Michigan High School Content Expectations Overview

• Science High School Content Expectations (HSCE)

• Michigan Merit Graduation Requirements

• Michigan Merit Curriculum Course/Credit Requirements (CCE)

• Brief overview of all content area requirements

• Focus on Science

Science Tier I Overview

The HSCE/CCE Rollout -- 3 Tiers of professional development

• Tier I – General Overview: Statewide Initiative October 17 – Lansing October 18 – Grayling November 9 – Clinton RESA

• Tier II – Curriculum Alignment: Regional Initiative Align HSCE/CCE to current district curriculum and practice

9 meetings at Math/Science Centers across the state

• Tier III – Instructional Alignment and Practices: Local Initiative

Statewide Dissemination Plan

• Our students face both national and international competition

• Research shows students are not prepared to succeed in college or workplace

• Courses like Algebra II are new gateway to higher paying jobs

• Michigan’s economic recovery is tied to a well-educated workforce

Why…Economic Survival

• Strong math and science backgrounds

• Creative problem solvers

• Effective communicators

• Leadership qualities

• Flexibility - ability to adapt

• A minimum of 14 years of education

Why…Employers Want

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

• Our students face both national and international competition

• Research shows students are not prepared to succeed in college or workplace

• Courses like Algebra II are new gateway to higher paying jobs

• Michigan’s economic recovery is tied to a well-educated workforce

History of High School Requirements

• Cherry Commission on Higher Education and Economic Growth

• Year long study of resources, districts, and best practices

• State Board of Education action

• Extraordinary partnership between Executive and Legislative branches

History of High School Requirements

• Legislation signed by Governor Granholm on April 20, 2006 created a set of rigorous high school requirements

• State graduation requirements become most comprehensive in nation

• New requirements effective Class of 2011 except for Languages other than English (LOTE) 2016

History of High School Requirements

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

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

• 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

• 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

• Others

Our Partners

Collaboration is the Key

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

Overview of Michigan Merit Curriculum

Courageous Leadership

“By enacting the Michigan Merit Curriculum, the Michigan Legislature and Governor Granholm…the State Board of Education and the Department of Education have catapulted Michigan from the state that demanded among the least…to one of the states that demands the most.

Enacting Michigan Merit Curriculum required political leadership and courage. Implementing it well will require the skill and dedication of Michigan’s educators, a challenge they are surely up to.”

Michael CohenPresident and CEO of Achieve, Inc.

High School Content Expectations (HSCE & CCE)

Who Was Involved?• Academic Work Groups

– Chaired by Higher Education– Other representative members

• Local and Intermediate School Districts• Professional Organizations• Career & Technical Education

• Review Committees• Web Review• National Review

– Achieve, Inc. – ELA and Mathematics– Council of State Science Supervisors– North American Council for Online Learning

What Was Developed?

• High School Content Expectations (HSCE)

– The “universe” of required and recommended content knowledge and expectations for a 4 year high school experience

• Course/Credit Content Expectations (CCE)

– Specific course/credit content requirements derived from the “universe” of the HSCE

• Build on and extend

- Michigan K-8 Grade Level Content Expectations and the K-8 Educational Experience

- Michigan Curriculum Framework

- Career and Employability Skills Standards and Benchmarks

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.

NCTE/IRA, NCTM, PISA, SREB/HSTW

Course/Credit Content Expectations

• 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

Course/Credit Requirements

• Develop Course/Credit Content Expectations for subject areas named in legislation

• Develop guidelines for– Visual, Performing, and Applied Arts– Online Learning Experience– PE/Health– Languages other than English (experiences K-12)

• Define– Minimum level of technology and internet access

– Alternative delivery methods

– District phase-in requirements

• Develop guidelines for applications for “specialty schools”

MDE Obligations

• By April 2009, MDE must develop or select and approve assessments that may be used by the district for the Course/Credit requirements (at a minimum) in:– English Language Arts– Mathematics– Science– Social Studies– May be end-of-course, unit, or in other increment

• Local districts may develop their own assessments to measure achievement in credit

• Legislation authorizes local district to institute Michigan Merit Exam (MME) as graduation requirement

• Legislation allows districts to require credits beyond MMC requirements (Course/Credits and Assessments)

MDE Obligations (cont’d)

• Opportunities in place by 2007-08 school year to meet all graduation requirements

• If not, proposal for phase-in plan

• Educational Development Plan for 7th graders to be completed by time student enters high school

District Obligations

• Graduation credit areas taught by “highly qualified” (NCLB) teachers

• Notice to parents of students failing or in danger of dropping out

• Basic technology and internet access in place to support on-line requirement

District Obligations (cont’d)

• 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 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)

Next Steps

• Districts have asked for clarification, guidelines, and specific recommendations for:– Assessment plans (MME and Course/Credit)– Setting proficiency levels– Assessable content document– Guidelines for District Assessments & Testing Out– Specifics regarding special education, alternative education, personal

curriculum, district modification, online experience, and school accreditation

• Legislation allows for flexibility in making district decisions• MDE is developing policy in these areas• Watch for “Answers to FAQ” on our web site

Additional Information

• 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

English Language Arts

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

Organized by strand and standard

ELA Expectations

• 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 year of math is required – to be selected

from district or online options, and/or dual enrollment

• Sequence is not mandated• Legislation lists examples, list not exclusive• Integrated math allowed

Mathematics

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 (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 standards157 expectations

Organized by strand, standard, and topic

• 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

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)

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 (8)

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

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

Choice

All

All

All

All

All

• 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 2007

Social Studies

High School Course/Credit Guidelines

• The Course/Credit Guidelines (CCG)– Provide high schools with general curricular

content and processes

– Local school districts will assign credits based on their course/credit offerings that are aligned to the Course/Credit Guidelines

– Guidelines are aligned to Michigan Curriculum Framework, Career and Technical Education Standards, and/or other program area guidelines

Course/Credit Guidelines

• Required: 1 credit

• Draft 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

Visual, Performing, and Applied Arts

• Requirement: The law requires an online learning experience, but does NOT require a for credit online learning experience

• Guidelines for this learning experience have been developed– Credit or non-credit course or learning experience

OR…

– District has integrated online learning into each credit area required for graduation

• MDE has identified the basic level of technology and internet access for requirement

Online Learning Experience

• Required: 1 credit

• Guidelines are being developed – Health and Physical Education (Nov. 2006 draft)

– 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.

Physical Education/Health

• 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 LOTE requirement

• Requirement may be met on-line

Languages Other Than English

• Course/Credit Content Expectations and Guidelines are available on the MDE website:– English Language Arts: Units for 9th and 10th grades

– Mathematics: Algebra I, Geometry, Algebra II,

Precalculus, Statistics

– Science: Earth Science, Biology, Chemistry, Physics (October 2006)

– Visual, Performing, and Applied Arts

– Online Experience (October 2006)

Completion Timeline

• Course/Credit Content Expectations and Guidelines projected for 2007– Social Studies: U.S. History and Geography,

Economics, Civics, World History and Geography

– PE/Health (Draft for Review November 2006)

– Languages other than English (LOTE): Guidelines for credit and experience

Completion Timeline

Performance Matters

What’s New

• Meet or exceed content expectations

• Perform and demonstrate competency

• Assign credit based on meeting expectations

Currently

• Pass or fail

• Seat time

• Individual courses

What We Know

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. Credits

• Graduation requirements intended to be standards/competency-based

• Requirements do not imply courses, seat time, Carnegie Units

• Legislation says districts may offer credits through “alternate methods” (e.g. Humanities, CTE, Industrial Technology, Voc-Ed, or combination)

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

• High school credit may be earned for high school level courses taken prior to high school

Courses vs. Credits

• Legislation does not prohibit student satisfying credit requirements through:– Dual enrollment– Advanced Placement– International Baccalaureate– Other “early college” experiences or

programs

Courses vs. Credits

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 through MIEM in late September

2006 OEAA Conferences

• 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

Net Trekker d.i.

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 Debriefing • Share plans in small groups• Fill out needs survey and evaluation forms

Science Breakout

Find Information on Web

ACT.org (POLICY MAKERS) On Course for Successhttp://www.act.org/path/policy/pdf/success_report.pdf

ACT.org (POLICY MAKERS) Reading Between the Lineshttp://www.act.org/path/policy/reports/reading.html

ACT.org (POLICY MAKERS) College Readiness Standardshttp://www.act.org/standard/index.html

ACT.org (EDUCATORS) The ACT Writing Testhttp://www.act.org/aap/writing/index.html

Find Information on Web

Understanding University Successhttp://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 (College Readiness Standards)http://collegeboard.com

Find Information on Web

Michigan.gov/highschool (with link to HSCE site)http://www.michigan.gov/highschool

Michigan.gov/hsce http://www.michigan.gov/hsce

Michigan.gov/oeaa (MME/ACT information)http://michigan.gov/oeaa

Michigan.gov/mathematics (mathematics resources)http://www.michigan.gov/mathematics

MDE Contact InformationJeremy M. Hughes, Ph.D.Deputy Superintendent/Chief Academic OfficerHughesj@michigan.gov

Dr. Yvonne Caamal Canul, DirectorOffice of School ImprovementCanuly@michigan.gov

Betty Underwood, Assistant DirectorOffice of School ImprovementUnderwoodb@michigan.gov

Deborah Clemmons, SupervisorOffice of School ImprovementClemmonsd@michigan.gov

MDE Contact Information

High School Content Expectations

Susan Codere Kelly CodereS@michigan.gov

Science HS Content Expectations

Kevin Richard RichardKE@michigan.gov

Content Expectations

Gale Sharpe SharpeG@michigan.gov

MDE Contact Information

English Language Arts HS Content Expectations Elaine Weber, Ph.D. eweber@misd.net

Mathematics HS Content Expectations Ruth Anne Hodges HodgesRA@michigan.gov

Visual, Performing, and Applied Arts GuidelinesAna Cardona CardonA@michigan.gov

Online Learning GuidelinesBarbara Fardell FardellB@michigan.gov