Middle Years Program : A brief introduction

1. Middle Years Program: A brief introduction

2. Middle Years Program (MYP) A five year program Stressing academic challenges and life skills

3. Middle Years Program (MYP) For students aged 11 to 16 A critical phase of personal and intellectual development A time of uncertainty, sensitivity, resistance and questioning

4. Middle Years Program Promotes: discipline creativity skills flexibility Intercultural awareness

5. Middle Years Program The MYP embraces but transcends traditional school subjects Flexible framework Schools may organize subjects in different ways

6. Middle Years Program The MYP in brief Technology The MYP provides a thorough study of various disciplines It accentuates their interrelatedness It acknowledges the role of the disciplines and transdisciplinary study

7. Middle Years Program The curriculum

8. Middle Years Program The curriculum Areas of interaction: These five perspectives/ themes / lensesare at the core of the MYP approaches to learning community service health and social education environment Creativity (homo faber)

9. Middle Years Program The curriculum Areas of interaction are themes/ lenses, not subjects pervade and recur throughout the five years

10. Middle Years Program The curriculum Areas of interactionthrough the subjects and also through interdisciplinary teaching and projects whole school activities the MYP personal project in the 10th grade year

11. Middle Years Program The curriculum Personal Project 10th Grade Year an independent piece of work the culmination of the student’s involvement with the five areas of interaction

12. The teachers

13. Middle Years Program • Training centered in instructional approaches and assessment that are content specific • Training in meeting the needs of various learning styles, and emphasis in developing the whole student • Training to deliver a program designed for motivated learners

14. Evaluating teaching and learning Middle Years Program What the evaluation does assesses the effectiveness of the delivery of the curriculum at the school assesses the progress of student learning

15. Assessing the student Middle Years Program Middle Years Program teachers organize their own student assessment and reporting procedures, in accordance with the objectives of the program

16. Assessing the student Middle Years Program Assessment along the way…formative assessmentspecial emphasis on it in the MYP Used at different stages of the learning process Used to guide instructional decisions

17. Assessing the student Middle Years Program Teachers: • measure the progress of the student • use formative assessment to adjust teaching plans and methods • Students: • do formative self-assessment of their work • reflect on their own approaches to learning

18. IBO: The International Baccalaureate Organization aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peacefulworld through intercultural understanding and respect. To this end the IBO works with schools, governments and international organizations to develop challenging programs of international education and rigorous assessment. These programs encourage student across the world to become active, compassionate and lifelong learners who understand that other people, with their differences can also be right. PPS: Portage Public Schools will shape the future by empowering every student to contribute intelligently and ethically in an information rich, global society. (Vision) Through a partnership of school staff, students, parents and community, all Portage Public Schools students will become effective communicators, responsible citizens, self-directed learners and complex thinkers. Middle Years Program Mission Statements

19. IBO: The International Baccalaureate Organization aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peacefulworld through intercultural understanding and respect. To this end the IBO works with schools, governments and international organizations to develop challenging programs of international education and rigorous assessment. These programs encourage student across the world to become active, compassionate and lifelong learners who understand that other people, with their differences can also be right. PPS: The school staff will: Ensure high quality innovative curriculum, research-based instruction, opportunities for practice, and measurement of student achievement, that is customized to meet all students' needs. Ensure a safe learning environment that empowers students to be responsible, confident, independent thinkers who are able to monitor their own behaviors and performances. Build positive relationships in a professional, ethical manner by honoring diversity, modeling life skills, and meeting the physical and emotional needs of all students. Be technologically literate, complex thinkers in an ever-changing profession. Middle Years Program Mission Statements, cont.

20. IBO: The International Baccalaureate Organization aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peacefulworld through intercultural understanding and respect. To this end the IBO works with schools, governments and international organizations to develop challenging programs of international education and rigorous assessment. These programs encourage student across the world to become active, compassionate and lifelong learners who understand that other people, with their differences can also be right. PPS: The students will: Master effective communication skills. Master the ability to monitor and assess their own performance and be responsible for expanding their physical, emotional and intellectual learning. Demonstrate responsible citizenship through positive social interactions in various environments. Middle Years Program Mission Statements, cont.

21. Education for life

22. Michigan High School Graduation Requirements August 2006

23. 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 comprehensivein nation • New requirements effective Class of 2011 except for Languages other than English: 2016

24. Successful High School Programs • High expectations • Rigorous requirements • Academic studies applied to real-world situations and projects • Challenging career/technical studies • Work-based learning opportunities

25. Overview of Michigan Merit Curriculum 2011 Requirements (2006 8th grade class) • 4 English Language Arts • 4 Mathematics/ Math related (1 in senior year) • 3 Science • 3 Social Studies • 1 Physical Education/Health • 1 Visual, Performing, and Applied Arts • On-line course/experience 2016 Requirements (2006 3rd grade class) • 2 credits/experience in Languages other than English

26. High School Course/Credit Content Expectations

27. 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

28. 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

29. English Language Arts • Required: 4 credits • Credit content is defined by units • 4 model units per credit • Anchor texts narrative/informational • Organized by Big Ideas • Increasing levels of complexity and sophistication • Emphasis on Reading, Writing, and Informational Text

30. 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 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

31. Science • Required: 3 Credits • 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

32. 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 2007

33. High School Course/Credit Guidelines

34. Course/Credit Guidelines • The Course/Credit Guidelines (CCG) • Provide high schools with general 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

35. Visual, Performing, and Applied Arts • Required: 1 credit • Guidelines are 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 • Credit assignment is up to local school district

36. Physical Education/Health • Required: 1 credit • Guidelines are being developed for: • Health and Physical Education • Physical Education and Health requirements may be met in other course/credit areas that meet the established guidelines

37. Online Requirement • Requirement: No credit by law requires 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 identifies basic level of technology and internet access for requirement to be in effect

38. Languages Other Than English • Required: • 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 this requirement • Requirement may be met on-line

39. Timeline for Course/Credit Content Expectations and Guidelines • Course/Credit Content Expectations and Guidelines will be presented to the State Board and made available on the MDE website on August 4, 2006: • English Language Arts: Units for 9th and 10th grades • Mathematics: Algebra I, Geometry, Algebra II, Precalculus, Statistics • Science: Earth Science, Biology, Chemistry, Physics • Visual, Performing, and Applied Arts • Online Experience

40. Timeline for Course/Credit Content Expectations and Guidelines • Course/Credit Content Expectations and Guidelines projected for 2007 • Social Studies: U.S. History and Geography, Economics, Civics, World History and Geography • Languages other than English (LOTE): Guidelines for credit and experience

41. Performance Matters What’s New Meet or exceed content expectations Perform and demonstrate competency Assign credit based on meeting expectations What We Know • Currently • Pass or fail • Seat time • Individual courses

42. 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

43. Courses vs. Credits,cont’d. • 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)

44. Courses vs. Credits,cont’d. • 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

45. Courses vs. Credits,cont’d. • Legislation does not prohibit student satisfying credit requirements through: • Dual enrollment • Advanced Placement • International Baccalaureate • Other “early college” experiences or programs

46. Michigan Merit Curriculum Assessments • Local districts may use own assessments to measure achievement in credits • New law authorizes local district to institute Michigan Merit Exam (MME) as graduation requirement

47. Personal Curriculum • Must meet high school requirements except as designated by law • Graduation requirements may be modified through the “Personal Curriculum”

48. Personal Curriculum • Developed by team comprised of: the student, parent/guardian, high school counselor or staff member designated by principal • No age or grade level specified • Should incorporate as much of graduation requirements as practicable

49. Personal Curriculum,cont’d. • Shall include measurable goals and evaluation • Aligned with student’s Educational Development Plan (EDP from 7th grade) • Final plan must be approved by parents and district superintendent • Parents must communicate with teachers once each quarter to assess progress

50. Special Education • All graduation requirements apply • Student’s IEP supports the student to achieve graduation • The IEP must identify the appropriate supports to successfully complete the Michigan Merit Curriculum or through a Personal Curriculum