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Michigan High School Science Content Expectations Overview. Science Tier II Rollouts October – December 2006. Overview. High School Content Expectations for Science Brief overview of Michigan Merit Graduation Requirements Create a vision and plan for next steps

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michigan high school science content expectations overview
Michigan High School Science Content Expectations Overview

Science Tier II Rollouts October – December 2006

  • High School Content Expectations for Science
  • Brief overview of Michigan Merit Graduation Requirements
  • Create a vision and plan for next steps
  • See Tier II ELA/Math Overviews for additional information


The Big Picture
  • To be successful in today’s economy, ALL students will need education and training beyond the high school diploma
  • Research shows students are not prepared to succeed in college or workplace
  • Courses like Algebra II are new gateway to higher paying jobs



Strong math and science backgrounds

Creative problem solvers

Effective communicators

Leadership qualities

Flexibility - ability to adapt

A minimum of 14 years of education

Employers Want

college ready is work ready
College-ready is Work-ready

“…we know that the skills expected for college are also the skills needed to enter today’s workforce. So whether students plan further education or work after high school graduation, they need to graduate college-ready.”

On Course for Success ACT

high school redesign
High School Redesign

Successful High School Programs (HSTW)

  • High expectations
  • Rigorous requirements
  • Academic studies applied to real-world problems and projects
  • Challenging career/technical studies
  • Work-based learning opportunities
school environment
School Environment
  • Teachers working together
  • Students actively engaged
  • Productive senior year
  • Guidance
  • Support structures

High Schools That Work,

Southern Regional Education Board

June 2005

our charge
Our Charge
  • Come together to help ALL students meet the content expectations to be work or college-ready
  • Create a vision of implementation for high school redesign
  • Identify curricular content and effective instructional practices that lead to increased student engagement
collaboration is the key
Collaboration is the Key

Our Partners

  • Higher Education
  • Local School District Staff
  • ISD and RESA Consultants
  • Career and Technical Educators
  • Special Education and Support Staff
  • Content and Curriculum Consultants
  • Professional Organizations
  • Parents
michigan merit graduation requirements
Michigan Merit Graduation Requirements

2011 Requirements (2006 8th grade class)

Course/Credit Content Expectations for

  • 4 English Language Arts
  • 4 Mathematics (1 in senior year)
  • 3 Science
  • 3 Social Studies

Content Area/Learning Experience Guidelines for:

  • 1 Physical Education/Health
  • 1 Visual, Performing, and Applied Arts
  • On-line course/experience

2016 Requirements (2006 3rd grade class)

Content Area/Learning Experience Guidelines for:

  • 2 credits/experience in Languages other than English
High School Science

Content Expectations

Course/Credit Content Expectations
  • Are aligned with national standards and recommendations from:
    • National Assessment Evaluation Program (NAEP) and National Assessment Governing Board (NAGB)
    • American College Testing Program (ACT)
    • Benchmarks for Science Literacy (AAAS)
    • National Science Education Standards (NRC)
    • College Board (SAT)
    • American Diploma Project (ADP) and Achieve, Inc.
  • Required: 3 Credits
  • Draft Credit content is developed for:
    • Earth Science, Biology, Chemistry, and Physics
  • Biology required of everyone
  • Choice of Physics or Chemistry
  • 3rd credit to be selected from district or online options, and/or dual enrollment
  • Legislation encourages 4th credit
  • Sequence not mandated
science expectations
Earth Science

Inquiry, Reflection, and Social Implications (2)

Earth Systems (4)

The Solid Earth (4)

The Fluid Earth (3)

Earth in Space and Time (4)


Inquiry, Reflection, and Social Implications (2)

Organization and Development of Living Systems (6)

Interdependence of Living Systems and the Environment (5)

Genetics (4)

Evolution and Biodiversity (3)


Inquiry, Reflection, and Social Implications (2)

Motion of Objects (3)

Forces and Motion (8)

Forms of Energy and Energy Transformations (12)


Inquiry, Reflection, and Social Implications (2)

Forms of Energy (5)

Energy Transfer and Conservation (5)

Properties of Matter (10)

Changes in Matter (7)

Science Expectations

Organized by strand (discipline), standard, and content statement

four practices of scientific literacy
FourPracticesof Scientific Literacy
  • Identifying
    • Recall, define, relate, represent basic principles
  • Using
    • Make sense of the natural world, predict and explain observations
  • Inquiry
    • Identify and explain patterns, habits of mind
  • Reflection
    • Critique and justify strengths and weaknesses of scientific knowledge






Credit for high school Earth Science, Biology, Physics, and Chemistry will be defined as meeting BOTH essential and core subject area content expectations.

Represents required for graduation

table activity
Table Activity
  • Think of the science courses you currently teach
  • Identify prerequisite English language arts and mathematics skills necessary for success
  • Record on paper provided
  • Identify ELA and mathematics skills students apply/practice in your science classes
  • Find the bookmarks (Notebook Section 9) that summarize recommendations for success beyond high school
    • Science Literacy Goals
    • Rigorous Science Course Description
    • Characteristics of Complex Text
    • ACT Science Reasoning
table discussion slides to follow
Table Discussion (slides to follow)
  • Are the skills your students need included in the ELA and MA HSCE?
  • Are the skills listed in the science bookmarks supported in the ELA and MA HSCE?
  • Identify opportunities for cross-content planning
English Language Arts
  • Required: 4 credits
  • Credit content is defined by units
    • 4 (or more) model units per credit (year)
    • Anchor texts narrative/informational
    • Organized by Big Ideas and Dispositions
    • Increasing levels of complexity and sophistication
  • Emphasis on Reading, Writing, and Informational Text
  • Suggested literature
Writing, Speaking, and Representing

Writing Process (8)

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 (10)

Reading and Response (5)

(varied genre and time periods)

Text Analysis (6)

Mass Media (4)


Effective English Language Use (5)

Language Variety (5)

4 strands

14 standards

91 expectations

ELA Expectations

Organized by strand and standard

Four Dispositions

Habits of Mind…

9th Inter-Relationships and Self-Reliance

10th Critical Response and Stance

11th Transformational Thinking

12th Leadership Qualities

A lens to focus student thinking toward

social action and empowerment.

  • Required: 4 Credits
  • Credit content is developed for:
    • Algebra I, Geometry, and Algebra II, Pre-Calculus, Statistics, and Integrated Mathematics
  • Algebra I, Geometry, and Algebra II are required
  • Senior/final year of math is required – to be selected from district or online options, and/or dual enrollment
  • Sequence is not mandated
  • Legislation lists examples for 4th credit, list not exclusive
  • Integrated math allowed
mathematics expectations
Quantitative Literacy and Logic

Reasoning About Numbers, Systems, and Quantitative Situations (9)

Calculation, Algorithms, and Estimation (9)

Measurement and Precision (5)

Mathematical Reasoning, Logic, and Proof (10)

Algebra and Functions

Expressions, Equations, and Inequalities (16)

Function (39)

Mathematical Modeling (3)

Geometry and Trigonometry

Figures and Their Properties (29)

Relations Between Figures (10)

Transformations of Figures in the Plane (5)

Statistics and Probability

Univariate Data – Examining Distributions (9)

Bivariate Data – Examining Relationships (6)

Samples, Surveys and Experiments


Probability Models and Probability Calculation (4)

Additional Recommended Expectations

Extensions beyond the core

Addendum Detailing Outlines for


Statistics and Probability

4 strands

14 standards

157 expectations

Mathematics Expectations

Organized by strand, standard, and topic

components of mathematical proficiency
Components of Mathematical Proficiency
  • 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
social studies
Social Studies
  • Required: 3 credits
  • Credit content is being developed for:
    • U.S. History and Geography, Civics, Economics, and World History and Geography
  • 1 credit in U.S. History and Geography
  • .5 credit in Civics
  • .5 credit in Economics
  • 1 credit in World History and Geography
  • Anticipated approval and dissemination July 2007
course credit requirements
Course/Credit Requirements
  • Guides for HSCE/CCE implementation
  • Define requirements for assigning credit
  • Common Elements
    • Curriculum Unit Design
    • Relevance
    • Formative and Summative Assessment
    • HSCE/CCE Organizational Structure
    • Goals Statement
next steps
Next Steps
  • Implementing rigorous new requirements
  • Change is difficult
  • Not intended to happen overnight
  • Evaluate current opportunities for earning required credits
  • Develop plan of action and timeline for providing opportunities to meet all expectations
next steps29
Next Steps
  • Develop plan of action and timeline
    • Align courses and written curriculum with requirements and expectations; identify gaps and plan for new offerings
    • Align instructional resources with district curriculum; identify need for additional materials
    • Identify common course assessments to monitor achievement (or use those developed by MDE)
performance matters
What’s New

Meet or exceed content expectations

Perform and demonstrate competency

Assign credit based on meeting expectations

What We Know

Performance Matters
  • Currently
  • Pass or fail
  • Seat time
  • Individual courses
courses vs credits
Courses vs. Credits

Student earns credit by:

  • Successfully completing the learning expectations in the Course/Credit Content Expectations for the credit area
  • Successful completion to be determined, in part, by state or local district assessments
  • “Testing out” allowed based on earning qualifying score on state or local assessments
courses vs credits32
Courses vs. Credits
  • Credit requirement can be met in variety of ways and in other courses
    • Career Technical Education
    • Community based learning
    • Independent study/project work
    • AP, IB, dual enrollment
  • High school credit may be earned for high school level courses taken prior to high school
2006 oeaa conferences
2006 OEAA Conferences

Marquette – November 28 & 29

Grayling – November 30 & December 1

Grand Rapids – December 4 & 5

Novi – December 7 & 8

Lansing – December 11 & 12

Sterling Heights – December 13 & 14

Online registration available at


net trekker d i
Net Trekker d.i.
  • Differentiated instruction resource
  • Academic search engine
  • Over 180,000 educator-selected online resources organized by readability level
  • Available by joining Michigan Learnport http://www.learnport.org
  • Type in first and last name and district code for Net Trekker user ID and password
science breakout
Science Breakout

Opportunities to

  • Analyze the expectations
  • Identify what’s new and different
  • Find the rigor (ACT)
  • Think about course offerings/schedules
  • Plan for alignment with current curriculum and practice
  • Identify next steps and professional development needs


  • Share plans in small groups
  • Fill out needs survey and evaluation forms
find information on web
Find Information on Web

ACT.org (POLICY MAKERS)On Course for Success


ACT.org (POLICY MAKERS) Reading Between the Lines



College Readiness Standards


ACT.org (EDUCATORS) The ACT Writing Test


find information on web37
Find Information on Web

Understanding University Success


Resources from High Schools That Work

(including Making Middle Schools Work)


Resources from College Board

(Standards for College Success)


Breaking Ranks II: Strategies for Leading High School Reform (Executive Summary)


find information on web38
Find Information on Web

Michigan.gov/highschool(with link to HSCE site)




Michigan.gov/oeaa (MME/ACT information)


Michigan.gov/science (science resources)


mde contact information
MDE ContactInformation

Jeremy M. Hughes, Ph.D.

Deputy Superintendent/Chief Academic Officer

[email protected]

Dr. Yvonne Caamal Canul, Director

Office of School Improvement

[email protected]

Betty Underwood, Assistant Director

Office of School Improvement

[email protected]

Deborah Clemmons, Supervisor

Office of School Improvement

[email protected]

mde contact information40
MDE Contact Information

High School Content Expectations

Susan Codere Kelly [email protected]

Science HS Content Expectations

Kevin [email protected]

Content Expectations

Gale [email protected]