Michigan High School Science Content Expectations

1. Michigan High School Science Content Expectations October 2006

2. Science HSCE Overview • Science High School Content Expectations (HSCE) • Michigan Merit Graduation Requirements • Michigan Merit Curriculum Course/Credit Requirements (CCE) • Focus on Science

3. Why…Economic Survival • 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

4. 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

5. 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

6. History of High School Requirements • 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

7. 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

8. 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 (LOTE) 2016

9. 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

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

11. Collaboration is the Key Our Partners • 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 • Math/Science Centers

12. High School Course/Credit Content Expectations

13. Overview of Michigan Merit Curriculum 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

14. What Was MDE’s Charge? • Create a set of subject matter content expectations and guidelines that will ensure rigorous learning for all students in high school so as to meet the requirements of the Michigan Merit Curriculum • Convene committees that represent the highest levels of expertise

15. What Was MDE’s Charge? • Align expectations to national and international standards • Submit work for public and national reviews • Publish documents that are useful to teachers, parents, students, and the community

16. 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

17. 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

18. Course/Credit Content Expectations • 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

19. Course/Credit Content Expectations • Are aligned with national standards and recommendations from: • American Diploma Project (ADP) and Achieve, Inc., • National Council of Teachers of English and the International Reading Association • National Council of Teachers of Mathematics and Program for International Student Assessment (PISA) • College Board (SAT) • National Assessment Evaluation Program (NAEP) and National Assessment Governing Board (NAGB) • American College Testing Program (ACT)

20. MDE Obligations • 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”

21. MDE Obligations (cont’d) • By April 2009, MDE must developor 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)

22. District Obligations • 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

23. District Obligations (cont’d) • 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

24. 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

25. 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

26. 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)

27. 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

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

29. Next Steps • 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

30. 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)

31. Additional Information • 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

32. Goals for This Session Become familiar with HS Science Content Expectations Practices of Scientific Literacy Levels of Expectations Coding

33. Two Documents • High School Content Expectations (HSCE) • Michigan Merit Curriculum Course/Credit Requirements (CCE)

34. Four Disciplines of Science • Physics • Chemistry • Earth Science • Biology No order implied

35. 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

36. Built from NAEP 2009 HSCE Content Statement Early in the history of the universe, matter clumped together by gravitational attraction to form stars and galaxies.(E5.1) NAEP Content Statement Early in the history of the universe, matter, primarily the light atoms hydrogen and helium, clumped together by gravitational attraction to form countless trillions of stars and billions of galaxies. (E12.2)

37. Four Levels of Expectations • Prerequisite • Knowledge needed when entering high school • Recommendations to K-7 committee • Essential • Critical knowledge regardless of course • Aligned to large-scale assessment (MME,NAEP) • Core • Specific to the discipline (course) • Required for credit in required areas (Biology, and Chemistry or Physics) • Preparation for advanced study • Recommended • Appropriate for rigorous college preparation courses

38. 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

39. 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 for graduation

40. Four Practices of 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 • Reflecting • Critique and justify strengths and weaknesses of scientific knowledge

41. Identifying: Stating Models and Patterns

42. Using Models and Patterns to Predict or Explain Observations

43. Inquiry: Finding and Explaining Patterns in Data

44. Using Models and Patterns to Predict or Explain Observations

45. Activity Practices of Science Literacy

46. “Where’s the Inquiry?” • Description of inquiry in the context of Science Literacy is included in the opening pages of each of the content documents. • Common language in all for content documents including: • Concept map on page 3 • Pyramid with brief description on page 4 • Detailed descriptions on pages 5, 6, & 7 • Standards E1, B1, C1, and P1 • Will be considered in state assessment design

47. Task • Divide into four groups • Each group will read and synthesize information around one of the four aspects of Science Literacy in the HSCEs including the appropriate section of: • The concept map on page 3 • The pyramid on page 4 (where is it represented in the pyramid?) • Section of text that applies on pages 5-7 • Where it relates to the first standard in each discipline • “Experts” will return to their “home” table and report out findings to their tables

48. Discuss • How does this description of science literacy compare to the current benchmarks in the Constructing and Using Standards of the Michigan Curriculum Framework? • Is this approach to science something that your district currently addresses? • What challenges will need to be addressed in providing students opportunities to develop science literacy in these areas?

49. Organizational Structure Discipline Standard Content Statement Content Expectation

50. Structure of Document