Curriculum Maps & Units
Our standards and practices are grounded in the Michigan Department of Education Academic Standards. Standards are continually updated as new research guides best practice. The state’s academic standards are intended to ensure that all students are College and Career Ready.
College and Career Ready standards define graduates who are expected to:
- use technology and tools strategically in learning and communication.
- use argument and reasoning to do research, construct arguments, and critique the reasoning of others.
- communicate and collaborate effectively with a variety of audiences.
- solve problems, construct explanations and design solutions.
- Michigan Academic Standards
- Michigan Career and College Ready site hosted by Michigan Department of Education
Common Core State Academic Standards for Parents
In June 2010, the State Board of Education adopted the Common Core State Standards (CCSS) as the new standards for K-12 Mathematics and English Language Arts. These standards improved upon Michigan’s current standards (the Grade Level Content Expectations and the High School Content Expectations) by establishing clear and consistent goals for learning, and allow Michigan to work collaboratively with other states to provide curricular support to schools and educators. For more family friendly information on the “Common Core” please see “Parent Roadmaps to the Common Core”:
English Language Arts and Literacy Standards:
- College and Career Readiness Anchor Standards (Umbrella Graphic)
- College and Career Readiness Anchor Standards Defined
- English Language Arts
“The Standards insist that instruction in reading, writing, speaking, listening, and language be a shared responsibility within the school. The K–5 standards include expectations for reading, writing, speaking, listening, and language applicable to a range of subjects, including but not limited to ELA. The grades 6–12 standards are divided into two sections, one for ELA and the other for history/social studies, science, and technical subjects. This division reflects the unique, time-honoured place of ELA teachers in developing students’ literacy skills while at the same time recognizing that teachers in other areas must have a role in this development as well.
Part of the motivation behind the interdisciplinary approach to literacy promulgated by the Standards is extensive research establishing the need for college and career ready students to be proficient in reading complex informational text independently in a variety of content areas. Most of the required reading in college and workforce training programs is informational in structure and challenging in content; postsecondary education programs typically provide students with both a higher volume of such reading than is generally required in K–12 schools and comparatively little scaffolding.” CCSS Introduction Pg. 4
“The Standards are setup as grade-specific standards. The goal of the CCSS math standards is that all students must have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post-school lives. The Standards should be read as allowing for the widest possible range of students to participate fully from the outset, along with appropriate accommodations to ensure maximum participation of students with special education needs. The Standards were designed to provide clear sign posts along the way to the goal of college and career readiness for all students.” Math Introduction pg. 4
The math standards will require a new level or rigor from our students. For example, “The CCSS Math Standards define what students should know and be able to do. The new standards will ask students to justify, why a particular mathematical statement is true or where a mathematical rule comes from. There is difference between a student who can give a response to a question versus a student who can explain why an answer is correct or can explain in writing their thinking behind the solving of the problem. Mathematical understanding and procedural skill are equally important, and both will be assessable using mathematical tasks of sufficient richness both in the classroom and on standardized assessments.” Math Introduction
Michigan Merit Curriculum
Michigan High School Content Expectations and Grade Level Content Expectations for Science and Social Studies:
High School Science Content Expectations
Students with Disabilities