Curriculum and Literacy UpdateCurriculum and Literacy Update Michigan Association of State and Federal Program Michigan Association of State and Federal Program

SpecialistsSpecialists 38th Annual Fall Director’s Institute38th Annual Fall Director’s Institute

November 12, 2007 November 12, 2007

Grand Traverse Resort Grand Traverse Resort

Reading First•168 Schools•Annual RF

Conference

Curriculum & Literacy

Core Content

Science•K – 7 GLCE

•MSLA Clarification

Arts•Governor’s Arts Integration project

•VPAA GLCEs

ELA•HS Parent Guide

•K-8 Genre Document

Math•MMLA Clarification

•HSCE & Course •Credit Requirements

•Revised

Social Studies•K-12 Content

Expectations

High SchoolContent

Expectations•World Languages

•Social StudiesPC

ELA•HS Parent Guide

•K-8 Genre Document

Instructional Examples•Challenging ELA GLCE•Effective Instruction

High School Content Expectations

High SchoolContent

Expectations•World Language•Social Studies

PC

Mathematics

Course/Credit: Algebra I, II, Geometry, Pre-Calculus, Statistics, and Integrated

ELA: 16 Model Units; 4/year

No sequence suggested

Social Studies: Course/Credit: U.S. History and Geography, Civics, Economics, World History and Geography

Earth Science, Biology, Chemistry, PhysicsVisual/Performing/Applied Arts, Online Experience, World Languages, Personal Curriculum, Physical Education www.michigan.gov/highsch

ool

Michigan Merit Curriculum Requirement

• 2016 Requirement (3rd grade class of 2006): – 2 credits in high school OR

– Course work or other learning experiences prior to/during high school (K-12)

• American Sign Language (ASL) and Heritage Languages qualify toward LOTE requirement

• Requirement may be met on-line

Guidelines for World Languages

Guidelines for World Languages

Students and school districts may choose tomeet this requirement through a variety of languages and instructional options.

• Languages that are both written and spoken • Languages that are no longer spoken • Languages without formally accepted

orthographies

• Languages that are signed (i.e. ASL)

World Languages Standards and Benchmarks

Specifically, the standards and benchmarks describe:

• The communicative functions, or tasks, that students should be able to carry out in the new language

• The contexts or situations in which students can understand and use listening, speaking reading and writing and/or signed language to carry out these tasks

• The level of accuracy and appropriateness of the language students use

H

I

G

H

WORLD HISTORY AND GEOGRAPHY

UNITED STATES HISTORY AND GEOGRAPHY

CIVICS AND GOVERNMENT

ECONOMICS

M

I

D

D

L

E

8 – INTEGRATED UNITED STATES HISTORY

7 – EASTERN HEMISPHERE STUDIES

6 – WESTERN HEMISPHERE STUDIES

ELEMENTARY

5 – INTEGRATED UNITED STATES HISTORY

4 – UNITED STATES STUDIES

3 – MICHIGAN STUDIES

2 – THE LOCAL COMMUNITY

1 – FAMILIES AND SCHOOLS

K – MYSELF AND OTHERS

Social Studies Sequence of Study

Kindergarten – Myself and Others1st Grade – Families and Schools2nd Grade – The Local Community3rd Grade – Michigan Studies4th Grade – United States Studies5th Grade – Integrated United States

History

Social Studies K-5 Grade-Specific Context

K – 8 Social Studies GLCEs approved with the stipulation of adding additional expectations to Grade 4 to address Michigan History beyond statehood

Extends history studies in 3rd Grade Link to contemporary geography, civics, and

economics in Grade 4 expectationsSupport districts to continue Michigan history

focus in Grade 4

Social Studies K-5 Grade-Specific Context

6th Grade – Western Hemisphere Studies7th Grade – Eastern Hemisphere StudiesGrades 6 and 7 • Focus on the study of Western and Eastern

Hemispheres during ancient and modern times• Include study of World History and Geography Eras 1-3• Include specified and embedded geography, economics,

and government • Global Issues Past and Present End-of-Year Project• Expectations may be arranged over two years

8th Grade – Integrated United States History

Social Studies 6-8 Grade-Specific Context

• Expanded introductions (include focus on geography and history, connections to NAEP)

• Specific content listed as examples • Cross-referenced standards• Civics reorganized to include Civic

Participation• Economics reorganized to align with NAEP

framework

High School Revision

• A documented process initiated by:– the parent/legal guardian, – student over 18 if no appointed guardian, or– an emancipated youth

• Modifies certain requirements of the Michigan Merit Curriculum

• Allows the board of a LEA or PSA to award a high school diploma providing the student successfully completes the personal curriculum

Personal Curriculum

• The personal curriculum is primarily for a student who wishes to: – Add more math, science, English language arts, or world languages

– Modify the mathematics requirement – Modify the credit requirements based on

student’s disability

Personal Curriculum

• Allowable modifications in the following areas:

– Mathematics – Social Studies (except Civics)– Health and Physical Education – Visual, Performing and Applied Arts

Modifications

• No modifications in the following areas:

– English Language Arts – Science – World Languages– Civics– Online Learning Experience

• Exception – Students with a disability

Modifications

• Permits consideration of modifications “not otherwise allowed”– PC allows some credit “swapping” and

some content modification

• Modification is subject to “demonstration that the modification is necessary because the pupil is a child with a disability”

• Permits the modification “to be made to the extent necessary”

Special (k)

• The modification must be consistent with the Educational Development Plan and the Individualized Education Program

• This determination is made by at least•student •parent/guardian •counselor/designee •school psychologist for students with

disabilities

Special (k)

• The legislative intent of the PC is to increase the rigor and relevance of the educational experience.

• In this context, “practicable” is an inclusive term meaning as much of the subject area content expectations as possible during high school instruction for the individual student.

• Students with disabilities operate under this same context!

Practicable Content

• Personal Curriculum brings individualized design for RIGOR– IEP brings individualized support

to achieve at a rigorous level

• Educational Development Plan (EDP) brings RELEVANCE to the curriculum– Secondary Transition Services

operationalizes achievement for post-school outcomes

Putting it All Together

Support Materials

• GLCE & HSCE Clarification – Math and Science

• Companion Documents – ELA Genre – VPAA, Math, Science, ELA Alignment– Social Studies and ELA Across the

Grades – Writing Across the Curriculum

Supporting Materials

Instructional Examples • Challenging ELA GLCEs • Techniques of Effective Instruction • Math, Science, ELA, Social Studies, Visual

Performing and Applied Arts • Panorama of Promising Practice featured at the

November 26 School Improvement Conference

MI-MAP: Toolkit for School

Reform

• Three years of action research• What systems are missing in high

priority schools?• Build strategies around those

systems• Make it “ruthlessly practical”

USING TECHNOLOGY

SHARED DECISION-MAKING

PROFESSIONAL DEV.

USING BENCHMARKS

DELIVERING INSTRUCTION

DATA

SPIRIT/CULTURE

LEADERSHIP

ADMINISTRATIVE SYSTEMS

Tools Clustered into “Tabs”

Mi-Map ELL Packets• Identification, Planning, & Compliance• Design & Delivery of Instruction• Creating a Supportive Teaching &

Learning Environment• Developing English Language Proficiency• Supporting English Language Learners in

the Content Areas• Linking School, Family, & Community• Connecting Assessment to Student

Achievement & Program Improvement

• Coordinating Support Services for English Language Learners with Special Needs

Helpful Web Pages

• Office of School Improvement

www.michigan.gov/osi• Grade Level Content Expectations

www.michigan.gov/glce• High School

www.michigan.gov/highschool• School Improvement Support

www.michigan.gov/schoolimprovement

Contact Information

Betty Underwood, Interim Director

Underwoodb@michigan.gov

Deborah Clemmons, SupervisorCurriculum and LiteracyClemmonsd@michigan.gov