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Michigan High School Content Expectations Overview. Michigan School Public Relations Association November 8, 2007. Overview. Michigan Merit Graduation Requirements Structure for Granting Credit (CCE) Course vs. Credit HSCE and CCE flexibility options 7 th Grade EDP and Career Awareness

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Michigan High School Content Expectations Overview

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    1. Michigan High School Content Expectations Overview Michigan School Public Relations Association November 8, 2007

    2. Overview • Michigan Merit Graduation Requirements • Structure for Granting Credit (CCE) • Course vs. Credit • HSCE and CCE flexibility options • 7th Grade EDP and Career Awareness • Personal Curriculum Modifications • Implications for Public Relations Directors

    3. 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 l l

    4. 2000 U.S. Median Earnings Source: U.S. Census Bureau, 2000 Public Use Microdata Samples (based on the 2000 Decennial Census)

    5. Growing Need for Higher Levels of EducationProjections of Education Shortages and Surpluses in 2012 Surplus Shortage Bachelor’s Degree Associates Degree Some College Source: Analysis by Anthony Carnevale, 2006 of Current Population Survey (1992-2004) and Census Population Projection Estimates

    6. 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

    7. 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

    8. High School RedesignHigh Schools That Work Successful High School Programs • High expectations • Rigorous requirements • Academic studies applied to real-world problems and projects • Challenging career/technical studies • Work-based learning opportunities

    9. School Environment • Teachers working together • Students actively engaged • Productive senior year • Guidance • Support structures High Schools That Work, Southern Regional Education Board June 2005

    10. 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

    11. 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 • Flexibility in delivery (universal, targeted, and intensive supports) • High school credit may be earned for high school level courses taken prior to high school

    12. 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

    13. Collaboration is the Key Our Partners • Higher Education • Local School District Staff • ISD and RESA Consultants • Content and Curriculum Consultants • High School Counselors • Career and Technical Educators • Special Education and Support Staff • Professional Organizations • Parents

    14. 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

    15. Table Discussion • Discuss progress in offering and promoting • Opportunities for earning required credits • Curriculum alignment • Assessment development • Options for earning credit (dual enrollment) • Record keeping, transcript revision • Career planning programs • EDP (Career Cruising, My Dream Explorer, CareerForward • Parent communication • Tracking student success beyond high school

    16. Personal Information Career Goal(s) Educational/Training Goal(s) Assessment Results Plan of Action Parent Consultation/Endorsement (under age 18) Essential Elements for EDPs Courtesy of: Christine Reiff, Office of Career and Technical Preparation

    17. High School Content Expectations

    18. Intent of Legislation Beginning with the freshman class in fall 2007, when the transcript says “Algebra I” or “Biology” etc., it signifies that, regardless of where a student has gone to school in Michigan, the content expectations have been taught and the student is reasonably proficient. -- Jeremy Hughes

    19. What Was Developed? • High School Content Expectations (HSCE) • The “universe” of recommended content during a 4 year high school experience • Course/Credit Content Expectations (CCE) • Specific course/credit content requirements derived from the “universe” of the HSCE

    20. 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)

    21. Next Steps • 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

    22. Next Steps • 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

    23. 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 • See Unit Development Flip Chart • See New High School Parent Guide

    24. 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 ELA Expectations Organized by strand and standard

    25. 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.

    26. ELA Grade-Level Focus Literature Focus… 9th Overview 10th American Literature 11th British and World Literature 12th Overview with World Perspective Leaving opportunities for studying various literature in 12th grade AP Literature

    27. Grammar Module The Power of Language • Module offers resources for developing grammar mini-lessons for all grade levels • Units include grammar instruction to • enrich writing: add detail, style, voice • create organizational coherence and flow • make writing conventional • Organized by ACT Standard Category • Module available at high school site

    28. Survey and Discussion • ELA Unit development status • Review CCE Unit framework, model units for ELA 9, 10, 11, & 12and dispositions • Analyze Unit Development Flipbook and Genre Records • Evaluate alignment with current practice • Make plans for unit development and assessment • Identify cross-curricular connections

    29. 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 – 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

    30. 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 (3) Probability Models and Probability Calculation (4) Additional Recommended Expectations Extensions beyond the core Addendum Detailing Outlines for PreCalculus Statistics and Probability 4 strands 14 standards 157 expectations Mathematics Expectations Organized by strand, standard, and topic

    31. 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

    32. Survey and Discussion • Math course and unit development status • Review CCE for each required credit • Evaluate alignment with current practice • Identify topics for each course • Develop units of instruction • Develop unit assessments • Identify cross-curricular connections

    33. 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

    34. 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) Biology 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) Physics Inquiry, Reflection, and Social Implications (2) Motion of Objects (3) Forces and Motion (8) Forms of Energy and Energy Transformations (12) Chemistry 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

    35. 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

    36. 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

    37. Survey and Discussion • Science course and unit development status • Review CCE for each required credit and for scientific literacy (MME) • Identify course sequence • Evaluate alignment with current practice • Identify topics for each course • Develop units of instruction (see michigan.gov/science for latest unit information) • Develop unit assessments • Identify cross-curricular connections

    38. Social Studies • Required: 3 credits • Credit content is being 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 • .5 credit in Economics • Approved October 1, 2007 • Dissemination and Rollouts October-November 2007

    39. Sequence of Study

    40. 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

    41. 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 • Michigan Social Studies assessment

    42. High School Course/Credit Guidelines

    43. Visual, Performing, and Applied Arts • Required: 1 credit • Guidelines have been developed for • Visual, Performing, and Applied Arts • The goal is to provide students with experience in the entire artistic/creative process • Guidelines focus on artistic/creative processes rather than defining set of courses that meet guidelines

    44. 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

    45. Physical Education/Health • Required: 1 credit • Physical Education and Health requirements: • 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.

    46. World Languages • 2016 Requirement(3rd grade class of 2006): • 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

    47. 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

    48. Modifications • No modifications in the following areas: • English Language Arts • Science • World Languages • Civics • Online Learning Experience

    49. Personal Curriculum • Legislative Requirements: • Agreement between superintendent - parent/guardian - student • Developed by student - parent/guardian - counselor/designee - (school psychologist if special education student) team • Meets as much of MMC (HSCE/CCE) as practicable • Measurable goals

    50. Students with Disabilities • Transition coordinator’s role in supporting curriculum alignment that will allow for effective planning (EDP/IEP/PC) • To plan for support, must first identify • What is expected (HSCE/CCE) • The instructional plan (Curriculum/Topics/Units) • How will it be assessed (Unit/SCA, MME/ACT) • Student abilities/disabilities • Appropriate supports for student