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Michigan High School Science Content Expectations


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Title: Michigan High School Science Content Expectations

Michigan High School Science Content Expectations
October 2006
Science HSCE Overview
  • Science High School Content Expectations (HSCE)
  • Michigan Merit Graduation Requirements
  • Michigan Merit Curriculum Course/Credit
    Requirements (CCE)
  • Focus on Science

Why…Economic Survival
  • Our students face both national and international
  • Research shows students are not prepared to
    succeed in college or workplace
  • Courses like Algebra II are new gateway to higher
    paying jobs
  • Michigans economic recovery is tied to a
    well-educated workforce

Why…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

College-ready is Work-ready
  • …we know that the skills expected for college
    are also the skills needed to enter todays
    workforce. So whether students plan further
    education or work after high school graduation,
    they need to graduate college-ready.
  • On Course for Success ACT

History of High School Requirements
  • Our students face both national and international
  • Research shows students are not prepared to
    succeed in college or workplace
  • Courses like Algebra II are new gateway to higher
    paying jobs
  • Michigans economic recovery is tied to a
    well-educated workforce

History of High School Requirements
  • Cherry Commission on Higher Education and
    Economic Growth
  • Year long study of resources, districts, and best
  • State Board of Education action
  • Extraordinary partnership between Executive and
    Legislative branches

History of High School Requirements
  • Legislation signed by Governor Granholm on April
    20, 2006 created a set of rigorous high school
  • State graduation requirements become most
    comprehensive in nation
  • New requirements effective Class of 2011 except
    for Languages other than English (LOTE) 2016

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

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

  • June 2005

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

High School Course/Credit Content Expectations
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

What Was MDEs 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

What Was MDEs Charge?
  • Align expectations to national and international
  • Submit work for public and national reviews
  • Publish documents that are useful to teachers,
    parents, students, and the community

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

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

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

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
  • College Board (SAT)
  • National Assessment Evaluation Program (NAEP) and
    National Assessment Governing Board (NAGB)
  • American College Testing Program (ACT)

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

MDE Obligations (contd)
  • By April 2009, MDE must 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
  • 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
  • Legislation allows districts to require credits
    beyond MMC requirements (Course/Credits and

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

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

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

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

Courses vs. Credits
  • Graduation requirements intended to be
  • 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

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

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

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

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
  • Identify common course assessments to monitor
    achievement (or use those developed by MDE)

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

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

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

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

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

Built from NAEP 2009
  • 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)
  • HSCE Content Statement
  • Early in the history of the universe, matter
    clumped together by gravitational attraction to
    form stars and galaxies.(E5.1)

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

  • 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

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
Four Practices of Scientific Literacy
  • Identifying
  • Recall, define, relate, represent basic
  • 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

Identifying Stating Models and Patterns
Using Models and Patterns to Predict or Explain
Inquiry Finding and Explaining
Patterns in Data
Using Models and Patterns to Predict or Explain
  • Practices of Science Literacy

Wheres 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
  • 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

  • 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
  • Experts will return to their home table and
    report out findings to their tables

  • 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?

Organizational Structure
Discipline Standard Content
Statement Content Expectation
Structure of Document
Content Expectations
  • Earth Science
  • 5 Standards
  • 17 Content Statements
  • 65 Essential Expectations
  • 43 Core Expectations
  • Biology (Required for All)
  • 5 Standards
  • 20 Content Statements
  • 57 Essential Expectations
  • 65 Core Expectations
  • Physics (Choice)
  • 4 Standards
  • 25 Content Statements
  • 62 Essential Expectations
  • 62 Core Expectations
  • Chemistry (Choice)
  • 5 Standards
  • 29 Content Statements
  • 42 Essential Expectations
  • 89 Core Expectations

Example of Structure
Discipline Chemistry Standard C5 Changes in
Matter Students will analyze a chemical
change phenomenon from the point of view of what
is the same and what is not the same Content
Statement C5.4 Phase Change/Diagrams Changes
of state require a transfer of energy. Water has
unusually high-energy changes associated with its
changes of state. C5.4A Compare the energy
required to raise the temperature of one gram of
aluminum and one gram of water the same number of
degrees. C5.4B Measure, plot, and interpret
the graph of the temperature versus time of an
ice-water mixture, under slow heating, through
melting and boiling
  • Four High School Disciplines
  • Chemistry (C)
  • Physics (P)
  • Earth (E)
  • Biology (B)
  • Three Middle School Disciplines
  • Life (L)
  • Physical (P)
  • Earth (E)

Coding Diagram
  • Coding Diagram
  • B,C,E,P
  • Or L (p or r)
    (x) aCore
  • ________ _______ . _ _ _ _ _ _
    _______ _ _ _ _ _ _ _________
  • Discipline / Standard / Prerequisite / Statement
    / Indication / Expectation
  • Recommended of core

Content Statement Coding
  • Two digits to the left of the decimal indicate
    discipline and standard
  • Four or five standards for each discipline
  • Example
  • B3.2 Ecosystems
  • B indicates the discipline of Biology
  • 3 indicates Standard 3 in the
  • discipline of Biology

Content Statement Coding
  • One or two digits to the right of decimal point
    indicate level of content statement
  • The number is the content statement sequence in
    the standard.
  • x in content statement indicates
  • all core expectations
  • p in content statement indicates
  • all prerequisite expectations

Content Statement Coding
  • Example
  • B3.2 Ecosystems
  • B indicates the discipline of Biology
  • 3 indicates Standard 3 in the discipline of
  • 2 indicates Content Statement 2 in
    Standard B3
  • (this content statement may contain both
    essential and core expectations)

Content Statement Coding
  • Example
  • B3.4x Human Impact
  • B indicates the discipline of Biology
  • 3 indicates Standard 3 in the discipline of
  • 4x indicates the all core Content
    Statement 4 in Standard B3
  • (content statement contains only core

Content Statement Coding

Example L3.p1 Populations, Communities,
Ecosystems (prerequisite) L indicates the
discipline of Life (MS) 3 indicates Standard 3
in the discipline of Biology p1 indicates a
prerequisite Content Statement 1 in Standard
L3 (prerequisites are coded by their MS
Content Expectation Coding
  • The number to the right of the decimal is the
    content statement number sequence.
  • The letter following this number designates the
    expectation sequence.
  • Capital letters indicate essential content
    expectations lower case letters represent core
    content expectations.
  • B2.4h

Content Expectation Coding
Example B2.4h Describe the structures of viruses
and bacteria. B indicates the discipline
Biology 2 indicates Standard 2 4 indicates
Content Statement 4 h indicates Content
Expectation 8 (lower case means core
Content Expectation Coding
IF there is a letter preceding this number to the
right of the decimal, it represents the
expectation level as prerequisite or recommended
L3.p3D B3.r5g Which brings us back to
levels of expectations…
Coding Levels of Expectations
  • Prerequisite
  • p first letter to the right of decimal in
    Content Statement and Content Expectation codes
    (e.g., L3.p4, L3.p4A)
  • Essential
  • No extra letters in Content Statement codes
    (e.g., B3.4)
  • Capital letters in Content Expectation codes
    (e.g., B3.4A)

Coding Levels of Expectations
  • Core
  • x in Content Statement codes
  • (e.g., B3.4x)
  • Lower case in Content Expectation codes (e.g.,
  • Recommended
  • r first letter to the right of decimal in
    Content Statement and Content Expectation codes
    (e.g., B4.r5x, B4.r5a)

Coding Anomalies
  • P represents Physics in the HSCE Disciplines
    and Physical Science in the pre-requisites in
    BOTH Physics and Chemistry
  • Content Statements may contain Core Expectations
    even if there isnt an x following the
    statement code.
  • Often a vocabulary change between related
    Essential and Core Content Statements.
  • Others ??

Document Walk Through
  • The Course/Credit Requirement documents will
    eventually contain the most, but not all, of the
    information in HSCE.
  • We will use HSCE for todays activities.

Document Scavenger Hunt
  • Activity 1 Document Scavenger Hunt
  • Find C3.4g.

Document Scavenger Hunt
  • How did you know where to look?
  • Describe your searching process to your neighbor.
    Did you use the same process?
  • How did you know to look under C3.4x?

Document Scavenger Hunt
  • Find an expectation that addresses changing the
    variables. Record the expectation code.
  • Did everyone at your table find the same

Next Steps
  • Elementary and Middle School Science GLCE
  • High School Science Companion/ Clarification

Elementary and Middle School Science GLCE
  • In process of development
  • Assistance from MSTA and MS Network
  • Drafts for web/public review
  • Spring 2007

HS Companion Documents
  • Identify specific constraints and boundaries
  • Phenomena, examples, or observations
  • Representations, instruments, units of
    measurement, and categories for classification
  • Technical vocabulary
  • Clarifications of intent
  • Content-specific inquiry and reflection examples
  • Parent and Student Guides
  • Model Unit Development

Find Information on Web
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/r
eports/reading.html 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
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 Information
High School Content Expectations Susan Codere
Kelly CodereS_at_michigan.gov Science HS Content
Expectations Kevin Richard RichardKE_at_michigan.go
v Content Expectations Gale Sharpe
MDE Contact Information
  • English Language Arts HS Content Expectations
  • Elaine Weber, Ph.D. eweber_at_misd.net
  • Mathematics HS Content Expectations
  • Ruth Anne Hodges HodgesRA_at_michigan.gov
  • Visual, Performing, and Applied Arts Guidelines
  • Ana Cardona CardonA_at_michigan.gov
  • Online Learning Guidelines
  • Barbara Fardell FardellB_at_michigan.gov
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