High School Content Expectations

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

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

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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

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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.

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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

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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)

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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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English Language Arts Work Group
Mathematics Work Group

• 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

• 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

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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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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

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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)

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Information we used from June-October 2005
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Curricular Format Optionsas suggested June
October 2005
1. Traditional Course/Grade Specific CTE
Integrated
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
3. By the End of High School Set of Content
Expectations Mathematics ELA Social
Studies Science CTE Integrated
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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

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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)

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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 ACTs 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

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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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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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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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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.
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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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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 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
• 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