MYP general information

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Middle Years Program A brief introduction
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Middle Years Program (MYP)

• A five year program
• Stressing academic challenges
• and life skills

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For students aged 11 to 16
Middle Years Program (MYP)

• A critical phase of personal and intellectual
  development
• A time of uncertainty, sensitivity, resistance
  and questioning

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Promotes
Middle Years Program

• discipline
• creativity
• skills
• flexibility
• Intercultural awareness

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The MYP embraces but transcends traditional
school subjects
Middle Years Program

• Flexible framework
• Schools may organize subjects in different ways

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The MYP in brief
Middle Years Program

• The MYP provides a thorough study of various
  disciplines
• It accentuates their interrelatedness
• It acknowledges the role of the disciplines and
  transdisciplinary study

Technology
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The curriculum
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The curriculum
Middle Years Program
Areas of interaction These five perspectives/
themes / lenses are at the core of the MYP
approaches to learning
community service
health and social education
environment
Creativity (homo faber)
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Areas of interaction
Middle Years Program
The curriculum

• are themes/ lenses, not subjects
• pervade and recur throughout the five years

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Areas of interactionthrough the subjects
Middle Years Program
The curriculum

• and also through
• interdisciplinary teaching and projects
• whole school activities
• the MYP personal project in the 10th
• grade year

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Personal Project
Middle Years Program
The curriculum

• 10th Grade Year
• an independent piece of work
• the culmination of the students
  involvement with the five areas of
  interaction

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The teachers
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• Training centered in instructional approaches and
  assessment that are content specific
• Training in meeting the needs of various learning
  styles, and emphasis in developing the whole
  student
• Training to deliver a program designed for
  motivated learners

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What the evaluation does
Evaluating teaching and learning
Middle Years Program

• assesses the effectiveness of the delivery of
  the curriculum at the school
• assesses the progress of student learning

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Assessing the student
Middle Years Program

• Middle Years Program teachers organize their own
  student assessment and reporting procedures, in
  accordance with the objectives of the program

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Assessment along the wayformative
assessmentspecial emphasis on it in the MYP
Assessing the student
Middle Years Program

• Used at different stages of the learning process
• Used to guide instructional decisions

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Assessing the student
Middle Years Program

• Teachers
• measure the progress of the student
• use formative assessment to
  
• adjust teaching plans and
• methods
• Students
• do formative self-assessment of their work
• reflect on their own approaches to learning

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Mission Statements

• IBO
• The International Baccalaureate Organization aims
  to develop inquiring, knowledgeable and caring
  young people who help to create a better and more
  peaceful world through intercultural
  understanding and respect.
• To this end the IBO works with schools,
  governments and international organizations to
  develop challenging programs of international
  education and rigorous assessment.
• These programs encourage student across the world
  to become active, compassionate and lifelong
  learners who understand that other people, with
  their differences can also be right.

• PPS
• Portage Public Schools will shape the future by
  empowering every student to contribute
  intelligently and ethically in an information
  rich, global society. (Vision)
• Through a partnership of school staff, students,
  parents and community, all Portage Public Schools
  students will become effective communicators,
  responsible citizens, self-directed learners and
  complex thinkers.

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Mission Statements, cont.

• IBO
• The International Baccalaureate Organization aims
  to develop inquiring, knowledgeable and caring
  young people who help to create a better and more
  peaceful world through intercultural
  understanding and respect.
• To this end the IBO works with schools,
  governments and international organizations to
  develop challenging programs of international
  education and rigorous assessment.
• These programs encourage student across the world
  to become active, compassionate and lifelong
  learners who understand that other people, with
  their differences can also be right.

• PPS
• The school staff will
• Ensure high quality innovative curriculum,
  research-based instruction, opportunities for
  practice, and measurement of student achievement,
  that is customized to meet all students' needs.
• Ensure a safe learning environment that empowers
  students to be responsible, confident,
  independent thinkers who are able to monitor
  their own behaviors and performances.
• Build positive relationships in a professional,
  ethical manner by honoring diversity, modeling
  life skills, and meeting the physical and
  emotional needs of all students.
• Be technologically literate, complex thinkers in
  an ever-changing profession.

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Mission Statements, cont.

• IBO
• The International Baccalaureate Organization aims
  to develop inquiring, knowledgeable and caring
  young people who help to create a better and more
  peaceful world through intercultural
  understanding and respect.
• To this end the IBO works with schools,
  governments and international organizations to
  develop challenging programs of international
  education and rigorous assessment.
• These programs encourage student across the world
  to become active, compassionate and lifelong
  learners who understand that other people, with
  their differences can also be right.

• PPS
• The students will
• Master effective communication skills.
• Master the ability to monitor and assess their
  own performance and be responsible for expanding
  their physical, emotional and intellectual
  learning.
• Demonstrate responsible citizenship through
  positive social interactions in various
  environments.

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Education for life
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Michigan High School Graduation Requirements
August 2006
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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
  comprehensive in nation
• New requirements effective Class of 2011 except
  for Languages other than English 2016

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Successful High School Programs

• High expectations
• Rigorous requirements
• Academic studies applied to real-world situations
  and projects
• Challenging career/technical studies
• Work-based learning opportunities

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Overview of Michigan Merit Curriculum

• 2011 Requirements (2006 8th grade class)
• 4 English Language Arts
• 4 Mathematics/ Math related (1 in senior year)
• 3 Science
• 3 Social Studies
• 1 Physical Education/Health
• 1 Visual, Performing, and Applied Arts
• On-line course/experience
• 2016 Requirements (2006 3rd grade class)
• 2 credits/experience in Languages other than
  English

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High School Course/Credit Content Expectations
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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

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What Was Developed?

• High School Content Expectations (HSCE)
• The universe of recommended content during a 4
  year high school experience
• Course/Credit Content Expectations (CCE)
• Specific course/credit content requirements
  derived from the universe of the HSCE

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English Language Arts

• Required 4 credits
• Credit content is defined by units
• 4 model units per credit
• Anchor texts narrative/informational
• Organized by Big Ideas
• Increasing levels of complexity and
  sophistication
• Emphasis on Reading, Writing, and Informational
  Text

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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

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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

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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

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High School Course/Credit Guidelines
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Course/Credit Guidelines

• The Course/Credit Guidelines (CCG)
• Provide high schools with general 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

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Visual, Performing, and Applied Arts

• Required 1 credit
• Guidelines are 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
• Credit assignment is up to local school district

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Physical Education/Health

• Required 1 credit
• Guidelines are being developed for
• Health and Physical Education
• Physical Education and Health requirements may be
  met in other course/credit areas that meet the
  established guidelines

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Online Requirement

• Requirement No credit by law requires 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 identifies basic level of technology and
  internet access for requirement to be in effect

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Languages Other Than English

• Required
• 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 this requirement
• Requirement may be met on-line

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Timeline for Course/Credit Content Expectations
and Guidelines

• Course/Credit Content Expectations and Guidelines
  will be presented to the State Board and made
  available on the MDE website on August 4, 2006
• English Language Arts Units for 9th and 10th
  grades
• Mathematics Algebra I, Geometry, Algebra II,
• Precalculus, Statistics
• Science Earth Science, Biology, Chemistry,
  Physics
• Visual, Performing, and Applied Arts
• Online Experience

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Timeline for Course/Credit Content Expectations
and Guidelines

• Course/Credit Content Expectations and Guidelines
  projected for 2007
• Social Studies U.S. History and Geography,
  Economics, Civics, World History and Geography
• Languages other than English (LOTE) Guidelines
  for credit and experience

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Performance Matters
What We Know

• Whats New
• Meet or exceed content expectations
• Perform and demonstrate competency
• Assign credit based on meeting expectations

• Currently
• Pass or fail
• Seat time
• Individual courses

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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

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Courses vs. Credits, contd.

• 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)

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Courses vs. Credits, contd.

• 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

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Courses vs. Credits, contd.

• Legislation does not prohibit student satisfying
  credit requirements through
• Dual enrollment
• Advanced Placement
• International Baccalaureate
• Other early college experiences or programs

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Michigan Merit Curriculum Assessments

• Local districts may use own assessments to
  measure achievement in credits
• New law authorizes local district to institute
  Michigan Merit Exam (MME) as graduation
  requirement

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Personal Curriculum

• Must meet high school requirements except as
  designated by law
• Graduation requirements may be modified through
  the Personal Curriculum

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Personal Curriculum

• Developed by team comprised of the student,
  parent/guardian, high school counselor or staff
  member designated by principal
• No age or grade level specified
• Should incorporate as much of graduation
  requirements as practicable

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Personal Curriculum, contd.

• Shall include measurable goals and evaluation
• Aligned with students Educational Development
  Plan (EDP from 7th grade)
• Final plan must be approved by parents and
  district superintendent
• Parents must communicate with teachers once each
  quarter to assess progress

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Special Education

• All graduation requirements apply
• Students IEP supports the student to achieve
  graduation
• The IEP must identify the appropriate supports to
  successfully complete the Michigan Merit
  Curriculum or through a Personal Curriculum

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School Accreditation

• State accreditation of high schools dependent
  upon schools providing opportunities to meet all
  graduation requirements
• Beginning 2008-09 school year, no high school
  will be accredited unless such opportunities are
  provided
• Law provides for consequences for schools failing
  to be accredited for 3 consecutive years

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MDE Obligations

• Develop Course/Credit Content Expectations for
  subject areas named in legislation
• Develop guidelines for
• PE/Health
• Visual, Performing, and Applied Arts
• Online Learning Experience
• Languages other than English (experiences K-12)
• Alternative delivery methods
• District phase-in requirements

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MDE Obligations, contd.

• Within 3 years develop or 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
• Develop guidelines for applications for
  specialty schools

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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-
  if requested

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District Obligations, contd.

• 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

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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/mathematics (mathematics resources)
• http//www.michigan.gov/mathematics
• 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.htm
  l
• ACT.org (College Readiness Standards)

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MDE Contact Information

• Jeremy M. Hughes, Ph.D.
• Deputy Superintendent/Chief Academic Officer
• Hughesj_at_michigan.gov
• Dr. Yvonne Caamal Canul, Director
• Office of School Improvement
• Canuly_at_michigan.gov
• Betty Underwood, Assistant Director
• Office of School Improvement
• Underwoodb_at_michigan.gov
• Deborah Clemmons, Supervisor
• Office of School Improvement
• Clemmonsd_at_michigan.gov