slide1 l.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
Michigan Merit Curriculum Overview PowerPoint Presentation
Download Presentation
Michigan Merit Curriculum Overview

Loading in 2 Seconds...

play fullscreen
1 / 52

Michigan Merit Curriculum Overview - PowerPoint PPT Presentation


  • 354 Views
  • Uploaded on

Michigan Merit Curriculum Overview MMC Overview December 2008 MMC Overview MMC Requirements HSCE/CCE Define Credits ELA, Mathematics, Science, Social Studies Personal Curriculum Guideline Information Online, VPAA, World Languages, PE/Health MDE High School Web Page michigan.gov/hsce

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'Michigan Merit Curriculum Overview' - liam


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
slide1

Michigan Merit Curriculum Overview

MMC Overview

December 2008

slide2

MMC Overview

MMC Requirements

HSCE/CCE Define Credits

ELA, Mathematics, Science, Social Studies

Personal Curriculum

Guideline Information

Online, VPAA, World Languages, PE/Health

the big picture
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.

.

successful high school programs
Successful High School Programs

“The only way to ensure that all high school students graduate ready to succeed in college and careers is to require the same high-quality college-preparatory curriculum for all students.”Achieve, Inc.

Source: Barth, P. and K. Haycock, Core Curriculum for All Students.

successful high school programs high schools that work
Successful High School ProgramsHigh Schools That Work
  • 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

Successful High School Programs

  • Teachers working together
  • Students actively engaged
  • Productive senior year
  • Guidance
  • Support structures

High Schools That Work, Southern Regional Education Board, June 2005

school environment8
School Environment

Employers Want

  • Strong math and science backgrounds
  • Creative problem solvers
  • Effective communicators
  • Leadership qualities
  • Flexibility - ability to adapt
  • A minimum of 14 years of education
school environment9
School Environment

Big Picture Assessment

  • HSCE/CCE Implementation and Alignment
  • Course Sequencing/Cross-Grade Planning
  • Credit Assessments/Portfolio
  • Testing Out
  • Credit Recovery Opportunities
  • Guidance/Career Planning
school environment10
School Environment

Big Picture Assessment

  • ACT/MME
  • Cross-Discipline Planning
  • General Knowledge, Processes, Skills
    • Reading comprehension, inquiry, research
    • Creative problem solving
    • Effective communication skills
  • Productive Dispositions
school environment11
School Environment

Big Picture Assessment

  • Assess progress in offering
    • Opportunities for earning required credits
      • Curriculum alignment
      • Assessment development
      • Options for earning/recovering credit
      • Record keeping, transcript revision
    • Career planning programs
      • EDP (Career Cruising, My Dream Explorer, CareerForward)
    • Comprehensive guidance
    • Parent communication
school environment12
School Environment

Essential Elements of EDPs

  • Personal Information
  • Career Goal(s)
  • Educational/Training Goal(s)
  • Assessment Results
  • Plan of Action
  • Parent Consultation/Endorsement

(under age 18)

Courtesy of: Christine Reiff, Office of Career and Technical Preparation

school environment13
School Environment

MMC Implementation

  • 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; develop units of instruction
    • Identify common course assessments to monitor achievement (or use those developed by MDE)
school environment14
School Environment

MMC Implementation

  • Plan for cross-curricular discussions
    • Become familiar with expectations from other content areas
    • Identify common content and skills
    • Identify areas for reinforcement
    • Identify common ACT/MME components
    • Include application examples from science in mathematics problems
    • Include practice in reading informational text in mathematics and science classes
school environment15
School Environment

MMC Implementation – ACT

  • Preparation for ACT/MME
    • Become familiar with ACT College Readiness Standards
    • Review assessed skills
    • Read ACT resource reports

Reading Between the Lines

On Course for Success

  • Complete ACT sample test

http://www.actstudent.org/pdf/preparing.pdf

  • “Your Guide to the ACT” http://www.act.org/aap/pdf/YourGuidetoACT.pdf
school environment16
School Environment

Big Picture Goals

  • General/Overarching Expectations
    • Dispositions for Successful Post-Secondary Engagement (p. 3 SC, 4 ELA/MA, or 10 SS charts)
    • Policy on Learning Expectations
    • “Things to Remember” (SS HSCE)
    • General Knowledge, Processes, Skills (SS HSCE)
    • Introductions in each HSCE and Course/Credit document
school environment17
School Environment

Big Picture Goals

  • General/Overarching Expectations
    • Understanding University Success

http://s4s.org/cepr.uus.php

    • ACT Policy Reports

http://www.act.org/path/policy/reports/index.html

    • ACT College Readiness Standards

http://www.act.org/standard/

school environment18
School Environment

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
school environment19
School Environment

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
    • Critical Reading Skills – Informational Text
    • Ongoing Literacy Development
    • Communication Skills
    • Writing Across the Curriculum
school environment20
School Environment

ELA 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.

school environment21
School Environment

ELA DispositionsOrganized by strand and standard

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)
  • Language
  • Effective English Language
  • Use (5)
  • Language Variety (5)
  • 4 strands
  • 14 standards
  • 91 expectations
school environment22
School Environment

English Language Arts

  • Unit Development Resources
    • Unit Development Flip Chart
    • Unit Framework (in chart form)
    • 9th and 10th Model Unit Revisions

http://www.michigan.gov/mde/0,1607,7-140-38924_41644_42674---,00.html

  • New High School Parent Guide

http://www.michigan.gov/documents/mde/ELAparentguide_229480_7.pdf

school environment23
School Environment

Grammar Module

The Power of Language - Part 1

  • Offers resources for developing grammar mini-lessons for all grade levels

http://michigan.gov/documents/mde/GrammarModule_186324_7.pdf

  • Organized by ACT Standard Category
  • Units include grammar instruction to
    • enrich writing: add detail, style, voice
    • create organizational coherence and flow
    • make writing conventional
school environment24
School Environment

Grammar Module

The Power of Language – Part 2

  • Grade level suggestions for developing grammar and rhetoric skills assessed on ACT English Test
  • Organized by ACT English Test Component

http://www.michigan.gov/documents/mde/GrammarModulePart2Complete7-23-08_246369_7.pdf

school environment25
School Environment

Mathematics

  • 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 – selected from district, online, and/or dual enrollment options
  • Sequence is not mandated
  • Legislation lists examples for 4th math-related credit, list not exclusive
  • Integrated math allowed
school environment26
School Environment

Mathematics ExpectationsOrganized by strand, standard, and topic

Quantitative Literacy and Logic

  • Reasoning About Numbers, Systems, and Quantitative Situations (13)
  • Calculation, Algorithms, and Estimation (13)
  • Mathematical Reasoning, Logic, and Proof (10)

Algebra and Functions

  • Expressions, Equations, and Inequalities (16)
  • Function (16)
  • Families of Functions (27)

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 (3)
  • Probability Models and Probability Calculation (4)

Additional Recommended Expectations

  • Extensions beyond the core

Addendum Detailing Outlines for

  • PreCalculus
  • Statistics and Probability

4 strands

13 standards

161 expectations

school environment27
School Environment

Mathematics Dispositions

  • 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
school environment28
School Environment

Science

  • Required: 3 Credits
  • Credit/content expectations are 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
school environment29
School Environment

Science Dispositions

  • 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
slide30

All

Choice

All

All

All

All

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

school environment31
School Environment

Social Studies

  • Required: 3 credits
  • Credit content is developed for
    • World History and Geography, U.S. History and Geography, Civics, and Economics
  • 1 credit in World History and Geography
  • 1 credit in U.S. History and Geography
  • .5 credit in Civics (Civics and Government)
  • .5 credit in Economics
school environment33
School Environment

Social Studies

  • Identify High School sequence
  • Foundations in K-8
    • Vertical alignment
  • Identify overarching expectations
    • General knowledge, processes, skills
  • Design school-wide projects
    • (service learning)
  • Citizen involvement
school environment34
School Environment

Social Studies

  • Make connections to ELA
    • Unit themes, dispositions, literature
    • Characteristics of complex text (ACT)
    • Reading informational text (ACT)
    • Reading and writing in the content areas
  • Persuasive writing
    • MME/ACT Writing Test
visual performing and applied arts
Visual, Performing, and Applied Arts
  • Required: 1 credit
  • Visual, Performing, and Applied Arts Guidelines
  • Provide students with experience in the entire artistic/creative process
  • Focus on artistic/creative processes rather than defining set of courses that meet guidelines
online requirement
Online Requirement
  • Requirement: an online learning experience; the law does NOT require a for credit online learning experience
  • Guidelines and Companion Document posted online
    • Credit or non-credit course or learning experience OR
    • District has integrated online learning into at least one credit area required for graduation
  • MDE has identified the basic level of technology and internet access for requirement
world languages
World Languages
  • 2016 Requirement (3rd grade class of 2006-07)

(6th grade class of 2009-10)

    • 2 credits in high school OR
    • Course work or other learning experiences prior to/during high school (K-12)
  • American Sign Language (ASL) and Heritage Languages qualify toward requirement
  • Requirement may be met on-line
  • Guidelines are posted at high school site
physical education health
Physical Education/Health
  • Required: 1 credit
  • Physical Education and Health Guidelines
    • Must be taught by teachers with the appropriate endorsements (MA, MX or KH for health; MB, MX or SP for physical education)
    • May be integrated into one course if the teacher is qualified and guidelines for both health and physical education are met.
personal curriculum
Personal Curriculum
  • A documented process initiated by the parent or emancipated student
  • Modifies certain requirements of the Michigan Merit Curriculum
  • Allows a school district or academy to give a high school diploma providing the student has successfully completed the personal curriculum
personal curriculum session
Personal Curriculum Session
  • Allowable modifications
  • Legislative requirements
  • Students with disabilities
  • Transition coordinator’s role
  • Plan for support
promising practices
Promising Practices
  • Believe all students can graduate
  • Accelerate vs. Remediate
    • Instead of providing traditional “remedial education” accelerate instruction so that students can transition into a rigorous college-prep curriculum
  • Establish early identification and intervention systems
  • Create circle of support with parents and families
promising practices43
Promising Practices
  • Establish supportive and personalized learning environments
  • Combine intensive, individual supports with institutional reforms to support students at risk of dropping out
  • Team teaching and smaller learning communities have shown success
  • Connect relevance and learning
additional information
Additional Information
  • Visit High School Site at

www.michigan.gov/highschool

http://www.michigan.gov/mde/0,1607,7-140-38924---,00.html

  • NEW! Michigan Merit Curriculum FAQ

http://www.michigan.gov/mde/0,1607,7-140-38924-152784--,00.html

act sample tests
ACT Sample Tests
  • Complete ACT sample test

http://www.actstudent.org/pdf/preparing.pdf

  • Additional ACT online tests

http://www.actstudent.org/sampletest/index.html

  • Other standardized tests (ACT and State/National) @ mel.org

http://www.learnatest.com/Institutions/Home.cfm?CFID=5647478&CFTOKEN=b355699af4ca2b04-C48FD635-E7FF-20D7-BD80E0616D197282

act org
ACT.org

ACT.org (POLICY MAKERS)On Course for Success

http://www.act.org/path/policy/pdf/success_report.pdf

ACT.org (POLICY MAKERS) Reading Between the Lines

http://www.act.org/path/policy/reports/reading.html

ACT.org (POLICY MAKERS)

College Readiness Standards

http://www.act.org/standard/index.html

ACT.org (EDUCATORS) The ACT Writing Test

http://www.act.org/aap/writing/index.html

find information on the web
Find Information on the Web

Understanding University Success

http://www.s4s.org/cepr.uus.php

Resources from High Schools That Work

(including Making Middle Schools Work)

http://www.sreb.org

Resources from College Board

(Standards for College Success)

http://www.collegeboard.com/about/association/academic/academic.html

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

http://www.principals.org/s_nassp/sec.asp?CID=706&DID=49788

find information on the web48
Find Information on the Web

Michigan.gov/oeaa (MME/ACT information)

http://michigan.gov/oeaa

Michigan.gov/mathematics (mathematics resources)

http://www.michigan.gov/mathematics

Michigan.gov/science (science resources)

http://www.michigan.gov/science

Michigan.gov/socialstudies (social studies resources)

http://www.michigan.gov/socialstudies

mde contact information
MDE Contact Information

Sally Vaughn, Ph.D.

Deputy Superintendent/Chief Academic Officer

VaughnS@michigan.gov

Betty Underwood, Interim Director

Office of School Improvement

UnderwoodB@michigan.gov

Deborah Clemmons, Supervisor

Office of School Improvement

ClemmonsD@michigan.gov

mde contact information50
MDE Contact Information

High School Content Expectations –

Susan Codere Kelly CodereS@michigan.gov

Social Studies Consultant

Karen R. Todorov TodoroK@michigan.gov

Science Consultant

Kevin RichardRichardK1@michigan.gov

mde contact information51
MDE Contact Information

English Language Arts HS Content Expectations –

Elaine Weber, Ph.D.eweber@misd.net

Mathematics Consultant –

Ruth Anne Hodges HodgesR3@michigan.gov

English Language Arts Consultant

Lynnette VanDykeVanDykeL@michigan.gov

mde contact information52
MDE Contact Information

Visual, Performing, and Applied Arts Guidelines

Ana Cardona CardonA@michigan.gov

Online Learning Guidelines

Barbara Fardell FardellB@michigan.gov

PE/Health Guidelines

Kyle Guerrant GuerrantK@michigan.gov