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

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• 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

High School Science 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

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

MDE Contact Information

High School Content Expectations

Susan Codere Kelly CodereS@michigan.gov

Science HS Content Expectations

Kevin Richard RichardKE@michigan.gov

Content Expectations

Gale Sharpe SharpeG@michigan.gov