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 ll

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 ( th 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 ( rd 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 3 rd credit to be selected from district or online options, and/or dual enrollment Legislation encourages 4 th 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 Choic e A ll

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… 9 th Inter-Relationships and Self-Reliance 10 th Critical Response and Stance 11 th Transformational Thinking 12 th 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 4 th 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 standards 157 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 OEAA Conferences

Differentiated instruction resource Academic search engine Over 180,000 educator-selected online resources organized by readability level Available by joining Michigan Learnport 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 Success ACT.org ( POLICY MAKERS ) Reading Between the Lines ACT.org ( POLICY MAKERS ) College Readiness Standards ACT.org ( EDUCATORS ) The ACT Writing Test

Find Information on Web Understanding University Success Resources from High Schools That Work (including Making Middle Schools Work) Resources from College Board (Standards for College Success) Breaking Ranks II: Strategies for Leading High School Reform (Executive Summary )

Find Information on Web Michigan.gov/highschool (with link to HSCE site) Michigan.gov/hsce Michigan.gov/oeaa (MME/ACT information) Michigan.gov/science (science resources)

MDE Contact Information Jeremy M. Hughes, Ph.D. Deputy Superintendent/Chief Academic Officer Dr. Yvonne Caamal Canul, Director Office of School Improvement Betty Underwood, Assistant Director Office of School Improvement Deborah Clemmons, Supervisor Office of School Improvement

MDE Contact Information High School Content Expectations Susan Codere Kelly Science HS Content Expectations Kevin Richard Content Expectations Gale Sharpe