High School Content Expectations

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High School Content Expectations
Presentation to the State Board of
Education November 15, 2005 Office of School
Improvement
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High School Content Expectations

• A description of what students should
• know and be able to do in
• English Language Arts and Mathematics
• in preparation for successful
• post-secondary engagement.

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High School Content Expectations

• Provide the plan for curriculum and
• assessment development that represents
• rigorous and relevant learning for
• ALL high school students.

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High School Content Expectations

• Revise and extend the current Michigan Curriculum
  Framework High School Standards and Benchmarks
• Become the basis for the Michigan Merit Exam

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High School Content Expectations

• Build on and extend
• Michigan K-8 GLCE and the K-8 Educational
  Experience
• Michigan Curriculum Framework
• Career and Employability Skills Content Standards
  and Benchmarks
• Aligned with national standards and
  recommendations
• ADP, NCTE/IRA, NCTM/PSSM, College Board/UUS, ACT,
  MCREL, NAGB/NAEP

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Rigor, Relevance, and Applied Learning Standards
Rigor and Relevance mean that the HSCE will
require students to

• Master content knowledge
• Have the ability to apply that knowledge to
  analyze and propose solutions to real-world
  problems

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Rigor, Relevance, and Applied Learning Standards
Rigor and Relevance mean that the HSCE will

• Challenge students intellectually
• Require that students make a substantial
  investment in their own learning
• Foster the development of cognitive abilities

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Rigor, Relevance, and Applied Learning Standards
Rigor and Relevance mean that the HSCE will
require students to be deeply engaged in

• Thought
• Critical Analysis
• Debate
• Research
• Synthesis

• Problem-solving
• Reflection
• Communication
• Decision Making
• Analytic Reasoning
• Personal and Social Responsibility

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High School ELA and Math Content Standards and
Expectations
Rigor and Relevance are characterized by students
being able to

• Apply knowledge in new situations
• Solve problems by generating new ideas
• Make connections between what they read, hear,
  and learn in class and the world around them
• Make connections to the future
• Develop leadership qualities

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Mathematics Work Group

• Internal Review
• Ruth Anne Hodges, MDE/Achieve
• Charles Allan, MCTM
• Theron Blakeslee, Ingham ISD
• Marie Copeland, Macomb Math/Science Center
• Deborah Ferry, Macomb ISD
• Stephen Frank, Gull Lake Schools
• Jennifer Nimtz, Washtenaw ISD
• Dan Schab, Michigan Teacher of the Year 2005-2006
• External Review
• Judy Wheeler, Berrien ISD/MCTM
• Terry Parks, St. Clair RESA/MMLA
• Carol Pinneo, Birmingham Schools/MCTM
• Carolyn Siebers, Wayne RESA
• Libby Trenkle, Wayne RESA/MSC

• Academic Review
• Joan Ferrini-Mundy, Chair, MSU
• Kathy Berry, Monroe PS
• Chris Hirsch, WMU
• Ruth Anne Hodges, MDE
• Gregory Larnell, MSU
• Aaron Mosier, LCC
• Jill Newton, MSU
• Sharon Senk, MSU
• Pat Shure, U of M
• Clifford Weil, MSU
• Michael Weiskopf, Walled Lake
• Glenna Zollinger-Russell, MDE/CTE
• Planned University Review
• Sharif Shakrani, MSU/NAGB
• William Schmidt, MSU

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Components for Mathematical ProficiencyAdding it
Up, National Research Council, 2001

• In order to take the content to a higher level
  of rigor, learning takes place in the context of
• 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

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HS Mathematics Expectations
Organized by strand, standard, and topic

• Quantitative Literacy
• Representations and Properties of
• Number and Other Systems (10)
• Calculation, Algorithms, and Estimation (19)
• Measurement and Precision (6)
• Algebra and Functions
• Symbols, Expressions, and Operations (8)
• Functions (55)
• Equations and Inequalities (16)
• Mathematical Modeling (13)
• Geometry and Trigonometry
• Two-Dimensional Figures and Their Properties (52)
• Three-Dimensional Figures and Their Properties
  (10)
• Relations Between Figures (16)
• Transformations of Figures in the Plane (19)
• Trigonometry and Vectors (19)

• Statistics and Probability
• Univariate Data Examining Distributions (12)
• Bivariate Data Examining Relationships (11)
• Sample Surveys and Experiments (9)
• Statistical Inference Drawing Conclusions from
  Data (13)
• Statistical and Probabilistic Reasoning (8)
• Simulation and the Law of Large Numbers (3)
• Probability Models and Calculating Probabilities
  (8)
• Probability Distributions (4)

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HS Mathematics Expectations
Organized by strand, standard, and topic

• Example
• Strand Quantitative Literacy (L)
• Standard L1 Representations and Properties of
  Number and Other Systems Students represent and
  order numbers, and use the properties of special
  numbers.
• Topic L1.1 Representations and
  Relationships
• Expectation L1.1.1 Represent numbers in
  scientific notation, and interpret calculator or
  computer displays of numbers given in
  scientific notation.
• Expectation L1.1.2 Represent
  absolute value relationships, both abstract and
  applied (e.g., tolerances) on the number
  line, as intervals and points.

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English Language Arts Work Group

• Academic Review
• Rebecca Sipe, Chair, Eastern Michigan University
• Linda Adler-Kassner, EMU
• Ellen Brinkley, WMU
• Lynne Listeman, MDE/CTE
• Charles Peters, U of M
• Linda Stokes Smith, MDE
• Hugh Spagnuolo, Lansing Schools
• Allen Webb, WMU
• University Review
• Susan Steffel, CMU
• Marilyn Wilson, MSU

• Internal Review
• Jane Hesse, Novi Schools/ Achieve
• Cynthia Clingman, Ottawa ISD/MRA
• Rita Maddox, Gratiot/Isabella RESD
• Gale Sharpe, MDE
• Linda Stokes Smith, MDE
• Betty Underwood, MDE/OSI
• Elaine Weber, Macomb ISD
• External Review
• Maureen Baker, Tri County Area Schools/MCTE
• Marilyn Brooks, Midland Public Schools/MRA
• Grade Level Content Expectations Committee

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HS English Language Arts Expectations
In order to take the content to a higher level of
rigor, learning takes place in the context of

• Dispositions (Habits of Mind) for Generative
  Rigor
• Inter-relationships and Self-reliance
• Families, communities, societies, governments,
  economies
• Critical Response/Stance
• Validity, quality, perspective, empathy, social
  action, power
• Transformational Thinking
• Engagement in learning and the world, open to
  possible failure, thinking into the future,
  reflection, search for truth, generative vs.
  receptive, wisdom
• Leadership Qualities
• Integrity, responsibility, plural citizenship,
  micro-macro fluidity, negotiation, effective
  writing and speaking abilities, innovation

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HS English Language Arts Expectations
Expectations organized by strand and standard
with focus on cognitive skills and dispositions
for generative thinking necessary for successful
post-secondary engagement

• Writing, Speaking, and Representing
• Writing Process (6)
• 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 (9)
• Reading and Response (5)
• (varied genre and time periods)
• Text Analysis (6)
• Mass Media (4)
• Language
• Effective English Language Use (5)
• Language Variety (5)

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HS English Language Arts Expectations
Expectations organized by strand and standard

• Constructing Meaning Example
• Strand 2 Reading, Listening, and Viewing
• Standard 2.2 Use a variety of reading,
  listening, and viewing strategies to construct
  meaning beyond the literal level (e.g., drawing
  inferences confirming and correcting making
  comparisons, connections, and generalizations
  and drawing conclusions).
• Expectation CE2.2.1 Recognize literary
  and persuasive strategies as ways in which
  communication can be influenced through imagery,
  irony, satire, parody, propaganda,
  overstatement/understatement, omission, and
  multiple points of view.
• Expectation CE2.2.2 Examine the ways in which
  prior knowledge affects the understanding of
  written, spoken, or multimedia text.
• Expectation CE2.2.3 Interpret the meaning
  of written, spoken, and visual texts drawing on
  different cultural, theoretical, and critical
  perspectives.

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High School ELA and Math Content Expectations
Timeline

• November 15, 2005 Presentation to State Board
  of Education and initial web/field review
• November 2005 Mid-January 2006 - Web/Field
  Review
• January, 2006 National Review
• February 2006 Revise based on national review
• March 2006 Request for Board approval
• April 2006 Rollout and Dissemination of HSCE
• May 2006 November 2006 Development of
  professional learning support and companion
  documents

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High School ELA and Math Course Content
Expectations Plan

• November 2005 February 2006 Initial
  development of Course Content Expectations (CCE)
  based on Content Expectations
• March 2006 approval of Content Expectations
• April 2006 Share drafts of CCE with Board of
  Education
• April 2006 June 2006 Web/Field review of CCE
• August/September 2006 Board approval of Course
  Content Expectations
• Fall 2006 Dissemination
• Fall 2006 Spring 2007 Develop professional
  learning support and companion documents

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Contact Information

• Susan Codere Kelly, Project Coordinator
• Office of School Improvement
• CodereS_at_michigan.gov
• Dr. Yvonne Caamal Canul, Director
• Office of School Improvement
• Canuly_at_michigan.gov