High School Content Expectations

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High School Content Expectations
Initial slides by MDE Office of School
Improvement (11/28/05) Revisions by Judy
Wheeler, MCTM President, approved by MDE
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HS Mathematics Expectations

• New High School Redesign site
• http//michigan.gov/highschool
• Access HS Content Expectations,
• survey power point with link to Zoomerang
• survey, and support documents at the
• above site.
• Access survey only at the site below.
• Survey open until January 15, 2005
• http//www.zoomerang.com/recipient/survey-intro.
  zgi?pWEB224SN7WUJBM

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HS Mathematics Expectations

• Suggestions for group review
• Review general information in this Power
• Point presentation
• Review document by strand
• Review the 7th 8th Grade GLCEs
• Align with current curriculum
• Review web survey questions
• Gather feedback for review process,
• survey, general comments re HSCE

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Student Graduation Requirements as Approved by
SBE 12-10-05 (Still needs legislative and
governors approval)

• Completion of a Michigan Merit Curriculum that
  includes a Michigan Merit Core and a 21st Century
  Applied Learning Core
• Completion of an online credit or noncredit
  course or learning experience
• Participation in the Michigan Merit Examination
  or MI-Access in the spring of the junior year

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Proposed Mathematics Requirement

• Mathematics 4 credits
• Algebra I Integrated Math 1
• Geometry OR Integrated Math 2
• Algebra II ?? Integrated Math 3
• One additional year math Integrated Math 4
• or math-related course
• OR
• CTE-related pathway sequence
• PLUS
• Take one math credit in the senior year
• (examples Advanced Mathematics
  trigonometry/pre-calculus, AP Calculus, AP
  Statistics, electronics, accounting, statistics)

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Curricular Format Options(suggested)
Traditional Sequence Integrated Sequence - CTE
Integrated
9th Grade Algebra I or Geometry OR Math I or
Math II
10th Grade Geometry or Algebra II OR Math II or
Math III
11th Grade Algebra II or Stat Prob or
Pre-Calculus OR Math III or Math IV
12th Grade Stat and Prob or Pre-Calculus or AP
Statistics or AP Calculus OR Math IV
By the End of High School Set of Content
Expectations Mathematics ELA Social
Studies Science CTE Integrated
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(No Transcript)
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English Language Arts Work Group
Mathematics Work Group
MDE Project Coordinator Sue Codere Kelly

• Academic Review
• (writing team)
• Joan Ferrini-Mundy, Chair, MSU
• Chris Hirsch, WMU
• Gregory Larnell, MSU
• Aaron Mosier, LCC
• Jill Newton, MSU
• Sharon Senk, MSU
• Pat Shure, U of M
• Clifford Weil, MSU
• Kathy Berry, Monroe PS
• Michael Weiskopf, Walled Lake
• Ruth Anne Hodges, MDE
• 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

Grade Level Content Expectations Committee
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High School Content Expectations

• A description of what students should
• know and be able to do in
• 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 (replace) the current Michigan
  Curriculum Framework High School Standards and
  Benchmarks
• Become the basis for future versions of the
  Michigan Merit Exam and possible EOC exams

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High School Content Standards and Expectations

• Build on and extend
• Michigan K-8 GLCE and the K-8 Educational
  Experience http//www.michigan.gov/mathematics
• Michigan Curriculum Framework http//michigan.gov
  /documents/MichiganCurriculumFramework_8172_7.pdf
• Career and Employability Skills Content Standards
  and Benchmarks http//www.michigan.gov/documents/
  CareerEmploy_Standards_12_01_13760_7.pdf

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High School Content Expectations

• Aligned with national standards and
  recommendations
• ACT Promoting Student Success Standards and
  Pathways for Transitions
• www.act.org/path/secondary/resources.html
• ADP (American Diploma Project)
• http//www.achieve.org/achieve.nsf/ADP-Be
  nchmarks-Samples?OpenForm
• NCTM PSSM (Principals and Standards for School
  Mathematics)
• http//www.nctm.org/standards/
• NAEP/NAGB (National Assessment of Educational
  Progress)
• Mathematics Framework for 2005
  http//www.nagb.org/pubs/m_framework_05/toc.html
• MCREL (Mid-Continent Research for Education and
  Learning)
• Compendium of Standards and Benchmarks
  http//www.mcrel.org/standards-benchmarks/
• College Board/UUS
• Other links available at http//www.michigan.gov/h
  ighschool site.

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Rigor, Relevance, and Applied Learning Standards
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, 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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High School Content Expectations
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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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
• 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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Assignment of HSCE to Courses

• Map expectations to traditional and integrated
  course sequences
• Traditional Algebra 1, Geometry, Algebra II,
  Advanced, Statistics/AP Statistics
• Integrated Math 1, Math 2, Math 3, Math 4
• Develop course-specific example problems for
  each expectation
• Develop sample assessment items
• Provide alignment documents for commonly used
  programs/resources

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Assignment of HSCE to Courses

• Code each expectation to indicate assessment
  category (NAEP domains, expected of all students,
  ADV, not assessable at state level)
• Produce 6-12 articulation documents
• Conduct alignment studies to determine percentage
  of HSCE assessed on current MME (ACT )
• Determine which HSCE will be assessed in the
  augmented (non-ACT) component of the MME
• Develop end-of-course assessments (optional)

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Components for Mathematical Proficiency Adding
it Up Helping Children Learn Mathematics,
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

http//www.nap.edu/books/0309069955/html
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(No Transcript)
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A Closer Look Suggestions for Review

• Begin by viewing and discussing the information
  in the Power Point presentation.
• Discuss the intended purposes
• Curriculum Development
• Complete revision of the MCF HS Math content
  expectations
• Assessment Development
• Walk through the introductory information
  note links to resources
• Note the focus on mastery of content knowledge
  and the application of that knowledge
• Concerns regarding hidden rigor develop
  definition of rigor
• Read Preparing Students of Successful
  Post-secondary Engagement and review ideas in
  chart

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A Closer Look Suggestions for Review

• As you review the document
• Look for examples of applications and
  opportunities for reaching the intended levels
  of rigor.
• Do the expectations suggest developing
  conceptual understanding and procedural fluency?
• Are there expectations of strategic competence?
• Do the expectations ask that students reflect
  on and explain what they have learned? Is
  adaptive reasoning suggested in the CE?
• Do the expectations suggest opportunities for
  fostering a productive disposition toward
  mathematics? Do they include reference to
  real-world applications?

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Organization and Structure of HSCE
Strand Clusters of related content standards
representing categories within
disciplines. Standard (Content Standard)
Broad descriptions of the knowledge and skills
students should acquire within the strand. The
ideas, concepts, and skills included in the
standard are described in detail in the content
expectations. Topic A heading under
which related expectations are grouped
Expectations (Content Expectations) A group of
specific statements detailing what students
should know and be able to do to meet the
standard.
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Mathematics Strands and Standards

• Quantitative Literacy (L)
• Representations and Properties of
• Number and Other Systems (10)
• Calculation, Algorithms, and Estimation (19)
• Measurement and Precision (6)
• Algebra and Functions (A)
• Symbols, Expressions, and Operations (8)
• Functions (55)
• Equations and Inequalities (16)
• Mathematical Modeling (13)
• Geometry and Trigonometry (G)
• 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)

• Statistics and Probability (S)
• 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, topic, and
expectation

• 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 L1.1.7 )
• Topic L1.2 Understanding Properties of
  Special Numbers and Matrices
  Expectation L1.2.1 Know that multiplication
  or division of a number by 1 (in any
• form) yields the original number know that
  the multiplication
• of a 2x2 matrix by the identity matrix yield
  the original matrix. (Expectation L1.2.3 )
  

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A Closer Look Survey Information

• Review the survey questions.
• You will review the document by strand,
• and be asked to comment on each standard.
• For each standard, you will be asked three
  questions
• 1. This standard, its topics, and expectations
  are clear and concise?
• ?Yes ?No ?Comment (growing box)
• 2. Does this standard represent concepts and
  skills all students
• should know and be able to do?
• ?Yes ?No ?Comment (growing box,
  lengthy comments allowable)
• 3. Do you support this standard as written?
• ?Support ?Do
  Not Support
• ?Support with Modification ?Comment
  (fixed box allowing only 44 characters
• Mark something in all required fields (), even
  if its just one character in the comment box.

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A Closer Look Survey Information

• After you comment on each standard in the
  strand, you will be asked to
  comment on the strand in general.
• ? The strand is complete as written.
• ? The strand is incomplete.
• ? Comment (fixed box allowing only 44
  characters)
• Your group review host will record suggestions
  and will relay comments and concerns raised in
  your group.
• You may submit additional comments via email to
  Susan Codere Kelly at CodereS_at_michigan.gov
• All suggestions will be reviewed by members of
  the internal review and writing groups, who will
  recommend revisions. Recommendations and
  rationale will be available on line at the high
  school site.

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A Closer Look Suggestions for Review

• Carefully read through the standards and
  expectations in each strand.
• Think about the strand in general. Does it
  include the most important concepts, skills,
  strategies, outcomes, content knowledge
  indicated by the standards within the strand?
• Take notes as you read through the
  expectations.
• List any concerns, key example omissions, ideas
  for improvement.
• Map your current curriculum to these
  expectations.
• Log on to the high school web site, select the
  web review icon, proceed through the power
  point, and select the icon to begin the survey.

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Additional Considerations -- Disclaimer

• Many documents were reviewed in preparing these
  expectations.
• Throughout the revision process, alignment
  studies using various additional documents were
  conducted.
• At times, statements from other documents were
  included in drafts.
• It was not the intention of the writing team to
  adopt the exact language used in any other
  documents (except the Michigan Curriculum
  Framework).
• The wording of the standards and expectations
  was continuously revised and edited in an effort
  to fully and precisely convey the intended
  meaning.
• Exact quotations from other non-MDE documents
  are unintended.
• All references will be noted in the appendix of
  the adopted version of the expectations.

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Contact Information

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