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High School Content Expectations Information. November 18, 2005. High School Content Expectations.

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High School Content Expectations

On November 15, 2005, DRAFT High School Content Expectations developed by the Michigan Department of Education, Office of School Improvement were presented as an information item to the State Board of Education.


Content Expectations Goal

These expectations were developed to provide a description of what students should know and be able to do in English Language Arts and Mathematics by the end of high school for postsecondary success – college, careers and community.


Content Expectations Goal

The Expectations provide a foundation for curriculum and assessment development that represents rigorous and relevant learning for ALL high school students.


Content Expectations Goal

The Expectations:

  • Revise and extend the current Michigan Curriculum Framework High School Standards and Benchmarks.

  • They will also becomethe basis forthe non-ACT elements within the Michigan Merit Exam.


High School Content Expectations

The 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

  • Are aligned with national standards and recommendations

    • ADP, NCTE/IRA, NCTM/PSSM, College Board/UUS, ACT, MCREL, NAGB/NAEP


Rigor, Relevance and Relationships

Expectations are based on the three R’s: rigor, relevance, and relationships.

They support individualized learning, real-world experiences, and higher standards for learning.


These Expectationswill engage students to…

Master content knowledge

Have the ability to apply that knowledge to analyze and propose solutions to real- world problems

Make connections between what they read, hear, and learn in class and the world around them

Rigor, Relevance, and Applied Learning Standards


These Expectations will:

Challenge students intellectually

Require that students make a substantial investment in their own learning

Foster the development of cognitive abilities

Develop leadership qualities

Rigor, Relevance, and Applied Learning Standards


Thought

Critical Analysis

Debate

Research

Synthesis

Problem-solving

Reflection

Communication

Decision Making

Analytic Reasoning

Personal and Social Responsibility

Rigorous and Relevant Expectations

Require students to be deeply engaged in:


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 Development Work Group


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


Hs mathematics expectations

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


Hs mathematics expectations1

Example

Strand –Quantitative Literacy (L)

Standard – L1: Representations and Properties of Number and Other Systems Students represent and order numbers, and use the properties of special numbers.

Topic – L1.1Representations and Relationships

Expectation – L1.1.1Represent numbers in scientific notation, and interpret calculator or computer displays of numbers given in scientific notation.

Expectation – L1.1.2Represent 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


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


Hs english language arts expectations
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


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 success – college, careers and community.


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


High school ela and math content expectations timeline
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


High school ela and math course content expectations plan
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


Now Open for Comment

It is important for us to know what Michigan’s public thinks about these expectations for learning in high school. Both the English Language Arts and Mathematics High School Content Expectations are now open for Public Comment through January 15, 2006.


Viewing and commenting
Viewing and Commenting

We invite you to view these Expectations and share your thoughts by completing one or both surveys.Please click on the Expectations you would like to view on the right.

Content Expectations Surveys

are now Closed. Thank you for your interest and participation

(If the link will not open, try right clicking on it and saving it to your desktop.)


Contact information
Contact Information

For additional information, contact:

Susan Codere Kelly, Project Coordinator

Office of School Improvement

[email protected]


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