1. Curriculum and Literacy Update Michigan Association of State and Federal Program Specialists 38th Annual Fall Director’s Institute November 12, 2007 Grand Traverse Resort

2. 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 School Content Expectations World Languages Social Studies PC ELA HS Parent Guide K-8 Genre Document Instructional Examples Challenging ELA GLCE Effective Instruction

3. High School Content Expectations High School Content 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, Physics Visual/Performing/Applied Arts, Online Experience, World Languages, Personal Curriculum, Physical Education www.michigan.gov/highschool

4. Michigan Merit Curriculum Requirement 2016 Requirement (3 rd 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

5. Students and school districts may choose to meet 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)

6. 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

7. H I G H WORLD HISTORY AND GEOGRAPHY UNITED STATES HISTORY AND GEOGRAPHY CIVICS AND GOVERNMENT ECONOMICS M I D L E 8 – INTEGRATED UNITED STATES HISTORY 7 – EASTERN HEMISPHERE STUDIES 6 – WESTERN HEMISPHERE STUDIES ELEMENTARYELEMENTARY 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

8. Kindergarten – Myself and Others 1 st Grade – Families and Schools 2 nd Grade – The Local Community 3 rd Grade – Michigan Studies 4 th Grade – United States Studies 5 th Grade – Integrated United States History Social Studies K-5 Grade-Specific Context

9. 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 3 rd Grade Link to contemporary geography, civics, and economics in Grade 4 expectations Support districts to continue Michigan history focus in Grade 4 Social Studies K-5 Grade-Specific Context

10. 6 th Grade – Western Hemisphere Studies 7 th Grade – Eastern Hemisphere Studies Grades 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 8 th Grade – Integrated United States History Social Studies 6-8 Grade-Specific Context

11. 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

12. 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

13. 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

14. Allowable modifications in the following areas: –Mathematics –Social Studies (except Civics) –Health and Physical Education –Visual, Performing and Applied Arts Modifications

15. No modifications in the following areas: –English Language Arts –Science –World Languages –Civics –Online Learning Experience Exception – Students with a disability Modifications

16. 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)

17. 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)

18. 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

19. 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

20. 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

21. 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

22. 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”

23. USING TECHNOLOGY SHARED DECISION-MAKING PROFESSIONAL DEV. USING BENCHMARKS DELIVERING INSTRUCTION DATA SPIRIT/CULTURE LEADERSHIP ADMINISTRATIVE SYSTEMS Tools Clustered into “Tabs”

24. 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

25. 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

26. Contact Information Betty Underwood, Interim Director Underwoodb@michigan.gov Deborah Clemmons, Supervisor Curriculum and Literacy Clemmonsd@michigan.gov