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Michigan Merit Curriculum Overview MMC Overview December 2008
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
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
“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 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
• Teachers working together
• Students actively engaged
• Productive senior year
• Guidance
• Support structures
Successful High School Programs
High Schools That Work, Southern Regional Education Board, June 2005
School Environment
• 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
School Environment
• HSCE/CCE Implementation and Alignment
• Course Sequencing/Cross-Grade Planning
• Credit Assessments/Portfolio
• Testing Out
• Credit Recovery Opportunities
• Guidance/Career Planning
Big Picture Assessment
School Environment
• ACT/MME
• Cross-Discipline Planning
• General Knowledge, Processes, Skills– Reading comprehension, inquiry, research
– Creative problem solving
– Effective communication skills
• Productive Dispositions
Big Picture Assessment
School Environment
• 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
Big Picture Assessment
School Environment
• Personal Information
• Career Goal(s)
• Educational/Training Goal(s)
• Assessment Results
• Plan of Action• Parent Consultation/Endorsement
(under age 18)
Essential Elements of EDPs
Courtesy of: Christine Reiff, Office of Career and Technical Preparation
School Environment
• 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)
MMC Implementation
School Environment• 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
MMC Implementation
School Environment• Preparation for ACT/MME
– Become familiar with ACT College Readiness Standards– Review assessed skills – Read ACT resource reports
Reading Between the LinesOn 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
MMC Implementation – ACT
School Environment
• 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
Big Picture Goals
School Environment
• 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/
Big Picture Goals
School Environment2011 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
Michigan Merit Graduation Requirements
School Environment• 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
English Language Arts
School Environment
Habits of Mind…
9th Inter-Relationships and Self-Reliance10th Critical Response and Stance11th Transformational Thinking12th Leadership Qualities
A lens to focus student thinking toward social action and empowerment.
ELA Dispositions
School EnvironmentWriting, 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)
ELA DispositionsOrganized by strand and standard
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 Environment
• Unit Development Resources– Unit Development Flip Chart– Unit Framework (in chart form)– 9th and 10th Model Unit Revisionshttp://www.michigan.gov/mde/0,1607,7-140-
38924_41644_42674---,00.html
• New High School Parent Guidehttp://www.michigan.gov/documents/mde/
ELAparentguide_229480_7.pdf
English Language Arts
School Environment
The Power of Language - Part 1• Offers resources for developing grammar
mini-lessons for all grade levelshttp://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
Grammar Module
School Environment
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
Grammar Module
School Environment• 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
Mathematics
School EnvironmentMathematics 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 EnvironmentConceptual 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
Mathematics Dispositions
School Environment• 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
Science
School EnvironmentIdentifying
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
Science Dispositions
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
Choice
All
All
All
All
All
School Environment• 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
Social Studies
9-12 WORLD HISTORY AND GEOGRAPHY
UNITED STATES HISTORY AND GEOGRAPHY
CIVICS AND GOVERNMENT
ECONOMICS
6-8 8 – INTEGRATED UNITED STATES HISTORY
7 – EASTERN HEMISPHERE STUDIES
6 – WESTERN HEMISPHERE STUDIES
K-5 5 – INTEGRATED UNITED STATES HISTORY
4 – UNITED STATES STUDIES/Michigan history beyond statehood
3 – MICHIGAN STUDIES
2 – THE LOCAL COMMUNITY
1 – FAMILIES AND SCHOOLS
K – MYSELF AND OTHERS
Sequence of Study
School Environment
• 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
Social Studies
School Environment
• 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
Social Studies
High School Guidelines
• 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
Visual, Performing, and Applied Arts
• 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
Online Requirement
• 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
World Languages
• 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.
Physical Education/Health
• 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
• Allowable modifications
• Legislative requirements
• Students with disabilities
• Transition coordinator’s role
• Plan for support
Personal Curriculum Session
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 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
• 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
Additional Information
• 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 Sample Tests
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
ACT.org
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 (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 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
Find Information on the Web
MDE Contact Information
Sally Vaughn, Ph.D.
Deputy Superintendent/Chief Academic Officer
Betty Underwood, Interim Director
Office of School Improvement
Deborah Clemmons, Supervisor
Office of School Improvement
MDE Contact Information
High School Content Expectations –
Susan Codere Kelly [email protected]
Social Studies Consultant
Karen R. Todorov [email protected]
Science Consultant
Kevin Richard [email protected]
MDE Contact Information
English Language Arts HS Content Expectations –
Elaine Weber, Ph.D. [email protected]
Mathematics Consultant – Ruth Anne Hodges [email protected]
English Language Arts ConsultantLynnette VanDyke [email protected]
MDE Contact Information
Visual, Performing, and Applied Arts GuidelinesAna Cardona [email protected]
Online Learning GuidelinesBarbara Fardell [email protected]
PE/Health GuidelinesKyle Guerrant [email protected]
