Docstoc

MYP general information.ppt

Document Sample
MYP general information.ppt Powered By Docstoc
					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                     approaches to learning

                               community service
  interaction:
                               health and
                               social
  These five perspectives/     education
  themes / lenses are at the
  core of the MYP              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
    and respect.                           • Through a partnership of school
                                              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:                                           PPS:
 •  The International Baccalaureate             The school staff will:
    Organization aims to develop inquiring,
    knowledgeable and caring young people       •   Ensure high quality innovative curriculum,
    who help to create a better and more            research-based instruction, opportunities
    peaceful world through intercultural            for practice, and measurement of student
    understanding and respect.                      achievement, that is customized to meet all
                                                    students' needs.
 •  To this end the IBO works with schools,
    governments and international               •   Ensure a safe learning environment that
    organizations to develop challenging            empowers students to be responsible,
    programs of international education and         confident, independent thinkers who are
    rigorous assessment.                            able to monitor their own behaviors and
                                                    performances.
 •  These programs encourage student across
    the world to become active, compassionate   •   Build positive relationships in a
    and lifelong learners who understand that       professional, ethical manner by honoring
    other people, with their differences can        diversity, modeling life skills, and meeting
    also be right.                                  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:                                    PPS:
 • The International Baccalaureate       The students will:
    Organization aims to develop
    inquiring, knowledgeable and         • Master effective communication
    caring young people who help to         skills.
    create a better and more peaceful    • Master the ability to monitor and
    world through intercultural             assess their own performance
    understanding and respect.              and be responsible for expanding
 • To this end the IBO works with           their physical, emotional and
    schools, governments and                intellectual learning.
    international organizations to       • Demonstrate responsible
    develop challenging programs of         citizenship through positive
    international education and             social interactions in various
    rigorous assessment.                    environments.
 • 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.
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)
    –   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:
  –   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:
  –   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
Hughesj@michigan.gov
Dr. Yvonne Caamal Canul, Director
Office of School Improvement
Canuly@michigan.gov
Betty Underwood, Assistant Director
Office of School Improvement
Underwoodb@michigan.gov
Deborah Clemmons, Supervisor
Office of School Improvement
Clemmonsd@michigan.gov

				
DOCUMENT INFO
lily cole lily cole
About