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Learn how phonological awareness and phonics connect to early reading through this 7-part mini-course. Certificates verifying professional learning credit hours are available for those who access the "on-demand" version of each module.

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Home - Jill Jackson | Jackson Consulting

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Well... that's me in a nutshell! I'm Jill Jackson and I'm a teacher who has a great life that I also want to go out and live! Since 2002, I've traveled over 1,250,000 miles and have trained thousands of educators about how to teach reading, plan for interventions and manage the latest education crazes so they don't lose their marbles.

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Coaching Classroom Management by Randy Sprick

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Coaching Classroom Management by Randy Sprick

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This book is a must-read for administrators, staff developers, behavior specialists, and instructional coaches who work directly with teachers to improve classroom management and student behavior.

Coaching Classroom Management, 2nd ed. is filled with everything you need to implement effective behavioral coaching:

Observation forms

Staff development materials

Checklists

Rating scales

Tip sheets for classroom walk-throughs

The new second edition adds to the toolkit with more detailed directions for data collection tools, tips for working with reluctant teachers, an analysis of reciprocity, and a sample model for coaching.

The tools in this book were designed and field tested to close the gap between the ideal of research-based practices and the actual implementation of positive classroom management. Administrators will find guidelines for setting expectations and assisting teachers in meeting them. Classroom coaches will discover how they can use the skills they already have to assist teachers in a non-evaluative context.

Coaching Classroom Management is the perfect companion to CHAMPs, Discipline in the Secondary Classroom, or any research-based approach to managing student behavior. The effective leadership of administrators, instructional coaches, master teachers, mentors, behavior specialists, school psychologists, department chairs, subject area specialists, and literacy coaches can help teachers create calm and productive classrooms.

Help teachers spend less time dealing with disruptions and more time engaged in the business of teaching. Work with teachers to implement proactive, positive, and instructional approaches, which research has demonstrated achieve results far superior to traditional authoritarian, punitive, or exclusionary models.

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This book is a must-read for administrators, staff developers, behavior specialists, and instructional coaches who work directly with teachers to improve classroom management and student behavior. Coaching Classroom Management, 2nd ed.

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Instructional Coaching Resources by Jim Knight

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Instructional Coaching Resources by Jim Knight

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As an initiative of the U.S. Department of Education’s Institute of Education Sciences (IES), the What Works Clearinghouse (WWC) was created in 2002 to be a central and trusted source of scientific evidence for what works in education.

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REL Southeast’s Professional Learning Communities Facilitator’s Guide

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This video is part of the Professional learning communities facilitator’s guide for the What Works Clearinghouse practice guide: Foundational skills to suppo…

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Institutes | Instructional Coaching Group

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The Instructional Coaching Institute is a comprehensive foundational course that gives coaches and administrators, from start to finish, everything they need to know to become successful coaching partners. It is backed by more than 20 years of research conducted by Jim Knight and researchers at The…

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WWC | Reducing Behavior Problems in the Elementary School Classroom

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Designed for elementary school educators and school- and district-level administrators, this guide offers prevention, implementation, and schoolwide strategies that can be used to reduce problematic behavior that interferes with the ability of students to attend to and engage fully in instructional…

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Response to Intervention (RTI) is a multi-tier approach to the early identification and support of students with learning and behavior needs. The RTI process begins with high-quality instruction and universal screening of all children in the general education classroom. Struggling learners are provided with interventions at increasing levels of intensity to accelerate their rate of learning. These services may be provided by a variety of personnel, including general education teachers, special educators, and specialists. Progress is closely monitored to assess both the learning rate and level of performance of individual students. Educational decisions about the intensity and duration of interventions are based on individual student response to instruction. RTI is designed for use when making decisions in both general education and special education, creating a well-integrated system of instruction and intervention guided by child outcome data.

For RTI implementation to work well, the following essential components must be implemented with fidelity and in a rigorous manner:

High-quality, scientifically based classroom instruction. All students receive high-quality, research-based instruction in the general education classroom.

Ongoing student assessment. Universal screening and progress monitoring provide information about a student's learning rate and level of achievement, both individually and in comparison with the peer group. These data are then used when determining which students need closer monitoring or intervention. Throughout the RTI process, student progress is monitored frequently to examine student achievement and gauge the effectiveness of the curriculum. Decisions made regarding students' instructional needs are based on multiple data points taken in context over time.

Tiered instruction. A multi-tier approach is used to efficiently differentiate instruction for all students. The model incorporates increasing intensities of instruction offering specific, research-based interventions matched to student needs.

Parent involvement. Schools implementing RTI provide parents information about their child's progress, the instruction and interventions used, the staff who are delivering the instruction, and the academic or behavioral goals for their child.

Each of these essential components is addressed in the "Include Essential Components" section of this Web site.

Though there is no single, thoroughly researched and widely practiced "model" of the RTI process, it is generally defined as a three-tier (or three-step) model of school supports that uses research-based academic and/or behavioral interventions. The Three-Tier Model is described below.

Tier 1: High-Quality Classroom Instruction, Screening, and Group Interventions

Within Tier 1, all students receive high-quality, scientifically based instruction provided by qualified personnel to ensure that their difficulties are not due to inadequate instruction. All students are screened on a periodic basis to establish an academic and behavioral baseline and to identify struggling learners who need additional support. Students identified as being "at risk" through universal screenings and/or results on state- or districtwide tests receive supplemental instruction during the school day in the regular classroom. The length of time for this step can vary, but it generally should not exceed 8 weeks. During that time, student progress is closely monitored using a validated screening system such as curriculum-based measurement. At the end of this period, students showing significant progress are generally returned to the regular classroom program. Students not showing adequate progress are moved to Tier 2.

The online drug ordering system provides for checking the availability of a prescription, this is done so that teenagers cannot buy cheap generic Viagra and abuse the dosage of the drug.

Tier 2: Targeted Interventions

Students not making adequate progress in the regular classroom in Tier 1 are provided with increasingly intensive instruction matched to their needs on the basis of levels of performance and rates of progress. Intensity varies across group size, frequency and duration of intervention, and level of training of the professionals providing instruction or intervention. These services and interventions are provided in small-group settings in addition to instruction in the general curriculum. In the early grades (kindergarten through 3rd grade), interventions are usually in the areas of reading and math. A longer period of time may be required for this tier, but it should generally not exceed a grading period. Students who continue to show too little progress at this level of intervention are then considered for more intensive interventions as part of Tier 3.

Tier 3: Intensive Interventions and Comprehensive Evaluation

At this level, students receive individualized, intensive interventions that target the students' skill deficits. Students who do not achieve the desired level of progress in response to these targeted interventions are then referred for a comprehensive evaluation and considered for eligibility for special education services under the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004). The data collected during Tiers 1, 2, and 3 are included and used to make the eligibility decision.

It should be noted that at any point in an RTI process, IDEA 2004 allows parents to request a formal evaluation to determine eligibility for special education. An RTI process cannot be used to deny or delay a formal evaluation for special education.

In addition to variations in the tiers used to deliver RTI services, schools use different approaches in implementation, such as problem-solving, functional assessment, standard protocol, and hybrid approaches. Although there are many formats for how a school might implement RTI to best serve the needs of its students, in every case RTI can be a school-wide framework for efficiently allocating resources to improve student outcomes.

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Learn more about how Response to Intervention (RTI) helps students succeed.

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Thanks Amy Quinn for sharing!

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Working Together to Build, Strengthen, and Sustain MTSS

The MiMTSS TA Center and Michigan Department of Education will host the 17th Annual MiMTSS Conference on November 29 & 30, 2022, at the Crowne Plaza Lansing. The conference will provide sessions on how we can work together to build, strengthen, and sustain MTSS. Learn from national and state-recognized keynote and guest speakers and connect and share with your fellow educators. A one-day virtual conference planned for December 14, 2022, will highlight sessions from the two-day live event and provide another opportunity for participation. Watch for more conference information in the months ahead.
Cost: $75.00/day for the live event and no cost for the virtual event

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Michigan's MTSS Technical Assistance Center

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Working Together to Build, Strengthen, and Sustain MTSS The MiMTSS TA Center and Michigan Department of Education will host the 17th Annual MiMTSS Conference on November 29 & 30, 2022, at the Crowne Plaza Lansing. The conference will provide sessions on how we can work together to build, strengthen, and sustain MTSS.

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The National Implementation Research Network uses the science and practice of implementation to help solve real world problems.

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How do you get a group of people who dont know each other or know what to say to start talking? How do you get them to start being real? Story Cards are an exciting way to encourage people to share about their lives and spiritual journeys. You'll be surprised by how Story Cards draw your community group or bible study into deeper reflection and more meaningful conversations. CONTENTS This Story Card pack contains 45 different photographs depicting a variety of emotions, thoughts, and experiences, plus an instruction card to help you use the cards effectively. SIZE 4x4

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How do you get a group of people who dont know each other or know what to say to start talking? How do you get them to start being real? Story Cards are an exciting way to encourage people to share about their lives and spiritual journeys.

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Self Study Guide For Implementing Literacy Interventions 3-8

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Self Study Guide For Implementing Literacy Interventions 3-8

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Self Study Guide for Implementing Early Literacy Interventions

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Self Study Guide for Implementing Early Literacy Interventions

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Our "Preparing for the New Year" series has tackled strategies for enrolling teachers in coaching, as an enrollment tool, the importance of establishing role clarity and managing time, and the practical uses of an Impact Cycle checklist. Now that the school year is getting into full swing for almost everyone, we'll be ending this series with some simple, but crucial tips for new coaches in their first days on the job. Going into a new coaching role can be quite intimidating, and it's important to set a good foundation for what's ahead.

In the video below, Jim Knight offers some valuable advice:

Coaches face a great deal of complexity in their work, but in their first days on the job, two tasks are absolutely essential:

Be psychologically prepared
If you were formerly a teacher, you may miss the teacher-student relationships you have been used to, but with many opportunities to work with students in your coaching role and new ways to make an impact on their learning, the feeling will pass.

Connect with the staff as quickly as possible

Meeting one-to-one with teachers is a powerful and effective way to connect with people individually.

It can be helpful to provide a one-page document that describes what you do as a coach, along with some teaching practices to share.

Coaches all have different feelings and experiences first going into the job, and it can be especially beneficial to ask other coaches about their own early days. Recently, new coach Denise Bearden was starting a position at a new school and reached out on Twitter for suggestions. We've saved some of these great responses in a poster that you can print and use at school!

If you have any additional tips or experiences starting out as a new coach, comment below!

...
For more coaching resources for the new school year, check out the Resources page of our website.

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Preparing for the New School Year #5: Tips for New Coaches

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Our "Preparing for the New Year" series has tackled strategies for enrolling teachers in coaching , as an enrollment tool, the importance of establishing role clarity and managing time , and the practical uses of an Impact Cycle checklist .

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Example 1 using page 68 (Simple T-Chart) – Mrs. Poulette 

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Example 1 using page 68 (Simple T-Chart) – Mrs. Poulette 

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Example 2 using page 70 (Student Engagement Form) – Miss Parry 

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Example 2 using page 70 (Student Engagement Form) – Miss Parry 

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Example 3 using page 72 (Engagement for Whole or Small Group) – Ms. Prickett 

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Example 3 using page 72 (Engagement for Whole or Small Group) – Ms. Prickett 

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 Example 4 using page 74 (Quality of Questions and Responses) 

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 Example 4 using page 74 (Quality of Questions and Responses) 

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note: Start at the 5:00 mark

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The National Equity Project is a nonprofit, social impact organization committed to increasing the capacity of people to achieve thriving, self-determining, educated and just communities.

Our mission is to transform the experiences, outcomes, and life options for children and families who have been historically underserved by our institutions and systems.

Our approach focuses on systemic change through leadership development. We support leaders across systems to build culture, conditions, and competencies for excellence and equity in school districts, organizations, foundations, and communities.

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Through consulting and coaching, National Equity Project supports leaders in transforming their systems into equitable, resilient, and liberating environments.

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Contracted Technical Assistance

Research

Midwest & Plains
Equity Assistance Center

Girls STEM Institute

Journals

Founded in 2011 by Executive Director Dr. Kathleen King Thorius, the Great Lakes Equity Center in the Indiana University School of Education-IUPUI is an organizational hub for an array of research, technical assistance, and educational resource development projects, including the Region III Midwest and Plains (MAP) Equity Assistance Center and the Girls STEM Institute. Collectively, we are committed to school and system transformation toward racial, disability, and other forms of educational justice.

Learn how we can support your equity efforts!

Request Assistance

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Founded in 2011 by Executive Director Dr. Kathleen King Thorius, the Great Lakes Equity Center in the Indiana University School of Education-IUPUI is an organizational hub for an array of research, technical assistance, and educational resource development projects, including the Region III Midwest and Plains (MAP) Equity Assistance Center and the Girls STEM Institute .

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About the Author xv

Acknowledgments xvii
Introduction
A Couple of Notes 4

On Bridge-Building 4

Defining Equity 5

What Is in This Book 10

Who You Are-The Readers 13

Who I Am-The Author 15

How to Get the Most from this Book 19

Before You Go . . . 22

Interlude: Compassion 23
1 Transformational Coaching: A Model for Change 25
Structures to Span Chasms 25

Assumptions behind Transformational Coaching 29

Transformational Coaching 32

The Three Components of Transformational Coaching 34

The Four Phases of Transformational Coaching 40

The Five Principles of Transformational Coaching 45

Before You Go . . . 46

Interlude: Curiosity 48
2 Jumping into Coaching for Equity 49
Building Relationships and Surfacing Strengths 51

Low Expectations and a Deficit Mindset 54

The Undulating Landscape of Emotions 60

Turning Inward 66

A Conversation about Crying 69

"Do You Think I'm Racist?" 72

Before You Go . . . 73

Interlude: Connection 75
3 How to Understand Race, Racism, and White Supremacy 77
What Is White Supremacy? 79

What Is Racism? 84

How Racism Manifests in Schools 88

The Power of Words and the Language of Oppression 92

It's Time to Take Action 96

Before You Go . . . 98

Interlude: Courage 100
4 How to Talk About Race 101
Recognizing What Is and What Could Be 103

Attending to Myself 110

A Time of Growth 113

The Path to Racial Healing 117

Why Calling People Out Doesn't Work 121

Ten Ways to Respond to the Question, "Am I Racist?" 125

Before You Go . . . 126

Interlude: Purpose 128
5 What You Need to Know about Adult Learners 129
The Gaps between Current Ability and Desired Ability 130

How to Sequence Adult Learning 137

The Coach as Learner 139

Before You Go . . . 141

Interlude: Compassion 142
6 How to Change Someone's Mind 143
Addressing Beliefs and Behavior at the Same Time 144

Six Conditions in Which Beliefs Change 148

How to Build Trust 160

What to Say When You Hear Racist Comments 163

For People of Color Doing this Work 168

Before You Go . . . 172

Interlude: Curiosity 174
7 What You Need to Know about Emotions 175
Toward an Appreciation of Emotions 176

Exploring and Embracing Our Needs 179

Responding to Resistance 186

The Connection between Emotions and Justice 193

Looking at Emotions through an Identity Lens 194

Before You Go . . . 196

Interlude: Connection 197
8 What You Need to Know about Identity 199
The Social Construction of Identity 200

How to Facilitate Reflection 201

Addressing Racial Differences 205

Before You Go . . . 209

Interlude: Courage 210
9 Surfacing Current Reality 211
A Prequel 211

Beginning a Coaching Relationship 214

Planning a Coaching Conversation 223

A First Classroom Visit 229

Before You Go . . . 231

Interlude: Purpose 233
10 Recognizing Impact 235
Debriefing an Observation 235

A Pause to Look Inward 241

Fostering Patience 243

Analyzing and Interpreting Data 243

Coaching a Way of Being: The Legacy Question 247

Determining Next Steps 248

When to Talk about Race 250

Before You Go . . . 254

Interlude: Compassion 256
11 Exploring Emotions 257
When Anger and Doubt Arise 257

Gathering Student Experience Data 260

Debriefing the Data 262

Confronting Bias 264

Before You Go . . . 273

Interlude: Courage 274
12 Creating New Practices 275
Developing New Behaviors 276

Scaffolding Learning for Adults 277

Data That Reveals Beliefs and Ways of Being 280

Practice, Practice, Practice 286

Role-Play Practice 287

Evidence of Deepening Will and Commitment 288

The Ups and Downs of Learning 291

Reflection 294

Celebrating Growth 295

Before You Go . . . 298

Interlude: Purpose 300

Conclusion: Towards Liberty and Justice for All 301

Compassionate 301

Curious 302

Connected 302

Courageous 303

Purposeful 303

Appendix A: The Phases of Transformational Coaching 305

Appendix B: The Equity Rubric 311

Appendix C: Transformational Coaching Rubric (TCR) 2.0 335

Appendix D: Advocating for Systems Change 353

Appendix E: The Core Emotions 359

Appendix F: Resources for Further Learning 363

Glossary 371

References 377

Index 383

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Coaching for Equity: Conversations That Change Practice

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Your Guide to Creating Equitable Schools If we hope to interrupt educational inequities and create schools in which every child thrives, we must open our hearts to purposeful conversation and hone our skills to make those conversations effective.

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Culturally Responsive Teaching & the Brain

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Hey. Thanks for stopping by my blog. You might have found your way here through a number of possible paths. Maybe you heard about my book, Culturally Responsive Teaching and the Brain. Or, maybe you typed in www.ready4rigor.com and those shadowy internet puppeteers redirected you here. Maybe you ended up here because you were doing a Google search for culturally responsive teaching practices

Or maybe your school is reading Culturally Responsive Teaching and the Brain in a book study and you wanted to know more about this Zaretta Hammond chick who wrote it.

It doesn't matter how you got here. What's important is that you and I are now connected.

Since you are an equity-minded educator like me, you are probably waging your own private movement to bust the myths behind student engagement (or the lack of) among low performing students of color, poor students, and English learners.

Well, you are in the right place. This is a blog where we can get answers to our collective and individual questions about how we can help students become confident and competent learners. In this space, I want to highlight what I am learning from being out in schools and classrooms with teachers who are successful with diverse students. I want to focus on how we can take everyday strategies and practices and put them to work in their classrooms to be more culturally responsive.

So, again, welcome!

Just to let you know, on average, I publish a new post every other week - two times per month at the least (sometimes a few more). That gives me time to be in schools and to write. If you don't want to miss updates on what I am seeing and learning, sign up for my newsletter by pushing that button below.

Binge-worthy Posts and Podcasts

Books are good, but sometimes you want your knowledge in bite-sized doses. That's what I like to deliver: consumable, usable, and entertaining food for thought (and action). Here are some of the most popular blog posts and guest podcast interviews to sample.

About Zaretta Hammond

It's funny. These days a lot of folks are calling me "Dr. Hammond" since the book has become required reading in many teacher education programs and school districts. Well, to set the record straight, I am not a PhD. I do have a Master's degree, but I consider myself a "boots on the ground" teacher. I call myself a former writing teacher turned equity freedom fighter. My heart is forever with children and teachers in the classroom, not in an ivory tower, even if these days most of my "students" are new leaders and pre-service teachers. [ A quick note: Not throwing any shade at all the PhDs out there doing the work.]

When I was in the classroom back in the day, I taught composition (expository writing). It was where I started to understand how important literacy was to equity, and how neuroscience and culture should inform our instructional practice.

Since leaving the classroom, I have done work as a curriculum designer and professional developer at organizations such as the National Equity Project and the Annenberg-funded Bay Area School Reform Collaborative (BASRC) in the San Francisco-Bay Area. I am a trained facilitator in anti-bias processes and have facilitated groups focused on learning to talk about issues of racial politics and privilege.

My primary work has been linking instruction, equity, and literacy. I have spent time as an adjunct instructor at Saint Mary's College in Norther California where I taught Adolescent Literacy and trained tutors and parents in reading support strategies for struggling students of color.

As an undergraduate, I attended University of California, Berkley before finishing up my degree at New York University where I majored in English Literature with a minor in Writing. I completed my Masters in Secondary English Education, with a Concentration in Writing Instruction at University of Colorado, Boulder where I simultaneously did my teacher certification program (starting three months after the birth of my son. I do not recommend this).

For the past 25 years, I've maintained a small, independent education consulting practice from which I do my research and writing as well as support schools doing deep instructionally-focused equity work.

Stay in touch

I hope this blog inspires, motivates, and challenges you to try some new practices that move you toward being more culturally responsive. If it does, send me a note. I'd love to hear from you. The best way to keep in touch with me is to sign up for free email updates (where you get all kinds of exclusive goodies).

Other Ways to Connect

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About - Culturally Responsive Teaching & the Brain

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Hey. Thanks for stopping by my blog. You might have found your way here through a number of possible paths. Maybe you heard about my book, Culturally Responsive Teaching and the Brain. Or, maybe you typed in www.ready4rigor.com and those shadowy internet puppeteers redirected you here.

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Skip to main content

From film kits and lesson plans to the building blocks of a customized Learning Plan-texts, student tasks and teaching strategies-our resources will help you bring relevance, rigor and social emotional learning into your classroom-all for FREE.

Not sure where to begin? Get to know our Social Justice Standards, anchor standards and age-appropriate learning outcomes divided into four domains-Identity, Diversity, Justice and Action. The Standards provide a common language and a road map for anti-bias education at every grade level.

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From film kits and lesson plans to the building blocks of a customized Learning Plan-texts, student tasks and teaching strategies-our resources will help you bring relevance, rigor and social emotional learning into your classroom-all for FREE.

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Copy of Sequence of Skills Staircase with Attached Checklists

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Documents

The purpose of early literacy essentials for grades K through third is to improve children's literacy in Michigan. Professional development throughout the state can focus on this set of research-supported literacy instructional practices for daily use in the classroom.

Early elementary education can help improve literacy proficiency outcomes. Research suggests that each of the 10 practices outlined in this document can have a positive impact on literacy development.

The use of these practices in every Michigan classroom every day can make a measurable, positive difference in the state's literacy achievement.

This Self-Reflection and Planning Guide contains supportive resources for Michigan educators to use as they self-reflect on their implementation and use of the Essential Instructional Practices in Early Literacy: K to 31 and plan for their professional growth. Use of the reflection tool in collaboration with a literacy coach can maximize impact for the teacher.

This Self-Reflection and Planning Guide is not intended to be used as part of an evaluation process.
This document is intended to be read in concert with Essential Instructional Practices in Literacy: Prekindergarten. There is important overlap and continuity in these two documents, and some children will benefit from instructional practices identified in the prekindergarten document beyond the prekindergarten year.
Released in 2017 and 2018.

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Essential Instructional Practices in Early Literacy: Grades K to 3

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Website for Michigan Association of Intermediate School Administrators

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All of us want children throughout Michigan to be successful. An important part of student success centers around proficiency in mathematics. The laws of mathematics govern our world, and children need a solid understanding of mathematical concepts to successfully navigate everyday life. Learning and appreciating math can help children appreciate things that they would not otherwise notice about the world.

These Essentials seek to promote high-quality, equitable teaching and learning for children in the discipline of mathematics. Research suggests that these eight practices have significant potential to positively affect children's learning of mathematics. The long-term goal is that this document will prompt shifts in systems, learning, teaching, and assessment so that each and every child develops strong mathematical understanding, skills, dispositions and identities.

Using the Mathematics Essentials will help build conceptual understanding among our learners. Join us at #MIearlymathEIPs
Value thinking. Leverage diversity. Embolden mathematical minds.

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Website for Michigan Association of Intermediate School Administrators

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According to the dictionary, a standard is “something considered by an authority or by general consent as a basis of comparison”. Today’s world is replete with standards documents such as standards of care, standards of quality, and even standard operating procedures. These various sets of standards serve to outline agreed-upon expectations, rules, or actions which guide practice and provide a platform for evaluating or comparing these practices.

The State academic standards posted here serve to outline learning expectations for Michigan’s students and are intended to guide local curriculum development. They should be used as a framework by schools for curriculum development with the curriculum itself prescribing instructional resources, methods, progressions, and additional knowledge valued by the local community. Furthermore, these standards provide a platform for State assessments, which are used to measure how well schools are providing opportunities for all students to learn the content outlined by the standards.

On this page, you will also find the course/credit descriptions and guidelines for implementing the Michigan Merit Curriculum for each subject area. For questions related to Academic Standards, please call the Office of Educational Supports Educational Experiences Unit at 517-241-2219.

Please note: Alternate Content Expectations are intended ONLY for students with the most significant cognitive disabilities.

The Michigan Department of Education (MDE), in partnership with The Comprehensive Center Network Region 8, is providing the following report: Tools and Guidance for Evaluating Bias in Instructional Materials. Districts may use this report to identify tools and rubrics that will assess bias in local standards and curricular materials.

Arts

Visual, Performing and Applied Arts Course/Credit Requirements

Standards, Benchmarks, and Grade Level Content Expectations (GLCEs) for Visual Arts, Music, Dance, and Theatre

Michigan Arts Education Instruction and Assessment Project (MAEIA)

Career and College Ready Skills

Career and Technical Education (CTE) National Career Ready Practices

CTE National Standards by Career Cluster and Career Pathways

CTE Standards by Program Area

Computer Science

Michigan K-12 Computer Science Standards

English Language Arts (ELA)

ELA Course/Credit Requirements

Michigan K-12 ELA Standards

ELA Alternate Content Expectations

ELA Crosswalks: Claims, Targets, and Standards

English Language Development Standards

World-Class Instructional Design and Assessment (WIDA) English Language Development (ELD) Standards

Health

Michigan High School Health Credit Guidelines

Michigan High School Health Standards

K-8 GLCEs for Health Education

Mathematics

Mathematics Course/Credit Requirements

Michigan K-12 Mathematics Standards

Mathematics Alternate Content Expectations

Mathematics Crosswalks: Claims, Targets, and Standards

Personal Finance

Physical Education

Physical Education Homepage

Science

Science Course/Credit Requirements

Michigan K-12 Science Standards

Michigan Science Standards: An Overview for Principals

Model Course Mapping Resource

Social Studies

Social Studies Course/Credit Requirements

Michigan K-12 Social Studies Standards   (June 2019)

Personal Finance

Technology

Michigan K-12 Computer Science Standards

Michigan Integrated Educational Technology Competencies for Students (MITECS)

World Languages

Michigan Seal of Biliteracy

World Languages Standards and Benchmarks

World Languages Guidelines   (Updated September 2014)

World Languages Frequently Asked Questions (FAQ)   (Updated October 2014)

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.