As children move through school, chances are what they learn will be different from when you attended school. In fact, it seems change is all around us. Today, we live in a digital age and compete for jobs on a global basis. We know for our students to remain competitive, they will need to be fluent in more than one language; use technology; acquire advanced knowledge and skills; and attend college or complete a post-secondary program to get a good paying job. These schools issues affect every Michigan family.
Clear Learning Goals Are Key
To better prepare students for college and the workplace, teachers and parents need to have a clear and common understanding of what students in all grade levels need to know and be able to do throughout school.
Over the past four years, the Michigan Department of Education with the help of parents, educators, state and national educational experts, and the business community have worked together to develop clear education learning goals for students in K12 grades. These goals, called content expectations, were developed in two formats, by grade and by course.
The grade and course content expectations serve as the foundation for what is taught and tested to ensure students are learning what they need to move successfully into the next grade or subject.
Grade Level Content Expectations
These outline what students in kindergarten through eighth grade should know and be able to do by the end of each grade to be successful the following year.
Kindergarten Reading Expectation Example: Change the sounds of words by changing letters that can make new words. For instance: "hat" becomes "at," or "sat," or mat."
Course Content Expectations
These outline what students should know and be able to do in high school level subjects for now required graduation.
English Language Arts Expectation Example: Compose essays with well-crafted and varied sentences demonstrating a precise, flexible, and creative use of language.
Parent guides have been developed for K-8 Grade Level Content Expectations (GLCE). The Course Content Expectations are available at the Michigan Department of Education web site.
“With Michigan’s economic future on the line the time for piecemeal change in education in our state is over. From setting high standards in our K-12 schools to giving every young person the opportunity to earn a college degree we are now committed to enacting fundamental change in our education system. And whether we are focused on the needs of our own sons and daughters or the health of our state’s economy, this moment in time demands no less," said Jennifer M. Granholm, Governor of Michigan
New Michigan Merit Graduation Requirements Provide Students with World Class Education
Just as world-class athletes continue to challenge themselves to break records once thought unbeatable, studies have shown high school students are more likely to pass highlevel than low-level courses.
Today, 40 percent of high school graduates say they were not adequately prepared for employment or postsecondary education, and that if they could repeat their high school experience, they would work harder, especially in math and science.
To ensure high school graduates have the educational foundation needed for success in college, job training programs or our 21st century workplace, Michigan has implemented new world class graduation requirements. These requirements called the Michigan Merit Curriculum were signed into law by Governor Jennifer M. Granholm on April 20, 2006, and build on the Grade Level Content Expectations for elementary and middle school students.
The Michigan Merit Curriculum is effective beginning with the Class of 2011, and requires students to complete 16 credits plus an online learning experience for graduation.
Students can acquire these credits through subject and/or integrated (mixed subject) classes, as well as, career and technical education programs.
Beginning with the Class of 2016, students will also need to complete two world language credits in grades 9–12; OR an equivalent learning experience for credit in grades K–12.
For many students who already plan on taking similar credits, things will change very little. For
others, it may introduce new subjects like Economics, which includes personal finance.
These new requirements should still allow students ample fl exibility to incorporate electives like additional art and music courses or career training into their high school schedule.
While all school districts in the past had district graduation requirements, the number and
type of credits varied widely throughout the state. The Michigan Merit Curriculum provides students with a common set of requirements and educators with a common understanding of what students should know and be able to do for credit. Previously, the only state requirement
was one semester of Civics.
School Standardized Tests: New Michigan Merit Exam
In the spring of 2007, Michigan high school students said goodbye to the MEAP and hello to the Michigan Merit Exam (MME). Unlike the MEAP, the MME combines several tests into one and provides students with both a free ACT college entrance exam and ACT job readiness assessment called ACT WorkKeys.
The MME provides a way for the state to measure all students in the same way, at the same time. It offers parents and students with valuable information on student academic progress. The exam also helps teachers identify students in need of academic support and serves as a reference to ensure their curriculum is aligned to the state course/credit content expectations which are the basis for most of the exam.
Good News! Students who take the MME qualify for a $4,000 Michigan Promise Scholarship to help pay state university, community college or technical and trade school tuition and costs.
Information and Reports You Should Receive from Your School
The Michigan School Report Card contains two main components:
- Education YES! is Michigan’s system of school accreditation. The system includes components for student achievement, measuring both status and change, and a measurement of Indicators of School Performance.
- Adequate Yearly Progress (AYP) is an accountability measurement tool required under the federal No Child Left Behind (NCLB) Act of 2001. AYP evaluates schools and school districts in the areas of academic achievement, participation in state assessment, graduation rate for high schools, and student attendance for elementary and middle schools. According to NCLB, Michigan and other states must develop target starting goals for AYP and the state must raise the bar in gradual increments so all students are profi cient in state reading/language arts and mathematics tests by the 2013-14 school year.
AYP applies to each district and school in the state. However, NCLB consequences for schools that do not make AYP for two or more years in a row only apply to those districts and schools that receive Title I funds. If a school fails to meet AYP for two consecutive years, the school is deemed in need of improvement — Year 1 and must offer public school choice. If a school fails to meet AYP for three consecutive years, the school is labeled in need of improvement — Year 2 and must offer public school choice and supplemental services, including tutoring. If a school fails to meet AYP for four consecutive years, the school is labeled in need of improvement — Year 3 and must take corrective action. If a school fails to meet AYP for five consecutive years, the school is labeled in need of improvement — Year 4 and must plan its restructuring. If a school fails to meet AYP for six consecutive years, the school is labeled in need of improvement — Year 5 and must implement a restructuring plan. A school exits Program Improvement when it meets AYP for two out of three years.
You also may find this information in the Michigan School Report Card which is available online at the Michigan Department of Education (MDE) web site at www.mi.gov/mde.
State and local student test results such as the Michigan Educational Assessment Program (MEAP) given in grades 3-8 or the Michigan Merit Exam taken in grade 11. These results are also available on the MDE web page.
The School’s Parent Involvement Plan.
Each year, schools and districts establish a team to review policies and practices and develop a blueprint called a School Improvement Plan to improve and enhance student achievement. This plan establishes long and short term goals and objectives that will guide teaching, resource allocation, staff development, data management and assessment. It also can be used to measure a school's or district’s ability to meet the goals and objectives established in the plan. Schools are required to have one or more parents on their school improvement team.
To assist schools in their improvement efforts, the Michigan Department of Education developed a School Improvement Framework that can be individualized and used in multiple ways to develop, support, and enhance school district and building improvement plans and measure success. In addition, schools will soon report on how they are doing in developing and implementing their improvement plan and goals.
Your child’s school is working to improve in these five general areas of focus:
- Teaching for Learning
- Leadership
- Personnel and Professional Learning
- School/Community Relations
- Data and Information Management.
Remember — School improvement is an ongoing process. Parent input is a critical determinant of improvement priorities. When schools know what parents want and expect — they’re better able to meet families’ needs.
Parent Involvement in Education: Be Part of the Solution
When parents are involved — children receive higher grades, attend school and graduate, and have fewer instances of violence and drug/alcohol problems.
Here are some ideas on how you can get involved:
- Make sure you are getting all the reports that have been outlined in this article. Take time to read this important information, and if you have any questions, discuss them with your child’s teachers or your school’s principal.
- Become a member of your child’s school improvement team or get a copy of the school’s improvement plan and monitor its progress.
- Attend parent-teacher family involvement meetings.
- Attend parent-teacher conferences — ask questions about your child’s progress in mastering the Grade Level Content Expectations for his/ her grade level.
- Explore ways you can support your child’s learning at home to support classroom instruction.
- Volunteer. There are many ways to provide support both during and after school hours. Your expertise is valued. It’s great for your child to know you care enough to spend your time and energy and that you value education.
- If you see a problem — SPEAK UP! Don’t be intimidated, do your part by helping your child’s school address issues that are important to you.
The Michigan Department of Education’s web site is filled with lots of valuable information. Check out the “Parents and Family” section for more information at www.mi.gov/mde.
How are your school's improvement efforts going? Test them.