Post on 19-Dec-2015
Michigan High School Science Content Expectations Overview
Science Tier II Rollouts October – December 2006
• High School Content Expectations for Science
• Brief overview of Michigan Merit Graduation Requirements
• Create a vision and plan for next steps
• See Tier II ELA/Math Overviews for additional information
michigan.gov/highschool
Overview
• 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
The Big Picture
ll
• Strong math and science backgrounds
• Creative problem solvers
• Effective communicators
• Leadership qualities
• Flexibility - ability to adapt
• A minimum of 14 years of education
Employers Want
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
High School Redesign
Successful High School Programs (HSTW)
• High expectations
• Rigorous requirements
• Academic studies applied to real-world problems and projects
• Challenging career/technical studies
• Work-based learning opportunities
School Environment
• Teachers working together
• Students actively engaged
• Productive senior year
• Guidance
• Support structures
High Schools That Work,
Southern Regional Education Board
June 2005
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
• 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
• Parents
Our Partners
Collaboration is the Key
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
Michigan Merit Graduation Requirements
• 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
Course/Credit Content Expectations
• 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
Science
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 (7)
Organized by strand (discipline), standard, and content statement
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
Four Practices of Scientific Literacy
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
Choice
All
All
All
All
All
• Think of the science courses you currently teach
• Identify prerequisite English language arts and mathematics skills necessary for success
• Record on paper provided
Table Activity
• Identify ELA and mathematics skills students apply/practice in your science classes
• Find the bookmarks (Notebook Section 9) that summarize recommendations for success beyond high school– Science Literacy Goals
– Rigorous Science Course Description
– Characteristics of Complex Text
– ACT Science Reasoning
Bookmarks
• Are the skills your students need included in the ELA and MA HSCE?
• Are the skills listed in the science bookmarks supported in the ELA and MA HSCE?
• Identify opportunities for cross-content planning
Table Discussion (slides to follow)
• 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
English Language Arts
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
Organized by strand and standard
ELA Expectations
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.
Four Dispositions
• 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 – to be selected from district or online options, and/or dual enrollment
• Sequence is not mandated
• Legislation lists examples for 4th credit, list not exclusive
• Integrated math allowed
Mathematics
Mathematics Expectations
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 standards157 expectations
Organized by strand, standard, and topic
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
Components of Mathematical Proficiency
• 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 July 2007
Social Studies
• 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
Course/Credit Requirements
• 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
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)
Next Steps
Performance Matters
What’s New
• Meet or exceed content expectations
• Perform and demonstrate competency
• Assign credit based on meeting expectations
Currently
• Pass or fail
• Seat time
• Individual courses
What We Know
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
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
– AP, IB, dual enrollment
• High school credit may be earned for high school level courses taken prior to high school
Courses vs. Credits
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 at
http://gomiem.org/pdfs/oeaa_meap_2006.pdf
2006 OEAA Conferences
• Differentiated instruction resource
• Academic search engine
• Over 180,000 educator-selected online resources organized by readability level
• Available by joining Michigan Learnport http://www.learnport.org
• Type in first and last name and district code for Net Trekker user ID and password
Net Trekker d.i.
Opportunities to • Analyze the expectations• Identify what’s new and different• Find the rigor (ACT)• Think about course offerings/schedules• Plan for alignment with current curriculum and
practice• Identify next steps and professional development
needs Debriefing • Share plans in small groups• Fill out needs survey and evaluation forms
Science Breakout
Find Information on Web
ACT.org (POLICY MAKERS) On Course for Successhttp://www.act.org/path/policy/pdf/success_report.pdf
ACT.org (POLICY MAKERS) Reading Between the Lineshttp://www.act.org/path/policy/reports/reading.html
ACT.org (POLICY MAKERS) College Readiness Standardshttp://www.act.org/standard/index.html
ACT.org (EDUCATORS) The ACT Writing Testhttp://www.act.org/aap/writing/index.html
Find Information on Web
Understanding University Successhttp://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
Find Information on Web
Michigan.gov/highschool (with link to HSCE site)http://www.michigan.gov/highschool
Michigan.gov/hsce http://www.michigan.gov/hsce
Michigan.gov/oeaa (MME/ACT information)http://michigan.gov/oeaa
Michigan.gov/science (science resources)http://www.michigan.gov/science
MDE Contact InformationJeremy M. Hughes, Ph.D.Deputy Superintendent/Chief Academic OfficerHughesj@michigan.gov
Dr. Yvonne Caamal Canul, DirectorOffice of School ImprovementCanuly@michigan.gov
Betty Underwood, Assistant DirectorOffice of School ImprovementUnderwoodb@michigan.gov
Deborah Clemmons, SupervisorOffice of School ImprovementClemmonsd@michigan.gov