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Michigan High School Science Content Expectations Overview

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Title: Michigan High School Science Content Expectations Overview


1
Michigan High School Science Content
Expectations Overview
Science Tier II Rollouts October December 2006
2
Overview
  • 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

3
The Big Picture
  • To be successful in todays 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

l
l
4
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

5
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

6
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

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

  • June 2005

8
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

9
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
  • Parents

10
Michigan Merit Graduation Requirements
  • 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

11
High School Science Content Expectations
12
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

13
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

14
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
    (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)

15
Four Practices of Scientific Literacy
  • 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

16
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
17
Table Activity
  • Think of the science courses you currently teach
  • Identify prerequisite English language arts and
    mathematics skills necessary for success
  • Record on paper provided

18
Bookmarks
  • 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

19
Table Discussion (slides to follow)
  • 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

20
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

21
ELA Expectations
Organized by strand and standard
  • 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
  • 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)

22
Four 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.

23
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 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

24
Mathematics Expectations
Organized by strand, standard, and topic
  • 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

25
Components of Mathematical Proficiency
  • 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

26
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 July 2007

27
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

28
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

29
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)

30
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

31
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

32
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

33
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 at
  • http//gomiem.org/pdfs/oeaa_meap_2006.pdf

34
Net Trekker d.i.
  • 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

35
Science Breakout
  • Opportunities to
  • Analyze the expectations
  • Identify whats 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

36
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/reports/reading.htm
    l
  • 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

37
Find Information on 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/acad
    emic/academic.html
  • Breaking Ranks II Strategies for Leading High
    School Reform (Executive Summary)
  • http//www.principals.org/s_nassp/sec.asp?CID706
    DID49788

38
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

39
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

40
MDE Contact Information
  • High School Content Expectations
  • Susan Codere Kelly CodereS_at_michigan.gov
  • Science HS Content Expectations
  • Kevin Richard RichardKE_at_michigan.gov
  • Content Expectations
  • Gale Sharpe SharpeG_at_michigan.gov
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