High School Content Expectations: High School Content Expectations Suggestions for Math Group Review November 28, 2005 Office of School Improvement


HS Mathematics Expectations: HS Mathematics Expectations New High School Redesign site http://michigan.gov/highschool Access HS Content Expectations, Zoomerang survey, and support documents


HS Mathematics Expectations: HS Mathematics Expectations Suggestions for group review Review general information in this Power Point presentation Review document by strand Review web survey questions Align with current curriculum Gather feedback for review process, survey, general comments re HSCE


Slide4: 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.


Slide5: High School Content Expectations Provide the plan for curriculum and assessment development that represents rigorous and relevant learning for ALL high school students.


Slide6: 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


Slide7: High School Content Standards and 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 Aligned with national standards and recommendations ADP, NCTE/IRA, NCTM/PSSM, College Board/UUS, ACT, MCREL, NAGB/NAEP (links available at michigan.gov/highschool site)


Slide8: Rigor, Relevance, and Applied Learning Standards 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…


Slide9: Rigor, Relevance, and Applied Learning Standards 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…


Slide10: High School Content Expectations 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:


High School ELA and Math Content Standards and Expectations: 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:


English Language Arts Work Group: English Language Arts 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 *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


High School ELA and Math Content Expectations Timeline: 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: 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


Assignment of HS CE to Courses: Assignment of HS CE 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


Assignment of HS CE to Courses: Assignment of HS CE 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 wrap-around (non-ACT) component of the MME Develop end-of-course assessments (optional)


Slide18: Information we used from June-October 2005


Curricular Format Optionsas suggested June – October 2005: Curricular Format Options as suggested June – October 2005 9th Grade ELA Overview Algebra I or Geometry 10th Grade American Literature Geometry or Algebra II 11th Grade British/World Literature Statistics or Algebra II or Pre-Calculus/ADV 12th Grade ELA/Overview Pre-Calculus or AP Statistics or AP Calculus 1. Traditional Course/Grade Specific – CTE Integrated 3. By the End of High School Set of Content Expectations Mathematics ELA Social Studies Science CTE Integrated


Student Graduation Requirements as Proposed 11-15-05: Student Graduation Requirements as Proposed 11-15-05 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


Proposed Mathematics Requirement: Proposed Mathematics Requirement Mathematics – 4 credits Algebra I OR Integrated Math 1 Geometry Integrated Math 2 Algebra II 􀂄 Integrated Math 3 One additional year math Integrated Math 4 or math-related course* OR CTE-related pathway sequence (*examples: Advanced Mathematics [trigonometry/pre-calculus], AP Calculus, AP Statistics, electronics, accounting, statistics)


Additional Considerations -- : Additional Considerations -- Will teachers teach only to ACT? The ACT Mathematics test assesses much of what students should learn in Grade 6 through Geometry. Many HSCE are not assessed on the ACT math test. HSCE not assessed on the ACT will be assessed either as part of a wrap-around test or in ‘end-of-course’ assessments NCLB requires that we perform an alignment study to determine the percentage of the standards assessed on the MME, then determine how those not assessed will be tested. Link to ACT’s Standards for Transition on HS site ACT Standards Categories: Basic Operations and Applications; Probability, Statistics, and Data Analysis; Number Concepts and Properties; Expressions, Equations, and Inequalities; Graphical Representations; Properties of Plane Figures; Measurement; Functions


A Closer Look – Suggestions for Review: 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


Slide24: Components for Mathematical Proficiency Adding 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


A Closer Look – Suggestions for Review: 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?


A Closer Look – Suggestions for Review: A Closer Look – Suggestions for Review Review the organization and structure 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.


HS Mathematics Expectations: 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: 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


A Closer Look – Survey Information: 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: This standard, its topics, and expectations are clear and concise? Yes No Comment Does this standard represent concepts and skills all students should know and be able to do? Yes No Comment Do you support this standard as written? Support Support with Modification Do Not Support Note required fields marked by *. Mark something in all required fields, even if it’s just one character in the comment box.


A Closer Look – Survey Information: 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 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@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.


A Closer Look – Suggestions for Review: 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.


Additional Considerations -- Disclaimer: 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.


Contact Information: Contact Information For additional information, contact: Susan Codere Kelly, Project Coordinator Office of School Improvement CodereS@michigan.gov