High School Content Expectations Information

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High School Content Expectations Information
November 18, 2005
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High School Content Expectations

• On November 15, 2005, DRAFT High School Content
  Expectations developed by the Michigan Department
  of Education, Office of School Improvement were
  presented as an information item to the State
  Board of Education.

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Content Expectations Goal

• These expectations were developed to provide a
  description of what students should know and be
  able to do in English Language Arts and
  Mathematics by the end of high school for
  postsecondary success college, careers and
  community.

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Content Expectations Goal

• The Expectations provide a foundation for
  curriculum and assessment development that
  represents rigorous and relevant learning for ALL
  high school students.

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Content Expectations Goal

• The Expectations
• Revise and extend the current Michigan Curriculum
  Framework High School Standards and Benchmarks.
• They will also become the basis for the non-ACT
  elements within the Michigan Merit Exam.

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High School Content Expectations

• The 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
• Are 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 Relationships

• Expectations are based on the three Rs rigor,
  relevance, and relationships.
• They support individualized learning, real-world
  experiences, and higher standards for learning.

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Rigor, Relevance, and Applied Learning Standards

• These Expectations will engage students to
• Master content knowledge
• Have the ability to apply that knowledge to
  analyze and propose solutions to real- world
  problems
• Make connections between what they read, hear,
  and learn in class and the world around them

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Rigor, Relevance, and Applied Learning Standards

• These Expectations will
• Challenge students intellectually
• Require that students make a substantial
  investment in their own learning
• Foster the development of cognitive
  abilities
• Develop leadership qualities

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Rigorous and Relevant Expectations
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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Mathematics Development Work Group

• 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

• 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

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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 success college, careers and
community.

• 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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Now Open for Comment

• It is important for us to know what Michigans
  public thinks about these expectations for
  learning in high school. Both the English
  Language Arts and Mathematics High School
  Content Expectations are now open for Public
  Comment through January 15, 2006.

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Viewing and Commenting

• We invite you to view these Expectations and
  share your thoughts by completing one or both
  surveys.Please click on the Expectations you
  would like to view on the right.
• Content Expectations Surveys
• are now Closed. Thank you for your interest and
  participation

(If the link will not open, try right clicking on
it and saving it to your desktop.)
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Contact Information

• For additional information, contact
• Susan Codere Kelly, Project Coordinator
• Office of School Improvement
• CodereS_at_michigan.gov