1. Michigan High School Reform Update and Discussion Oakland County Superintendents Association December 7, 2005

2. High School Reform  Michigan’s High School Graduation Requirements  The School Redesign Network at Stanford University  Response Letter to the State Board of Education

3. State Graduation Requirements Rigor, Relevance, Relationships High School Reform: What is the target?  Participation in the Michigan Merit Examination or MI-Access in the spring of junior year.  Completion of an online credit or noncredit course or learning experience.  Completion of a Michigan Merit Curriculum that includes a Michigan Merit Core and a 21 st Century Applied Learning Core.

4. State Graduation Requirements Rigor, Relevance, Relationships  Requirements begin with the freshmen class of 2006-07, the graduating class of 2010. (If legislation to support this requirement is passed into law by March 1, 2006.)  District required to file a phase-in plan if unable to implement immediately.  Student modification allowed after three years in the Michigan Merit Curriculum.

5. State Graduation Requirements Rigor, Relevance, Relationships Michigan Merit Core  English Language Arts4 credits  Mathematics4 credits -Algebra II -Math must be taken in the Senior year  Science (Biology + Physics or Chem. + one more) 3 credits  Social Studies (Gov/Civics, Econ., US History, World History) 3 credits  Health/Physical Education1 credit  Fine Arts/Music1 credit 16 credits * Or alternative as specified by content area

6. State Graduation Requirements Rigor, Relevance, Relationships 21 st Century Applied Learning Core http://www.21stcenturyskills.org/index.php  Global Literacy  Civic Literacy  Financial, Economic, and Entrepreneurial Literacy  Communications Technology Literacy

7. State Graduation Requirements Rigor, Relevance, Relationships 21 st Century Applied Learning Core  Thinking and Problem Solving  Interpersonal and Self-Directional  Information and Communication  Accelerated Learning Total credits for graduation determined by district

8. The School Redesign Network at Stanford University High School Reform: How and why? http://schoolredesign.net  A Study Kit to support the redesign of high schools.  An inquiry based method of study.  Resources to use with staff, parents, and community.  Supports the work many schools are doing with “Professional Learning Communities.”

9. The School Redesign Network at Stanford University The Study Kit:  Tools, 275 articles, and sample materials from schools redesigning around the nation.  Four (4) books and nine (9) videos profiling small schools.  Annotated resource guides allowing exploration of these resources.

10. The School Redesign Network at Stanford University Three keys:  Personalization  Collaboration  Academic Rigor

11. Redesign Network Ten Features of Effective Schools  Personalization  Continuous relationships  High standards  Authentic curriculum  Adaptive pedagogy  Knowledgeable and skilled teachers  Multicultural and anti-racist teaching  Collaborative planning and professional development  Family and community connections  Democratic decision making

12. Response Letter to the State Board of Education Summary:  Support the recommendation of a mandated state core curriculum for High School.  Support the three legged triad: rigor, relevance and relationships.  Identify the needed supports for successful implementation.

13. Response Letter to the State Board of Education Teacher Certification, Staff Development:  Teaching content with relevance -Higher Education’s preparation - Professional development  More qualified math and science teachers - Incentives  Highly Qualified Teachers - Alignment with laws - Deep knowledge of content - Real world application  Professional development funds

14. Response Letter to the State Board of Education Curriculum Support:  Curriculum models  Alignment between K-8 content expectations and graduation requirements

15. Response Letter to the State Board of Education Flexible Use of Time:  Flexible use of time in school - Appropriate instruction and sufficient time -NCLB 4-year requirement  Merit Exam in grade 12 - AYP implications

16. Response Letter to the State Board of Education School structures that provide Intervention and Personalization:  Improved teacher preparation - Higher levels of achievement - Adaptive pedagogy - Ongoing professional development  Smaller learning communities - Stronger adult student relationships - Improved personalization  Continuous improvement systems - Monitor student progress at the classroom, school and district level - Regular feedback to students - Technology tools

17. Response Letter to the State Board of Education Public Awareness and Education Needs  Educate parents and the community -Why change is necessary Structural changes Time to succeed Global economy

18. High School Reform  What needs to be emphasized?  What is missing?  What is your district concerned about?