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Michigan High School Reform

Michigan High School Reform. Update and Discussion Oakland County Superintendents Association December 7, 2005. High School Reform. Michigan’s High School Graduation Requirements The School Redesign Network at Stanford University Response Letter to the State Board of Education.

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Michigan High School Reform

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  1. Michigan High School Reform Update and Discussion Oakland County Superintendents Association December 7, 2005

  2. High School Reform • Michigan’s High School Graduation Requirements • The School Redesign Network at Stanford University • Response Letter to the State Board of Education

  3. State Graduation RequirementsRigor, Relevance, Relationships High School Reform: What is the target? • Participation in the Michigan Merit Examination or MI-Access in the spring of junior year. • Completion of an online credit or noncredit course or learning experience. • Completion of a Michigan Merit Curriculum that includes a Michigan Merit Core and a 21st Century Applied Learning Core.

  4. State Graduation RequirementsRigor, Relevance, Relationships • Requirements begin with the freshmen class of 2006-07, the graduating class of 2010. (If legislation to support this requirement is passed into law by March 1, 2006.) • District required to file a phase-in plan if unable to implement immediately. • Student modification allowed after three years in the Michigan Merit Curriculum.

  5. State Graduation RequirementsRigor, Relevance, Relationships Michigan Merit Core • English Language Arts 4 credits • Mathematics 4 credits - Algebra II - Math must be taken in the Senior year • Science (Biology + Physics or Chem. + one more) 3 credits • Social Studies (Gov/Civics, Econ., US History, World History) 3 credits • Health/Physical Education 1 credit • Fine Arts/Music 1 credit 16 credits * Or alternative as specified by content area

  6. State Graduation RequirementsRigor, Relevance, Relationships 21st Century Applied Learning Core http://www.21stcenturyskills.org/index.php • Global Literacy • Civic Literacy • Financial, Economic, and Entrepreneurial Literacy • Communications Technology Literacy

  7. State Graduation RequirementsRigor, Relevance, Relationships 21st Century Applied Learning Core • Thinking and Problem Solving • Interpersonal and Self-Directional • Information and Communication • Accelerated Learning Total credits for graduation determined by district

  8. The School Redesign Network at Stanford University High School Reform: How and why? http://schoolredesign.net • A Study Kit to support the redesign of high schools. • An inquiry based method of study. • Resources to use with staff, parents, and community. • Supports the work many schools are doing with “Professional Learning Communities.”

  9. The School Redesign Network at Stanford University The Study Kit: • Tools, 275 articles, and sample materials from schools redesigning around the nation. • Four (4) books and nine (9) videos profiling small schools. • Annotated resource guides allowing exploration of these resources.

  10. The School Redesign Network at Stanford University Three keys: • Personalization • Collaboration • Academic Rigor

  11. Redesign NetworkTen Features of Effective Schools • Personalization • Continuous relationships • High standards • Authentic curriculum • Adaptive pedagogy • Knowledgeable and skilled teachers • Multicultural and anti-racist teaching • Collaborative planning and professional development • Family and community connections • Democratic decision making

  12. Response Letter to the State Board of Education Summary: • Support the recommendation of a mandated state core curriculum for High School. • Support the three legged triad: rigor, relevance and relationships. • Identify the needed supports for successful implementation.

  13. Response Letter to the State Board of Education Teacher Certification, Staff Development: • Teaching content with relevance - Higher Education’s preparation - Professional development • More qualified math and science teachers - Incentives • Highly Qualified Teachers - Alignment with laws - Deep knowledge of content - Real world application • Professional development funds

  14. Response Letter to the State Board of Education Curriculum Support: • Curriculum models • Alignment between K-8 content expectations and graduation requirements

  15. Response Letter to the State Board of Education Flexible Use of Time: • Flexible use of time in school -Appropriate instruction and sufficient time - NCLB 4-year requirement • Merit Exam in grade 12 - AYP implications

  16. Response Letter to the State Board of Education School structures that provide Intervention and Personalization: • Improved teacher preparation - Higher levels of achievement - Adaptive pedagogy - Ongoing professional development • Smaller learning communities - Stronger adult student relationships - Improved personalization • Continuous improvement systems - Monitor student progress at the classroom, school and district level - Regular feedback to students - Technology tools

  17. Response Letter to the State Board of Education Public Awareness and Education Needs • Educate parents and the community - Why change is necessary • Structural changes • Time to succeed • Global economy

  18. High School Reform • What needs to be emphasized? • What is missing? • What is your district concerned about?

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