ACT Assessment Standards and Data
Determining/Supporting HS and College Readiness
MASSP Middle Level Webinar Series
March 3, 2009
Identifying
Standards
SchoolCritical
Environment
• ACT College Readiness Standards
• College Board Standards for Success
• SREB HSTW/MMSW
• 21st Century Skills
• General Knowledge, Processes, Skills
• Productive Dispositions
Michigan Core Expectations Overview
Overarching Expectations
21st Century Learning Skills
Policy on Learning Expectations
Habits of Mind    
Cross-Content Expectations
 ELA Strands 1 and 2 – Communication and Reading
 Mathematics Strand 1 – Quantitative Literacy and Logic
 Science – Inquiry and Reflection
 Social Studies – General Knowledge, Processes, and Skills
 ACT College Readiness Standards
ELA
MA
SC
SS
HSCE
HSCE
HSCE
HSCE
The Forgotten Middle
School Environment
On Target for College and Career Readiness Before High School
• Importance of being on target
• Specific factors that influence readiness
• Benefits of academic discipline, motivation
• Non-negotiable knowledge and skills for 8th grade
“The level of academic achievement that students attain by
eighth grade has a larger impact on their college and career
readiness by the time they graduate from high school than
anything that happens academically in high school.”
• Recommendations
http://act.org/research/policymakers/pdf/ForgottenMiddle.pdf
The
Forgotten
Middle
School
Environment
Academic Achievement
• Best predictor of college/career readiness by
high school
• More important than other factors
- background characteristics
- standard high school coursework
- advanced/honors coursework
- HS GPA
- student testing behaviors
ACT Educational Planning and
Assessment System (EPAS)
Explore
Plan
ACT
English
13
15
18
Mathematics
17
19
22
Reading
15
17
21
Science
20
21
24
English
Imperatives
(CRS 13-15)
School
Environment
Organization, Unity, Coherence
• Use conjunctive adjectives or
phrases to show time relationships
(this time, then)
Word Choice in Terms of Style,
Tone, Clarity, and Economy
• Revise sentences, correct
awkward, confusing arrangements
of sentence elements
• Revise vague nouns and pronouns
that create obvious logic problems
Sentence Structure and Formation
• Use conjunctions or punctuation to
join simple clauses
• Revise shifts in verb tense between
simple clauses
Conventions of Usage
• Form past or past participle of
irregular but commonly used
verbs
• Form comparative and
superlative adjectives
Conventions of Punctuation
• Delete commas that create basic
sense problems (e.g., between
verb and direct object)
MDE Grammar Module
http://www.michigan.gov/mde/0,1607,7140-38924_41644_42674---,00.html
ELA Unit Development
School Unit
Environment
Common
Components
• Writing to Access Prior Knowledge
• Writing to Learn
– Writing Portfolio
– Writers’ Workshop
– Grammar Focus
• Vocabulary Development
–
–
–
–
Research Skills
Quotation Notebook
Data Walls
Journal Entries
• Writing to Demonstrate Learning
– Essay Options
– Research Project
Reading
Imperatives
School Environment
Main Ideas and Authors Approach
• Recognize a clear intent of an
author or narrator in
uncomplicated literary narrative
Supporting Details
• Locate basic facts clearly stated in
a passage
Sequential, Comparative, and
Cause-Effect Relationships
• Determine when or if an event
occurred in uncomplicated text
• Recognize clear cause-effect
relationships described within a
single sentence within a passage
Meaning of Words
• Understand the implications of a
familiar word or phrase and of
simple descriptive language
Generalizations and Conclusions
• Draw simple generalizations and
conclusions about the main
characters in uncomplicated
literary narratives
Michigan’s Mission Possible: Get
ALL Adolescents Literate and
Learning
http://www.missionliteracy.com/
ELA Unit Development
School Unit
Environment
Common
Components
•
•
•
•
•
•
•
•
•
Reading Comprehension Strategies
Close and Critical Reading Strategies
Critical Reading Questions
Reading Goals
Reading Portfolio
Graphic Organizer Use
Book Clubs
Anchor Text Reading Activities
Listening and Viewing Activities
ACT Reading Between the Lines – Characteristics of
Complex Text
http://act.org/research/policymakers/pdf/reading_report.pdf
Mathematics
SchoolImperatives
Environment(CRS 13-19)
Basic Operations and Applications
•
One-step problems
- whole numbers
- fractions, decimals, percents
• Two-step problems
- whole numbers
• Conversions (e.g., inches to feet, hours to
minutes)
Probability, Statistics, Data Analysis
•
•
•
•
Calculate average (whole numbers)
Calculate average given number of items and
sum
Read, use data from table, chart
Use relationship between probability of event
and probability of its complement
Expressions, Equations, Inequalities
•
•
•
•
•
Basic expressions
Solve x + a = b
for whole numbers or decimals
Substitute whole numbers for unknown
quantities to solve equations
Solve one-step equations (integers, decimals)
Combine like terms (2x + 5x)
Graphical Representations
•
•
Locate points with positive coordinates on
the number line
Locate points in first quadrant
Properties of Plane Figures
•
Angles associated with parallel lines
Numbers: Concepts and Properties
Measurement
•
•
•
•
•
Equivalent fractions
Fractions in lowest terms
One-digit fractions
Identify a digit’s place value
•
Calculate measurement of line segment based
on lengths of other portions of figure
Compute polygon perimeters; rectangle areas
Mathematics
Support
School Environment
Michigan e-Library MeL.org
• Middle School Learning Center
- Diagnostics, Practice, 7th Grade Courses
http://0www.learnatest.com.elibrary.mel.org/LEL/index.cfm/learningCenter/middleSchool
• Algebra and Patterns
• Basic Mathematics
• Data Analysis and Probability
• Geometry and Measurement
MATH Summit: Making Math Success a Reality
March 30, 2009 MDE,MASSP, MIEM, Ed Trust
http://www.gomiem.org/pdfs/mathsummit_flyer.pdf
Science
Imperatives
(CRS 13-23)
School
Environment
Interpretation of Data
•
•
•
•
•
Select data from a data presentation
- single piece from simple table (13-15)
- two pieces from simple table/chart (1619)
- from complex representation (20-23)
Identify basic features of a table, graph, or
diagram (13-15)
Find basic information in a brief body of
text (16-19)
Compare or combine data from a simple
data presentation (e.g., order or sum data)
(20-23)
Translate information into a table, graph,
or diagram (20-23)
•
Understand basic scientific terminology
(16-19)
•
Determine how the value of one variable
changes as the value of another variable
changes in a simple data presentation (1619)
Scientific Investigation
•
Understand the methods and tools used in
- a simple experiment (16-19)
- a moderately complex experiment (20-23)
• Understand a simple experimental design
(20-23)
• Identify a control in an experiment (20-23)
• Identify similarities and differences
between experiments (20-23)
Evaluation of Methods, Inferences,
and Experimental Results
•
•
Select a simple hypothesis, prediction, or
conclusion that is supported by a data
presentation or a model
Identify key issues or assumptions in a
model
Science
Imperatives
(CRS 13-23)
School
Environment
Interpretation of Data (Math)
•
•
•
•
•
Select data from a data presentation
- single piece from simple table (13-15)
- two pieces from simple table/chart (1619)
- from complex representation (20-23)
Identify basic features of a table, graph, or
diagram (13-15)
Find basic information in a brief body of
text (16-19)
Compare or combine data from a simple
data presentation (e.g., order or sum data)
(20-23)
Translate information into a table, graph,
or diagram (20-23)
•
Understand basic scientific terminology
(16-19) (Science)
•
Determine how the value of one variable
changes as the value of another variable
changes in a simple data presentation (1619)
Scientific Investigation
•
Understand the methods and tools used in
- a simple experiment (16-19)
- a moderately complex experiment (20-23)
• Understand a simple experimental design
(20-23)
• Identify a control in an experiment (20-23)
• Identify similarities and differences
between experiments (20-23)
Evaluation of Methods, Inferences,
and Experimental Results
•
Select a simple hypothesis, prediction, or
conclusion that is supported by a data
presentation or a model
• Identify key issues or assumptions in a
model
(Science, Social Studies, ELA)
6-8 Science
Focus
School
Environment
• Science Inquiry and Reflection throughout 6-8
- Wayne RESA, Marzano Instruction That Works
http://blackboard.resa.net/webapps/portal/frameset.jsp?tab_id=_87_1
- Chemistry Inquiry Science, Assessing Science Inquiry
- SVSU http://www.svsu.edu/mathsci-center/uploads/science/eInquiry.htm
http://www.svsu.edu/mathsci-center/uploads/science/HighSchool.html
- Keys to Inquiry
http://hea-www.harvard.edu/ECT/Inquiry/inquiry2.html
6-8 Science
Focus
School
Environment
• Develop and use Algebra concepts
• Analyze data in ELA, Math, Science, and Social
Studies
• Understand cause/effect, compare/contrast
organizational structures
• Develop critical reading, critical thinking skills
Recommendations
School
Environment
• Use Assessment data from EXPLORE test
– Aligned with ACT CRS
– Ideas for progress
http://act.org/standard/pdf/CRS.pdf
http://actstudent.org/explore/tests/index.html
• SREB Making Middle Grades Work (HSTW)
http://www.sreb.org/programs/MiddleGrades/publications/publicati
onsindex.asp
Making
Middle
Grades Work
School
Environment
 SREB Making Middle Grades Work Publications
http://www.sreb.org/programs/MiddleGrades/publications/publicationsindex.asp
 Redesigning the Ninth-Grade Experience
http://www.sreb.org/publications/2008/08V06_9th-grade_redesign.pdf
 SREB Making Middle Grades Work – Enhanced Design
http://www.sreb.org/programs/hstw/publications/2006Pubs/06V15R08_MMGW_Brochure.pdf
 HSTW Getting Students Ready for HS Series
http://www.sreb.org/programs/hstw/publications/pubs/04V04_honors_science.pdf
http://www.sreb.org/programs/hstw/publications/pubs/03V61_honor_english.pdf
http://www.sreb.org/programs/hstw/publications/pubs/02V52_Math.pdf
Contact
Information
School Environment
Susan Codere Kelly
HSCE Project Coordinator
MDE Office of School Improvement
[email protected]
[email protected]
517-373- 4226 Leave a message with Carol
Slides
Last Week
SchoolFrom
Environment
• The following slides were used for last
week’s discussion.
• I copied them here for possible use in
today’s discussion.
21st Century
Learning
Skills
School Environment
Adapted from The Partnership for 21st Century Skills P21 Framework
Core Subjects – ELA, Math, Science,
Social Studies Foreign Languages
21st Century Content
• Global awareness
• Financial, economic, business, and
entrepreneurial literacy
• Civic literacy
• Health and wellness awareness
Learning and Thinking Skills
• Critical thinking and problem
solving
• Communication Skills
• Creativity and innovation skills
• Collaboration skills
• Information and media literacy skills
• Contextual learning skills
Information and Communication
Technology Literacy
• Use technology to develop 21st
century content knowledge and skills
• Use technology in support of 21st
century teaching and learning
Life Skills
• Leadership, ethics, accountability
• Personal responsibility
• Adaptability
• Personal productivity, self direction
• People skills
• Social responsibility
21st Century Assessments
• Authentic assessments must measure
all five skill categories
Policy on Learning Expectations
School
State BoardEnvironment
of Education (2002)
• Gather information
• Understand information
• Analyze issues
• Draw and justify conclusions
• Organize and communicate information
• Think and communicate critically
• Learn and consider issues collaboratively
• Learn independently
• Create knowledge
• Act ethically
Career and Technical Education
Grade 9
Grade 10
Grade 11
Grade 12
1 ELA 8
ELA 9
ELA 10
ELA 11
ELA 12
2 Mathematics 8
Algebra 1
Geometry
Algebra II
MathRelated
3 USHG 8
World History &
Geography
US History &
Geography
Gov/Econ
Science
4 Science 8
Biology
Chemistry
5 Elective
Health/PE
Visual,
Performing, and
Applied Arts
(VPAA)
6 Elective
Language Other
Than English
Language Other
Than English
Grade 8
CTE
CTE
Sample Student Schedule - Instrumental Music Emphasis
Grade 9
Grade 10
Grade 11
Grade 12
1 ELA 8
ELA 9
ELA 10
ELA 11
ELA 12
2 Math 8
Algebra I
Geometry
Algebra II
Math-Related
3 USHG 8
WHG
USHG
Government/
Economics
Science (3rd)
Biology
Chemistry or
Physics
Language
Other Than
English
Elective/
Elective
5 Elective
Health/PE
Language
Other Than
English
Elective/
Elective
Elective/
Elective
6 Band
Band
Band
Band
Band
Grade 8
4 Science 8
Sample Student Schedule – Earning HS Credit in Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
1 ELA 8
ELA 9
ELA 10
ELA 11
AP Lang/Lit
ELA 12
AP Lit/Lang
2 Algebra I
Geometry
Algebra II
Precalculus
Statistics
AP Calculus
AP Statistics
USHG
(Eras 6-9)
Government/
Economics
WHG
AP Social
Studies
Chemistry
Physics
Physics
Chemistry
Earth Essentials
AP Science
AP Science
Health/PE*
Elective/
Elective
Elective/
Elective
Band/Art
Other
Band/Art
Other
Band/Art
Other
Grade 8
3
USHG 8
(Eras 3-6)
Physical
4 Science
Biology
Essential C & P
5 Language
st
1 Credit 6-8
6
Band/Art
Other
OTE
Language
2nd Credit HS
Band/Art
Other
OTE
Assuming Online experience throughout at least one content area
Option for awarding PE credit for participation in athletic activities
A New Way
of Thinking
About Credit
School
Environment
• Structural and Mission changes
– Course Structures/Syllabi, HS credit = HS course structure (?)
– Demonstrating proficiency
– Awarding credit; transcript issues
• What instructional delivery ideas can MS provide for HS
• Reasons for following through with options
– Acceleration AP, Dual Enrollment
– CTE, Community College Programs
• Ideas for initiating “pilots”
• Support for hiring HQ teachers
Mathematics
Dispositions
School Environment
Conceptual Understanding
• Comprehension of mathematical concepts, operations, and
relations
Procedural Fluency
• Skill in carrying out procedures flexibly and accurately
Strategic Competence
• Ability to formulate, represent, and solve mathematical problems
Adaptive Reasoning
• Capacity for logical thought, reflection, explanation, and
justification
Productive Disposition
• Habitual inclination to see mathematics as sensible, useful, and
worthwhile, coupled with a belief in diligence
School Environment
Mathematics
Considerations
• Across the grades GLCE/HSCE documents
– 6th through Algebra
http://www.michigan.gov/documents/mde/AcrosstheGrades6toAlgebr
a_225032_7.pdf
– 6th through Geometry
http://www.michigan.gov/documents/mde/AcrosstheGrades6toGeom
etry_225033_7.pdf
• Michigan Mathematics Focal Points; ACT CRS
• Algebra I HS vs. MS delivery
– Common Credit Assessment
– Demonstrating proficiency
6-8 Mathematics Focal Points
School Environment
Focus Instruction and Assessment
6th Grade Math
7th Grade Math
8th Grade Math
n
Number and Operations
Number and Operations
Algebra
~ Understand operations on
all rational numbers
~ Understand and apply
proportionality (similarity)
 rates, ratios, proportions
 direct and indirect
proportionality, relate to
linear relationships
 similar polygons
~ Analyze and represent
nonlinear functions (quad)
 fractions and decimals, x /
rep
 add, subtract integers and
rational numbers
 equivalent rations; rates
Algebra
Algebra
~ Write, interpret, use
~ Analyze and represent
math expressions/ equations
linear functions
 variable expressions
 real numbers, algebraic
concepts
 combine like terms
 solve algebraic equations
 represent linear functions in
tables, equations, graphs
 recognize irrational
~ Solve linear equations
numbers
 compute with rational
Geometry / Measurement
numbers
~ Describe 3D shapes
~ Solve linear equations and
 Analyze properties
systems of linear equations
(volume, surface area)
Geometry / Measurement
~ Understand and use
formulas to determine
surface areas and
volumes of 3D shapes
~ Use distance and angle
to analyze 2D/3D space
and figures
 Pythagorean Theorem
 Transformation
 Symmetry
Data Analysis
~ Analyze and summarize
data sets
Science
Dispositions
School Environment
Identifying
 Recall, define, relate, represent basic principles
Using
 Make sense of the natural world, predict and explain
observations
Inquiry
 Identify and explain patterns, habits of mind
Reflection
 Critique and justify strengths and weaknesses of scientific
knowledge
SchoolConsiderations
Environment
Science
• Common HS sequence (?)
• Current vs. new 6 – 8 focus; adjustments
• Investigations - HS vs. MS opportunities
• Essential Science HSCE
http://www.michigan.gov/documents/mde/Essenti
al_Science_204486_7.pdf
– Demonstrating proficiency
– ACT College Readiness Standards
Credit for high school Earth Science, Biology, Physics, and Chemistry will
be defined as meeting BOTH essential and core subject area content
expectations.
Represents required
K-7 Science Expectations
School Environment
Organized by strand, grade, and unit
Physical Science
Life Science
Earth Science
7 Waves and Energy
Physical and Chemical
Properties and
Changes in Matter
6 Matter and Energy
5 Measuring Changes in
Motion
4 Heat, Electricity, and
Magnetism
Properties and
Changes of Matter
3 Changes in Motion
Light and Sounds
2 Measurement of
Properties
1 Sorting by Properties
K Pushes and Pulls
7 Structures and Processes
of Living Things
6 Ecosystems
5 Animal Systems
Evolution and Traits of
Organisms
4 Relationships and
Requirements of Living
Things
3 Structures and Functions
of Living Things
2 Plant Life
1 Animal Life
K Observations with Senses
Basic Needs of Living
Things
7 Fluid Earth Systems and
Human Activities
6 Composition, Properties,
Changes of the Earth
Plate Tectonics / Fossils
5 Position and Motion
Objects in the Sky
4 Sun, Moon, and Earth
3 Earth Materials, Change,
and Resources
2 Earth’s Surface Features
Uses/Properties of Water
1 Weather
Sun Warms the Earth
K My Earth
5 – 8 Science Flexibility
Grade
Physical Science
Life Science
Earth Science
Waves and Energy
Physical/Chemical
Properties
Changes in Matter
Structures and
Processes of Living
Things
Fluid Earth Systems and
Human Activities
8
MEAP
7
6
Matter and Energy
Ecosystems
Composition, Properties,
Changes of the Earth
Plate Tectonics/Fossils
5
Measuring Changes
in Motion
Animal Systems
Evolution and Traits
of Organisms
Position and Motion of
Objects in the Sky
School Environment
World Languages
Considerations
• Elementary and/or MS programs
• Comprehensive (links to WHG)
• Introduction vs. mastery (1 or 2 credits)
• World Languages Guidelines
http://www.michigan.gov/documents/mde/WL_G
uidelines_FINAL_206823_7.pdf
• Demonstrating Novice High proficiency
School Environment
World Languages
Requirements
• ACTFL Novice High Proficiency
• Knowledge of cultural practices/products
• Knowledge in other curricular areas
• Comparison of nature and culture of
language studied to own language
• Use the language within and beyond the
school setting
Social
Studies
Dispositions
School
Environment
 Disciplinary Knowledge
 History, geography, civics, economics
 Thinking Skills
 Reading, communication, critical thinking, problem solving,
analysis, interpretation, inquiry, research, defending positions,
innovation, creativity
 Democratic Values
 Ideals, rights, responsibilities, respect for individual worth/human
dignity
 Citizen Participation
 Public discourse, active participation, rule of law, service learning,
transformational citizenship
 Leadership Skills
 Personal responsibility, literacy, productivity, global awareness
Environment
SocialSchool
Studies
Considerations
• Progression – Foundational Statements
– 6-7-WHG Capstone Projects/Global Issues
– 5-8-USHG Policy Issues/Social Action
– Foundations for Civics/Economics
• Knowledge, Processes, and Skills
• Opportunities for meeting ACT CRS in Reading
and Writing
• Links to World Languages
Social Studies Sequence of Study
9-12
WORLD
HISTORY AND
GEOGRAPHY
6-8
8 – INTEGRATED UNITED STATES HISTORY
7 – EASTERN HEMISPHERE STUDIES
6 – WESTERN HEMISPHERE STUDIES
K-5
5 – INTEGRATED UNITED STATES HISTORY
4 – UNITED STATES STUDIES/Michigan history beyond statehood
3 – MICHIGAN STUDIES
2 – THE LOCAL COMMUNITY
1 – FAMILIES AND SCHOOLS
K – MYSELF AND OTHERS
UNITED STATES
HISTORY AND
GEOGRAPHY
CIVICS AND
GOVERNMENT
ECONOMICS
ELA Dispositions
School
Environment
Habits of Mind…
9th
10th
11th
12th
Inter-Relationships and Self-Reliance
Critical Response and Stance
Transformational Thinking
Leadership Qualities
A lens to focus student thinking toward
social action and empowerment.
ELA Expectations
School Environment
Organized by Strand and Standard
Writing, Speaking, and
Expressing
•
•
•
•
•
Writing Process (8)
Personal Growth (4)
Audience and Purpose (9)
Inquiry and Research (7)
Finished Products (5)
Reading, Listening, and
Viewing
• Strategy Development (12)
• Meaning Beyond the Literal
Level (3)
• Independent Reading (8)
Literature and Culture
• Close Literary Reading (10)
• Reading and Response (5)
(varied genre and time
periods)
• Text Analysis (6)
• Mass Media (4)
Language
• Effective English Language
Use (5)
• Language Variety (5)
4 strands
14 standards
91 expectations
ELA Unit Development
School Unit
Environment
Common
Components
Reading Comprehension Strategies
•
•
•
•
•
•
•
Identify purpose
Preview text
Understand, then analyze
Identify thesis, evidence, structure,
style, organization
Summarize
Ask questions, visualize, make
connections, determine importance,
infer, synthesize, and monitor
comprehension
Skim for pertinent information
Reading Goals
•
•
Read like a writer
Recognize the narrative structure and
characteristics of anchor genre through
reading mentor text
Critical Reading Questions
• What does the text say? (literal)
• How does it say it? (figurative)
• What does it mean? (interpretive)
• Why does it matter? (wisdom/allusion)
Reading Portfolio
• Maintain reading portfolio
- revisit goals
- add evidence of progress
- reflect and evaluate
ELA Unit Development
School Unit
Environment
Common
Components
Close and Critical Reading Strategies
•
•
•
•
•
•
•
•
•
Use marginalia to describe author’s craft
Use thinking notes and think-aloud strategies
Annotate text
Take and organize notes
Determine relevance/importance
Consider potential for bias
Consider perspectives not represented
Look for evidence to support
assumptions/beliefs
Evaluate Depth of information
Graphic Organizer Use
•
.
Identified by unit
Book Clubs
•
Join a book club; read and
discuss using a study guide
Activities Related to
Reading Anchor Text
•
•
•
Before
During
After
Listening and Viewing
Activities
ELA Unit Development
School Unit
Environment
Common
Components
Writing to Access Prior Knowledge
• Unit Goals
• Prior Knowledge Activities
Writing to Learn
• Writing Portfolio
• Writers’ Workshop
• Grammar Focus
• Vocabulary Development
• Research Skills
• Quotation Notebook
• Data Walls
• Journal Entries
.
Writing to Demonstrate Learning
• Essay Options
- Literary Analysis Options
- Definition Essay Options
- Comparison Essay Options
- Persuasive Essay
- Poetry Options
- Reflective Essay Options
- Personal Essay Options
• Research Project
Speaking Activities
On-Going Literacy Development
Cross-Content
Expectations
School Environment
 ELA Strands 1 and 2
 Communication (Writing, Speaking, and Expressing)
 Reading, Listening, and Viewing
 On-Going Literacy Skills (MMC Unit Framework)
 Mathematics Strand 1
 Quantitative Literacy and Logic
 Science Strand 1
 Inquiry and Reflection
 Social Studies
 General Knowledge, Processes, and Skills
 ACT College Readiness Standards
 English, Reading, Writing, Science, Mathematics
Michigan Core Expectations Overview
Overarching Expectations
21st Century Learning Skills
Policy on Learning Expectations
Habits of Mind    
Cross-Content Expectations
 ELA Strands 1 and 2 – Communication and Reading
 Mathematics Strand 1 – Quantitative Literacy and Logic
 Science – Inquiry and Reflection
 Social Studies – General Knowledge, Processes, and Skills
 ACT College Readiness Standards
ELA
MA
SC
SS
HSCE
HSCE
HSCE
HSCE
Critical Assessments/Adjustments
School
Environment
Resources
for Next Session
 ACT College Readiness Standards
http://act.org/standard/
http://act.org/standard/pdf/CRS.pdf
 ACT The Forgotten Middle
http://act.org/research/policymakers/pdf/ForgottenMiddle.pdf
 ACT Reading Between the Lines
http://act.org/research/policymakers/pdf/reading_report.pdf
 Michigan’s Mission Possible: Getting All Adolescents
Literate and Learning
http://www.missionliteracy.com/
Critical Assessments/Adjustments
School
Environment
Resources
for Next Session
 SREB Making Middle Grades Work Publications
http://www.sreb.org/programs/MiddleGrades/publications/publicationsindex.asp
 Redesigning the Ninth-Grade Experience
http://www.sreb.org/publications/2008/08V06_9th-grade_redesign.pdf
 SREB Making Middle Grades Work – Enhanced Design
http://www.sreb.org/programs/hstw/publications/2006Pubs/06V15R08_MMGW_Brochure.pdf
 HSTW Getting Students Ready for HS Series
http://www.sreb.org/programs/hstw/publications/pubs/04V04_honors_science.pdf
http://www.sreb.org/programs/hstw/publications/pubs/03V61_honor_english.pdf
http://www.sreb.org/programs/hstw/publications/pubs/02V52_Math.pdf
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School Environment
Susan Codere Kelly
HSCE Project Coordinator
MDE Office of School Improvement
[email protected]
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