Michigan High School Content Expectations Overview

1. Michigan High School Content Expectations Overview

2. Science Tier I 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

3. Statewide Dissemination Plan 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

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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

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

12. 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

13. 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 • Others

14. 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

15. 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 Cohen President and CEO of Achieve, Inc.

16. High School Content Expectations (HSCE & CCE)

17. 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

18. 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

19. 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

20. 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

21. Course/Credit Requirements • 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

22. 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”

23. 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)

24. 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

25. 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

26. 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

27. 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)

28. 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

29. English Language Arts • 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

30. 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 ELA Expectations Organized by strand and standard

31. 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

32. 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 standards 157 expectations Mathematics Expectations Organized by strand, standard, and topic

33. Science • 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

34. 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) Science Expectations Organized by strand (discipline), standard, and content statement

35. 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

36. 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

37. High School Course/Credit Guidelines

38. 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

39. Visual, Performing, and Applied Arts • Required: 1 credit • DraftGuidelines 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

40. Online Learning Experience • 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

41. Physical Education/Health • 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.

42. Languages Other Than English • 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

43. Completion Timeline • 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)

44. 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

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

46. 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

47. 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)

48. 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

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

50. 2006 OEAA Conferences 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