require students to…

  7. Challenge students intellectually Require that students make a substantial investment in their own learning Foster the development of cognitive abilities Rigor, Relevance, and Applied Learning Standards Rigor and Relevancemean that the HSCE will…

  8. Thought Critical Analysis Debate Research Synthesis Problem-solving Reflection Communication Decision Making Analytic Reasoning Personal and Social Responsibility Rigor, Relevance, and Applied Learning Standards Rigor and Relevancemean that the HSCE will require students to be deeply engaged in:

  9. High School ELA and Math Content Standards and Expectations Rigor and Relevance are characterized by students being able to: • Apply knowledge in new situations • Solve problems by generating new ideas • Make connections between what they read, hear, and learn in class and the world around them • Make connections to the future • Develop leadership qualities

  10. Academic Review Joan Ferrini-Mundy, Chair, MSU Kathy Berry, Monroe PS Chris Hirsch, WMU Ruth Anne Hodges, MDE Gregory Larnell, MSU Aaron Mosier, LCC Jill Newton, MSU Sharon Senk, MSU Pat Shure, U of M Clifford Weil, MSU Michael Weiskopf, Walled Lake Glenna Zollinger-Russell, MDE/CTE Planned University Review Sharif Shakrani, MSU/NAGB William Schmidt, MSU *Grade Level Content Expectations Committee Internal Review Ruth Anne Hodges, MDE/Achieve* Charles Allan, MCTM* Theron Blakeslee, Ingham ISD* Marie Copeland, Macomb Math/Science Center* Deborah Ferry, Macomb ISD* Stephen Frank, Gull Lake Schools* Jennifer Nimtz, Washtenaw ISD* Dan Schab, Michigan Teacher of the Year 2005-2006 External Review Judy Wheeler, Berrien ISD/MCTM Terry Parks, St. Clair RESA/MMLA Carol Pinneo, Birmingham Schools/MCTM Carolyn Siebers, Wayne RESA Libby Trenkle, Wayne RESA/MSC Mathematics Work Group

  11. Components for Mathematical ProficiencyAdding it Up, National Research Council, 2001 In order to take the content to a higher level of rigor, learning takes place in the context of: • Conceptual Understanding • Comprehension of mathematical concepts, operations, and relations • Procedural Fluency • Skill in carrying out procedures flexibly and accurately • Strategic Competence • Ability to formulate, represent, and solve mathematical problems • Adaptive Reasoning • Capacity for logical thought, reflection, explanation, and justification • Productive Disposition • Habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence

  12. Quantitative Literacy Representations and Properties of Number and Other Systems (10) Calculation, Algorithms, and Estimation (19) Measurement and Precision (6) Algebra and Functions Symbols, Expressions, and Operations (8) Functions (55) Equations and Inequalities (16) Mathematical Modeling (13) Geometry and Trigonometry Two-Dimensional Figures and Their Properties (52) Three-Dimensional Figures and Their Properties (10) Relations Between Figures (16) Transformations of Figures in the Plane (19) Trigonometry and Vectors (19) Statistics and Probability Univariate Data – Examining Distributions (12) Bivariate Data – Examining Relationships (11) Sample Surveys and Experiments (9) Statistical Inference – Drawing Conclusions from Data (13) Statistical and Probabilistic Reasoning (8) Simulation and the Law of Large Numbers (3) Probability Models and Calculating Probabilities (8) Probability Distributions (4) HS Mathematics Expectations Organized by strand, standard, and topic

  13. Example Strand – QuantitativeLiteracy (L) Standard – L1: Representations and Properties of Number and Other Systems Students represent and order numbers, and use the properties of special numbers. Topic – L1.1 Representations and Relationships Expectation – L1.1.1 Represent numbers in scientific notation, and interpret calculator or computer displays of numbers given in scientific notation. Expectation – L1.1.2 Represent absolute value relationships, both abstract and applied (e.g., tolerances) on the number line, as intervals and points. HS Mathematics Expectations Organized by strand, standard,and topic

  14. Academic Review Rebecca Sipe, Chair, Eastern Michigan University Linda Adler-Kassner, EMU Ellen Brinkley, WMU Lynne Listeman, MDE/CTE Charles Peters, U of M Linda Stokes Smith, MDE Hugh Spagnuolo, Lansing Schools Allen Webb, WMU University Review Susan Steffel, CMU Marilyn Wilson, MSU Internal Review Jane Hesse,Novi Schools/ Achieve* Cynthia Clingman,Ottawa ISD/MRA* Rita Maddox,Gratiot/Isabella RESD* Gale Sharpe,MDE* Linda Stokes Smith,MDE Betty Underwood,MDE/OSI* Elaine Weber,Macomb ISD* External Review Maureen Baker,Tri County Area Schools/MCTE Marilyn Brooks,Midland Public Schools/MRA *Grade Level Content Expectations Committee English Language Arts Work Group

  15. HS English Language Arts Expectations In order to take the content to a higher level of rigor, learning takes place in the context of: • Dispositions (Habits of Mind) for Generative Rigor • Inter-relationships and Self-reliance • Families, communities, societies, governments, economies • Critical Response/Stance • Validity, quality, perspective, empathy, social action, power • Transformational Thinking • Engagement in learning and the world, open to possible failure, thinking into the future, reflection, search for truth, generative vs. receptive, wisdom • Leadership Qualities • Integrity, responsibility, plural citizenship, micro-macro fluidity, negotiation, effective writing and speaking abilities, innovation

  16. Writing, Speaking, and Representing Writing Process (6) Personal Growth (4) Audience and Purpose (9) Inquiry and Research (7) Finished Products (5) Reading, Listening, and Viewing Strategy Development (12) Meaning Beyond the Literal Level (3) Independent Reading (8) Literature and Culture Close Literary Reading (9) Reading and Response (5) (varied genre and time periods) Text Analysis (6) Mass Media (4) Language Effective English Language Use (5) Language Variety (5) HS English Language Arts Expectations Expectations organized by strandand standard with focus on cognitive skills and dispositions for generative thinking necessary for successful post-secondary engagement

  17. HS English Language Arts Expectations Constructing Meaning Example Strand 2: Reading, Listening, and Viewing Standard – 2.2: Use a variety of reading, listening, and viewing strategies to construct meaning beyond the literal level (e.g., drawing inferences; confirming and correcting; making comparisons, connections, and generalizations; and drawing conclusions). Expectation – CE2.2.1Recognize literary and persuasive strategies as ways in which communication can be influenced through imagery, irony, satire, parody, propaganda, overstatement/understatement, omission, and multiple points of view. Expectation – CE2.2.2Examine the ways in which prior knowledge affects the understanding of written, spoken, or multimedia text. Expectation – CE2.2.3 Interpret the meaning of written, spoken, and visual texts drawing on different cultural, theoretical, and critical perspectives. Expectations organized by strand and standard

  18. High School ELA and Math Content Expectations Timeline • November 15, 2005 – Presentation to State Board of Education and initial web/field review • November 2005 – Mid-January 2006 - Web/Field Review • January, 2006 – National Review • February 2006 – Revise based on national review • March 2006 – Request for Board approval • April 2006 – Rollout and Dissemination of HSCE • May 2006 – November 2006 – Development of professional learning support and companion documents

  19. High School ELA and Math Course Content Expectations Plan • November 2005– February 2006 – Initial development of Course Content Expectations (CCE) based on Content Expectations • March 2006 approval of Content Expectations • April 2006 – Share drafts of CCE with Board of Education • April 2006 – June 2006 – Web/Field review of CCE • August/September 2006 – Board approval of Course Content Expectations • Fall 2006 – Dissemination • Fall 2006 – Spring 2007 – Develop professional learning support and companion documents

  20. Contact Information • Susan Codere Kelly, Project Coordinator Office of School Improvement CodereS@michigan.gov • Dr. Yvonne Caamal Canul, Director Office of School Improvement Canuly@michigan.gov

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