Michigan Merit Curriculum Update

1. Michigan Merit Curriculum Update Regional Rollouts December 2007 – March 2008

2. Michigan Merit Curriculum Update Update Overview Social Studies HSCE/GLCE Science GLCE Personal Curriculum Guideline Information (Online, VPAA, World Languages) HSCE Companion Documents

3. MDE High School Web Pagemichigan.gov/hsce

4. 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. .

5. 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.

6. 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

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

8. School Environment Employers Want • Strong math and science backgrounds • Creative problem solvers • Effective communicators • Leadership qualities • Flexibility - ability to adapt • A minimum of 14 years of education

9. School Environment Big Picture Assessment • HSCE/CCE Implementation and Alignment • Course Sequencing/Cross-Grade Planning • Credit Assessments/Portfolio • Testing Out • Credit Recovery Opportunities • Guidance/Career Planning

10. School Environment Big Picture Assessment • ACT/MME • Cross-Discipline Planning • General Knowledge, Processes, Skills • Reading comprehension, inquiry, research • Creative problem solving • Effective communication skills • Productive Dispositions

11. School Environment Big Picture Assessment • 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

12. School Environment Essential Elements of EDPs • Personal Information • Career Goal(s) • Educational/Training Goal(s) • Assessment Results • Plan of Action • Parent Consultation/Endorsement (under age 18) Courtesy of: Christine Reiff, Office of Career and Technical Preparation

13. School Environment Next Steps – Action Plan • 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)

14. School Environment Next Steps – Planning • 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

15. School Environment Next Steps – ACT • Preparation for ACT/MME • Become familiar with ACT College Readiness Standards • Review assessed skills • Read ACT resource reports Reading Between the Lines On 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

16. School Environment Next Steps – Big Picture Goals • 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

17. School Environment Next Steps – Big Picture Goals • 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/

18. School Environment Content Area Overview • Requirements • Components of Proficiency – Dispositions • Companion Documents • Updates

19. School Environment Social Studies • 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

20. Sequence of Study

21. School Environment Social Studies • 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

22. School Environment Social Studies • 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 • Michigan Social Studies assessment

23. School Environment Social Studies Michigan Council for the Social Studies 2008 State Professional Learning Conference Transformational Citizenship for a Global World Sunday - Wednesday, February 17 - 20, 2008 Hyatt Regency Hotel, Dearborn

24. School Environment 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, Informational Text • Model Units – 9th and 10th Revisions • See Unit Development Flip Chart • See New High School Parent Guide

25. School Environment ELA Dispositions Habits of Mind… 9th Inter-Relationships and Self-Reliance 10th Critical Response and Stance 11th Transformational Thinking 12th Leadership Qualities A lens to focus student thinking toward social action and empowerment.

26. School Environment Grammar Module The Power of Language • Module offers resources for developing grammar mini-lessons for all grade levels • Units include grammar instruction to • enrich writing: add detail, style, voice • create organizational coherence and flow • make writing conventional • Organized by ACT Standard Category • Available at http://michigan.gov/documents/mde/GrammarModule_186324_7.pdf

27. School Environment 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/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

28. School Environment Mathematics Dispositions • Conceptual 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

29. School Environment Science • 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

30. School Environment Science Dispositions • 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 • Reflection • Critique and justify strengths and weaknesses of scientific knowledge

31. 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

32. School Environment K-7 Science GLCE Rollout • Michigan’s New Content Expectations for K-7 Science • MSU Office for K-12 Outreach Monday, January 28, 2008 MSU Kellogg Center, East Lansing 8:30 AM – 2:30 PM www.educ.msu.edu/k12out

33. School Environment What’s New • ELA • Parent Guide (General and ELA sections) • Revised ELA 9 and 10 Model Units (January 2008) • Mathematics • Pre- and Post-MME Expectations • Integrated Mathematics • Science • K-7 Expectations • Clarifications • Unit Organization

34. High School Guidelines Breakout Sessions

35. Visual, Performing, and Applied Arts • 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

36. Online Requirement • 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

37. World Languages • 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

38. Physical Education/Health • Required: 1 credit • Physical Education and Health Guidelines Health approved; PE revised, not yet approved • 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.

39. Personal Curriculum • 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

40. Personal Curriculum Session • Allowable modifications • Legislative requirements • Students with disabilities • Transition coordinator’s role • Plan for support

41. 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

42. 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

43. Additional Information • 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

44. ACT Sample Tests • 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

45. ACT.org ACT.org (POLICY MAKERS)On Course for Success http://www.act.org/path/policy/pdf/success_report.pdf ACT.org (POLICY MAKERS) Reading Between the Lines http://www.act.org/path/policy/reports/reading.html ACT.org (POLICY MAKERS) College Readiness Standards http://www.act.org/standard/index.html ACT.org (EDUCATORS) The ACT Writing Test http://www.act.org/aap/writing/index.html

46. Find Information on the Web Understanding University Success http://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

47. 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

48. MDE Contact Information Sally Vaughn, Ph.D. Deputy Superintendent/Chief Academic Officer VaughnS@michigan.gov Betty Underwood, Interim Director Office of School Improvement UnderwoodB@michigan.gov Deborah Clemmons, Supervisor Office of School Improvement ClemmonsD@michigan.gov

49. MDE Contact Information High School Content Expectations – Susan Codere Kelly CodereS@michigan.gov Social Studies Consultant Karen R. Todorov TodoroK@michigan.gov Science Consultant Kevin RichardRichardK1@michigan.gov

50. MDE Contact Information Visual, Performing, and Applied Arts Guidelines Ana Cardona CardonA@michigan.gov Online Learning Guidelines Barbara Fardell FardellB@michigan.gov PE/Health Guidelines Kyle Guerrant GuerrantK@michigan.gov