Transcript MYP general information

Middle Years Program: A brief introduction
Middle Years Program (MYP)
A five year program
Stressing academic challenges
and life skills
Middle Years Program (MYP)
For students aged 11 to 16
A critical phase of personal and
intellectual development
A time of uncertainty, sensitivity,
resistance and questioning
Middle Years Program
Promotes:
discipline
creativity
skills
flexibility
Intercultural awareness
Middle Years Program
The MYP embraces but transcends
traditional school subjects
Flexible framework
Schools may organize subjects in
different ways
Middle Years Program
The MYP in brief
The MYP provides a
thorough study of various
disciplines
Technology
It accentuates their
interrelatedness
It acknowledges the role
of the disciplines and
transdisciplinary study
Middle Years Program
The curriculum
Middle Years Program
The curriculum
Areas of
interaction:
These five perspectives/
themes / lenses are at the
core of the MYP
approaches to learning
community service
health and
social
education
environment
Creativity
(homo faber)
Middle Years Program
The curriculum
Areas of interaction

are themes/ lenses, not subjects
 pervade and recur throughout the five years
Middle Years Program
The curriculum
Areas of interaction
through the subjects
and also through


interdisciplinary teaching and projects
whole school activities
 the MYP personal project in the 10th
grade year
Middle Years Program
The curriculum
Personal Project
10th Grade Year
 an independent piece of work
 the culmination of the student’s
involvement with the five areas
of interaction

The teachers
Middle Years Program
• Training centered in instructional
approaches and assessment that are
content specific
• Training in meeting the needs of various
learning styles, and emphasis in
developing the whole student
• Training to deliver a program designed
for motivated learners
Middle Years Program
Evaluating teaching and learning
What the evaluation does
assesses the effectiveness of the delivery
of the curriculum at the school
assesses the progress of student learning
Middle Years Program
Assessing the student
Middle Years Program
teachers organize their own
student assessment and
reporting procedures,
in accordance with the
objectives of the program
Middle Years Program
Assessing the student
Assessment along the
way…formative
assessment
special emphasis on it
in the MYP
Used at different stages of the
learning process
Used to guide instructional
decisions
Middle Years Program
Assessing the student
Teachers:

measure the progress of the
student
 use formative assessment to
adjust teaching plans and
methods
Students:

do formative self-assessment
of their work
 reflect on their own
approaches to learning
Middle Years Program
Mission Statements
IBO:
PPS:
• The International Baccalaureate
• Portage Public Schools will shape the
Organization aims to develop
future by empowering every student
inquiring, knowledgeable and caring
to contribute intelligently and
young people who help to create a
ethically in an information rich,
better and more peaceful world
global society. (Vision)
through intercultural understanding
• Through a partnership of school
and respect.
staff, students, parents and
• To this end the IBO works with
community, all Portage Public
schools, governments and international
Schools students will become effective
organizations to develop challenging
communicators, responsible citizens,
programs of international education
self-directed learners and complex
and rigorous assessment.
thinkers.
• These programs encourage student
across the world to become active,
compassionate and lifelong learners
who understand that other people, with
their differences can also be right.
Middle Years Program
Mission Statements, cont.
IBO:
•
The International Baccalaureate
Organization aims to develop inquiring,
knowledgeable and caring young people
who help to create a better and more
peaceful world through intercultural
understanding and respect.
•
To this end the IBO works with schools,
governments and international
organizations to develop challenging
programs of international education and
rigorous assessment.
•
These programs encourage student across
the world to become active, compassionate
and lifelong learners who understand that
other people, with their differences can
also be right.
PPS:
The school staff will:
•
Ensure high quality innovative curriculum,
research-based instruction, opportunities
for practice, and measurement of student
achievement, that is customized to meet all
students' needs.
•
Ensure a safe learning environment that
empowers students to be responsible,
confident, independent thinkers who are
able to monitor their own behaviors and
performances.
•
Build positive relationships in a
professional, ethical manner by honoring
diversity, modeling life skills, and meeting
the physical and emotional needs of all
students.
•
Be technologically literate, complex
thinkers in an ever-changing profession.
Middle Years Program
Mission Statements, cont.
IBO:
• The International Baccalaureate
Organization aims to develop
inquiring, knowledgeable and
caring young people who help to
create a better and more peaceful
world through intercultural
understanding and respect.
• To this end the IBO works with
schools, governments and
international organizations to
develop challenging programs of
international education and
rigorous assessment.
• These programs encourage student
across the world to become active,
compassionate and lifelong
learners who understand that other
people, with their differences can
also be right.
PPS:
The students will:
• Master effective communication
skills.
• Master the ability to monitor and
assess their own performance
and be responsible for expanding
their physical, emotional and
intellectual learning.
• Demonstrate responsible
citizenship through positive
social interactions in various
environments.
Education for life
Michigan High School
Graduation Requirements
August 2006
History of High School Requirements
• Legislation signed by Governor
Granholm on April 20, 2006 created a
set of rigorous high school requirements
• State graduation requirements become
most comprehensive in nation
• New requirements effective Class of
2011 except for Languages other than
English: 2016
Successful High School Programs
• High expectations
• Rigorous requirements
• Academic studies applied to real-world
situations and projects
• Challenging career/technical studies
• Work-based learning opportunities
Overview of Michigan Merit Curriculum
2011 Requirements (2006 8th grade class)
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4 English Language Arts
4 Mathematics/ Math related (1 in senior year)
3 Science
3 Social Studies
1 Physical Education/Health
1 Visual, Performing, and Applied Arts
On-line course/experience
2016 Requirements (2006 3rd grade class)
– 2 credits/experience in Languages other than
English
High School Course/Credit
Content Expectations
Who Was Involved?
• Academic Work Groups
– Chaired by Higher Education
– Other representative members
• Local and Intermediate School Districts
• Professional Organizations
• Career & Technical Education
• Review Committees
• Web Review
• National Review
– Achieve, Inc. – ELA and Mathematics
– Council of State Science Supervisors
– North American Council for Online Learning
What Was Developed?
• High School Content Expectations (HSCE)
– The “universe” of recommended content during
a 4 year high school experience
• Course/Credit Content Expectations (CCE)
– Specific course/credit content requirements
derived from the “universe” of the HSCE
English Language Arts
• Required: 4 credits
• Credit content is defined by units
– 4 model units per credit
– Anchor texts narrative/informational
– Organized by Big Ideas
– Increasing levels of complexity and
sophistication
• Emphasis on Reading, Writing, and
Informational Text
Mathematics
• Required: 4 Credits
• Credit content is developed for:
– Algebra I, Geometry, and Algebra II, Pre-Calculus,
Statistics, and Integrated Mathematics
• Algebra I, Geometry, and Algebra II are required
• Senior year of math is required – to be selected
from district or online options, and/or dual
enrollment
• Sequence is not mandated
• Legislation lists examples, list not exclusive
• Integrated math allowed
Science
• Required: 3 Credits
• Credit content is developed for:
– Earth Science, Biology, Chemistry, and Physics
• Biology required of everyone
• Choice of Physics or Chemistry
• 3rd credit to be selected from district or
online options, and/or dual enrollment
• Legislation encourages 4th credit
• Sequence not mandated
Social Studies
• Required: 3 credits
• Credit content is being developed for:
– U.S. History and Geography, Civics, Economics, and
World History and Geography
• 1 credit in U.S. History and Geography
• .5 credit in Civics
• .5 credit in Economics
• 1 credit in World History and Geography
• Anticipated approval and dissemination 2007
High School Course/Credit
Guidelines
Course/Credit Guidelines
• The Course/Credit Guidelines (CCG)
– Provide high schools with general content and
processes
– Local school districts will assign credits based on
their course/credit offerings that are aligned to
the Course/Credit Guidelines
– Guidelines are aligned to Michigan Curriculum
Framework, Career and Technical Education
Standards, and/or other program area guidelines
Visual, Performing, and Applied Arts
• Required: 1 credit
• Guidelines are developed for:
– Visual, Performing, and Applied Arts
• The goal is to provide students with experience
in the entire artistic/creative process
• Guidelines focus on artistic/creative processes
rather than defining set of courses that meet
guidelines
• Credit assignment is up to local school district
Physical Education/Health
• Required: 1 credit
• Guidelines are being developed for:
– Health and Physical Education
• Physical Education and Health requirements
may be met in other course/credit areas that
meet the established guidelines
Online Requirement
• Requirement: No credit by law requires
online learning experience
• Guidelines for this learning experience
have been developed
– Credit or non-credit course or learning experience
OR…
– District has integrated online learning into each
credit area required for graduation
• MDE identifies basic level of technology and
internet access for requirement to be in effect
Languages Other Than English
• Required:
– 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 this
requirement
• Requirement may be met on-line
Timeline for Course/Credit
Content Expectations and Guidelines
• Course/Credit Content Expectations and
Guidelines will be presented to the State
Board and made available on the MDE
website on August 4, 2006:
– English Language Arts: Units for 9th and 10th grades
– Mathematics: Algebra I, Geometry, Algebra II,
Precalculus, Statistics
– Science: Earth Science, Biology, Chemistry, Physics
– Visual, Performing, and Applied Arts
– Online Experience
Timeline for Course/Credit
Content Expectations and Guidelines
• Course/Credit Content Expectations and
Guidelines projected for 2007
– Social Studies: U.S. History and Geography,
Economics, Civics, World History and
Geography
– Languages other than English (LOTE):
Guidelines for credit and experience
What We Know
Performance Matters
Currently
What’s New
• Pass or fail
• Meet or exceed content
expectations
• Seat time
• Perform and
demonstrate competency
• Individual courses
• Assign credit based on
meeting expectations
Courses vs. Credits
Student earns credit by:
• Successfully completing the learning
expectations in the Course/Credit Content
Expectations for the credit area
• Successful completion to be determined, in
part, by state or local district assessments
• “Testing out” allowed based on earning
qualifying score on state or local
assessments
Courses vs. Credits, cont’d.
• Graduation requirements intended to be
standards/competency-based
• Requirements do not imply courses, seat
time, Carnegie Units
• Legislation says districts may offer
credits through “alternate methods” (e.g.
Humanities, CTE, Industrial Technology,
Voc-Ed, or combination)
Courses vs. Credits, cont’d.
• Credit requirement can be met in variety
of ways and in other courses
– Career Technical Education
– Community based learning
– Independent study/project work
• High school credit may be earned for
high school level courses taken prior to
high school
Courses vs. Credits, cont’d.
• Legislation does not prohibit student
satisfying credit requirements through:
– Dual enrollment
– Advanced Placement
– International Baccalaureate
– Other “early college” experiences or
programs
Michigan Merit Curriculum Assessments
• Local districts may use own assessments
to measure achievement in credits
• New law authorizes local district to
institute Michigan Merit Exam (MME) as
graduation requirement
Personal Curriculum
• Must meet high school requirements
except as designated by law
• Graduation requirements may be modified
through the “Personal Curriculum”
Personal Curriculum
• Developed by team comprised of: the
student, parent/guardian, high school
counselor or staff member designated by
principal
• No age or grade level specified
• Should incorporate as much of graduation
requirements as practicable
Personal Curriculum, cont’d.
• Shall include measurable goals and
evaluation
• Aligned with student’s Educational
Development Plan (EDP from 7th grade)
• Final plan must be approved by parents
and district superintendent
• Parents must communicate with teachers
once each quarter to assess progress
Special Education
• All graduation requirements apply
• Student’s IEP supports the student to
achieve graduation
• The IEP must identify the appropriate
supports to successfully complete the
Michigan Merit Curriculum or through a
Personal Curriculum
School Accreditation
• State accreditation of high schools dependent
upon schools providing opportunities to meet
all graduation requirements
• Beginning 2008-09 school year, no high
school will be accredited unless such
opportunities are provided
• Law provides for consequences for schools
failing to be accredited for 3 consecutive
years
MDE Obligations
• Develop Course/Credit Content
Expectations for subject areas named in
legislation
• Develop guidelines for:
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PE/Health
Visual, Performing, and Applied Arts
Online Learning Experience
Languages other than English (experiences K-12)
• Alternative delivery methods
• District phase-in requirements
MDE Obligations, cont’d.
• Within 3 years develop or select and
approve assessments that may be used
by the district for the Course/Credit
requirements (at a minimum) in:
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English Language Arts
Mathematics
Science
Social Studies
• Develop guidelines for applications for
“specialty schools”
District Obligations
• Opportunities in place by 2007-08 school
year to meet all graduation requirements
• If not, proposal for phase-in plan
• Educational Development Plan for 7th
graders to be completed by time student
enters high school- if requested
District Obligations, cont’d.
• Graduation credit areas taught by “highly
qualified” (NCLB) teachers
• Notice to parents of students failing or in
danger of dropping out
• Basic technology and internet access in
place to support on-line requirement
Find Information on Web
Michigan.gov/highschool (with link to HSCE site)
http://www.michigan.gov/highschool
Michigan.gov/hsce
http://www.michigan.gov/hsce
Michigan.gov/oeaa (MME/ACT information)
http://michigan.gov/oeaa
Michigan.gov/mathematics (mathematics resources)
http://www.michigan.gov/mathematics
ACT.org (policy makers) On Course for Success
http://www.act.org/path/policy/pdf/success_report.pdf
ACT.org (policy makers) Reading Between the Lines
http://www.act.org/path/policy/reports/reading.html
ACT.org (College Readiness Standards)
http://www.act.org/standard/index.html
MDE Contact Information
Jeremy M. Hughes, Ph.D.
Deputy Superintendent/Chief Academic Officer
[email protected]
Dr. Yvonne Caamal Canul, Director
Office of School Improvement
[email protected]
Betty Underwood, Assistant Director
Office of School Improvement
[email protected]
Deborah Clemmons, Supervisor
Office of School Improvement
[email protected]