Reading First 168 Schools Annual RF Conference

1. Curriculum and Literacy UpdateMichigan Association of State and Federal Program Specialists38th Annual Fall Director’s InstituteNovember 12, 2007 Grand Traverse Resort

2. Science • K – 7 GLCE • MSLA Clarification • ELA • HS Parent Guide • K-8 Genre Document • ELA • HS Parent Guide • K-8 Genre Document • Reading First • 168 Schools • Annual RF • Conference • Math • MMLA Clarification • HSCE & Course • Credit Requirements • Revised • Social Studies • K-12 Content • Expectations Core Content • High School • Content • Expectations • World Languages • Social Studies • Arts • Governor’s Arts Integration project • VPAA GLCEs • Instructional Examples • Challenging ELA GLCE • Effective Instruction PC Curriculum & Literacy

3. High School Content Expectations Mathematics Course/Credit: Algebra I, II, Geometry, Pre-Calculus, Statistics, and Integrated • High School • Content • Expectations • World Language • Social Studies ELA: 16 Model Units; 4/year No sequence suggested PC Earth Science, Biology, Chemistry, Physics Visual/Performing/Applied Arts, Online Experience, World Languages, Personal Curriculum, Physical Education www.michigan.gov/highschool Social Studies: Course/Credit: U.S. History and Geography, Civics, Economics, World History and Geography

4. Guidelines for World Languages 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

5. Guidelines for World Languages Students and school districts may choose to meet this requirement through a variety of languages and instructionaloptions. • 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. Social Studies Sequence of Study

8. Kindergarten – Myself and Others 1st Grade – Families and Schools 2nd Grade – The Local Community 3rd Grade – Michigan Studies 4th Grade – United States Studies 5th 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 3rd 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. 6th Grade – Western Hemisphere Studies 7th 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 8th 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. Personal Curriculum • 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

13. 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

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

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

16. Special (k) • 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”

17. 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

18. Practicable Content • 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!

19. Putting it All Together • 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

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

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