State Michigan
EdGate
Curriculum Matrix
MICHIGAN
State Standards
Early Elementary (EE - K - 2);
Later Elementary (LE - 3 - 5);
Middle School (MS - 6 -8);
High School (HS - 9 -12)
FAQ's
Official Web site: http://www.michigan.gov/documents/MichiganCurriculumFramework_8172_7.pdf
State Testing occurs at:
Language Arts: Grade 4, 7,11
Mathematics: Grade 4, 8, 11
Science: Grade 5, 8, 11
Social Studies: Grade 5, 8, 11
From the Introduction to the Michigan
Curriculum Framework:
The
Michigan Curriculum Framework is a resource for helping Michigan's
public and private schools design, implement, and assess their core
content area curricula. The content standards identified in this
document are presented as models for the development of local district
curriculum by the Michigan State Board of Education and the Michigan
Department of Education. They represent rigorous expectations for
student performance, and describe the knowledge and abilities needed to
be successful in today's society. When content, instruction, and local
and state assessments are aligned, they become powerful forces that
contribute to the success of student achievement.
The intent of this document is to provide useful resources to
districts as they strive to implement a program which ensures that all
students reap the benefits of a quality education and achieve the adult
roles described in Michigan's vision for K-12 education. The content
standards and benchmarks serve as worthy goals for all students as they
develop the knowledge and abilities inherent in their adult roles. They
represent an essential component in the process of continuous school
improvement, which like professional development, should be focused on
improving student achievement.
The framework emphasizes the importance of:
- using continuous school improvement to align all district initiatives for the purpose of increasing student achievement;
- building a curriculum based on rigorous content standards and benchmarks;
- using student achievement data to make decisions about continuous school improvement, curriculum, instruction, and professional development; and,
- incorporating research-supported teaching and learning standards into daily instructional practice
BACKGROUND
In 1993, the Michigan Department of Education, in
collaboration with representatives from five state universities, was
awarded federal funding from the U.S. Department of Education to develop
curriculum framework components for English language arts, mathematics,
science, and geography. In addition, the Michigan Council for the Social
Studies offered, and was supported by the State Board of Education, to
develop a curriculum framework component for social studies which would
include history, economics, and American government, and would be
complementary to the geography framework.
The Michigan Curriculum Framework brings together the work of
individual content area projects to present a unified view of
curriculum, one which addresses the educational needs of the whole
learner. The goal of the curriculum framework is to improve student
achievement by aligning classroom instruction with core curriculum
content standards and national content standards. It is designed to be
used as a process for the decision-making that guides continuous school
improvement. It describes curriculum, instruction, and assessment and
focuses on improving program quality by aligning all the processes that
affect a student's achievement of rigorous content standards.
Framework project co-directors, university representatives, and the Michigan Department of Education content area consultants met regularly with members of their content area professional organizations to design the components of the curriculum framework. Committees of teachers and university personnel worked together to draft the content standards, benchmarks, and performance standards for their specific content areas.
Co-directors met on a monthly basis to coordinate the efforts of the
various content area committees in developing K-12 standards and
benchmarks for their subject areas. Their purpose was to ensure that the
framework represents a consistent view of curriculum across content
areas. They wanted to facilitate continuous school improvement by
emphasizing commonalities among the content areas with regard to
professional development, assessment, and instruction.
The co-directors were guided by a Joint Steering Committee comprised of representatives from the content areas, parents, business leaders, labor leaders, house and senate staff, and educators. Joint Steering Committee members reviewed the framework projects at each phase of their development and made recommendations for improving their quality. Their insight helped the co-directors incorporate the views of all of Michigan's interested parties into the final framework document.
WHAT IS IN THE FRAMEWORK?
The framework includes the resources needed to develop a standards-based curriculum. Standards and benchmarks for English language arts, mathematics, science, and social studies are included in this edition of the framework. Standards and benchmarks for arts education, career and employability skills, health education, life management education, physical education, technology education, and world languages will be added to the next edition of the framework. The process described in the framework will be expanded to incorporate the additional core content areas when they are completed. The chart on page vi provides a list of the materials that eventually will be included in the framework document.
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