high school content expectations presentation to the state board of education november 15, 2005...
TRANSCRIPT
High School Content Expectations
Presentation to the State Board of Education
November 15, 2005
Office of School Improvement
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.
High School Content Expectations
Provide the plan for curriculum and
assessment development that represents
rigorous and relevant learning for
ALL high school students.
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
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
High School Content Expectations
Master content knowledge Have the ability to apply that knowledge
to analyze and propose solutions to real-world problems
Rigor, Relevance, and Applied Learning Standards
Rigor and Relevance mean that the HSCE will require students to…
Challenge students intellectually Require that students make a substantial
investment in their own learning Foster the development of cognitive
abilities
Rigor, Relevance, and Applied Learning Standards
Rigor and Relevance mean that the HSCE will…
Thought Critical Analysis Debate Research Synthesis
Problem-solving Reflection Communication Decision Making Analytic Reasoning Personal and Social
Responsibility
Rigor, Relevance, and Applied Learning Standards
Rigor and Relevance mean that the HSCE will require students to be deeply engaged in:
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
High School ELA and Math Content Standards and Expectations
Rigor and Relevance are characterized by students being able to:
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
*Grade Level Content Expectations Committee
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
Mathematics Work Group
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
HS Mathematics Expectations
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)
Organized by strand, standard, and topic
HS Mathematics Expectations
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.
Organized by strand, standard, and topic
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
English Language Arts Work Group
HS English Language Arts Expectations
•Dispositions (Habits of Mind) for Generative Rigor
Inter-relationships and Self-relianceFamilies, communities, societies, governments, economies
Critical Response/StanceValidity, quality, perspective, empathy, social action, power
Transformational ThinkingEngagement in learning and the world, open to possible failure, thinking into the future, reflection, search for truth, generative vs. receptive, wisdom
Leadership QualitiesIntegrity, responsibility, plural citizenship, micro-macro fluidity, negotiation, effective writing and speaking abilities, innovation
In order to take the content to a higher level of rigor, learning takes place in the context of:
• 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)
Expectations organized by strand and standard with focus on cognitive skills and dispositions for generative thinking necessary for successful post-secondary engagement
HS English Language Arts Expectations
Expectations organized by strand and standard
HS English Language Arts Expectations
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.
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
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
Contact Information
• Susan Codere Kelly, Project Coordinator
Office of School Improvement
• Dr. Yvonne Caamal Canul, Director
Office of School Improvement