Kindergarten



4th Grade

Thank you for taking the time to complete the 4th grade Content Expectations Survey. Your input will be valuable in helping to design the final Grade Level Content Expectations. As you look at each discipline and standard, please consider its effectiveness in meeting rigorous curriculum standards.

Please tell us about yourself…

1) Are you currently a resident of the state of Michigan?

Yes No

If not a Michigan resident, please identify state of residence.

2) What is the name of your school district or ISD/RESA?

3) Are you taking this survey due to a Math/Science Center or MSTA?

Yes No

4) What is your current position?

• Teacher

• Curriculum Specialist

• Administrator

• Independent Consultant

• University Professor/Instructor

• Professional Organization-Please note affiliation below

• Business Representative

• Not for Profit Organization

• Parent

• Student

• Other/Professional Organization Affiliation

5) How long have you been in your current position?

• 0 years

• 1-2 years

• 3-4 years

• 5-6 years

• 7-10 years

• 11-15 years

• 15-24 years

• 25+ years

6) If you would like to view the final results of this survey, please provide your email address in the space below.

7) These expectations are organized into four disciplines (Science Processes, Physical Science, Life Science, Earth Science) and standards. Does the structure (Discipline, Standard, Content Statement, Content Expectations) make sense?

Yes No

Additional Comment

You will be asked to comment on each discipline’s standard. Analyze the standard as a whole, then consider the content expectations and their organization by content statement.

Standard: Science Processes- Inquiry, Reflection, and Social Implications (2 content statements)

8) Estimate the percentage of this standard’s statements and expectations that are clear and concise.

• 81-100

• 61-80

• 41-60

• 21-40

• 0-20

• If not clear, list 1 example by code.

9) Are any statements/expectations too broad?

Yes No

If yes, please list by code number.

10) Are any statements/expectations too concise?

Yes No

If yes, please list by code number.

11) Are any of the two (2) statements or seventeen (17) expectations at too high of a grade level?

Yes No

If yes, please list by code number.

12) Do the expectations adequately measure the entire statement?

Yes, completely covered. No, there is a gap.

If no, please comment by expectation code.

13) Do the expectations go beyond the statement?

Yes, some expectations are beyond the statement. No, they do not go beyond.

If yes, please comment by expectation code.

14) General comments regarding Standard: Science Processes- Inquiry, Reflection, and Social Implications.

Standard: Physical Science-Properties of Matter (3 content statements)

15) Estimate the percentage of this standard’s content statements and content expectations that are clear and concise.

• 81-100

• 61-80

• 41-60

• 21-40

• 0-20

• If not clear, list 1 example by code.

17) Are any content statements/expectations too broad?

Yes No

If yes, please list by code number.

18) Are any content statements/expectations too concise?

Yes No

If yes, please list by code number.

19) Are any of the three (3) content statements or six (6) content expectations at too high a grade level?

Yes No

If yes, please list by code number.

20) Do the content expectations adequately measure the entire content statement?

Yes, completely covered. No, there is a gap.

If no, please comment by expectation code.

21) Do the content expectations go beyond the content statement?

Yes, some expectations are beyond the statement. No, they do not go beyond.

If yes, please comment by expectation code.

22) General comments regarding Standard: Physical Science-Properties of Matter

Standard: Physical Science-Energy (3 content statements)

23) Estimate the percentage of this standard’s content statements and content expectations that are clear and concise.

• 81-100

• 61-80

• 41-60

• 21-40

• 0-20

• If not clear, list 1 example by code.

24) Are any content statements/expectations too broad?

Yes No

If yes, please list by code number.

25) Are any content statements/expectations too concise?

Yes No

If yes, please list by code number.

26) Are any of the three (3) content statements or six (6) content expectations at too high a grade level?

Yes No

If yes, please list by code number.

27) Do the expectations adequately measure the entire content statement?

Yes, completely covered. No, there is a gap.

If no, please comment by expectation code.

28) Do the expectations go beyond the content statement?

Yes, some expectations are beyond the statement. No, they do not go beyond.

If yes, please comment by expectation code.

29) General comments regarding Physical Science-Energy

Standard: Physical Science-Changes in Matter (1 content statement)

30) Estimate the percentage of this standard’s content statement and content expectation that are clear and concise.

• 81-100

• 61-80

• 41-60

• 21-40

• 0-20

• If not clear, list 1 example by code.

31) Is the content statement/expectation too broad?

Yes No

If yes, please list by code number.

32) Is the content statement/expectation too concise?

Yes No

If yes, please list by code number.

33) Is the one (1) content statement or one (1) content expectation at too high of a grade level?

Yes No

If yes, please list by code number.

34) Does the content expectation adequately measure the entire content statement?

Yes, completely covered. No, there is a gap.

If no, please comment by expectation code.

35) Does the content expectation go beyond the content statement?

Yes, expectation is beyond the statement. No, it does not go beyond.

If yes, please comment by expectation code.

36) General comments regarding Standard: Physical Science-Changes in Matter

Standard: Life Science-Organization of Living Things (1 content statement)

37) Estimate the percentage of this standard’s content statement and content expectation that are clear and concise.

• 81-100

• 61-80

• 41-60

• 21-40

• 0-20

• If not clear, list 1 example by code.

38) Is the content statement/expectation too broad?

Yes No

If yes, please list by code number.

39) Is the content statement/expectation too concise?

Yes No

If yes, please list by code number.

40) Is the one (1) content statement or one (1) content expectation at too high a grade level?

Yes No

If yes, please list by code number.

41) Does the content expectation adequately measure the entire content statement?

Yes, completely covered. No, there is a gap.

If no, please comment by expectation code.

42) Does the content expectation go beyond the content statement?

Yes, expectation is beyond the statement. No, it does not go beyond.

If yes, please comment by expectation code.

43) General comments regarding Standard: Life Science-Organization of Living Things

Standard: Life Science-Evolution (2 content statements)

44) Estimate the percentage of this standard’s content statements and content expectations that are clear and concise.

• 81-100

• 61-80

• 41-60

• 21-40

• 0-20

• If not clear, list 1 example by code.

45) Are any content statements/expectations too broad?

Yes No

If yes, please list by code number.

46) Are any content statements/expectations too concise?

Yes No

If yes, please list by code number.

47) Are any of the two (2) content statements or two (2) content expectations at too high a grade level?

Yes No

If yes, please list by code number.

48) Do the content expectations adequately measure the entire content statement?

Yes, completely covered. No, there is a gap.

If no, please comment by expectation code.

49) Do the content expectations go beyond the content statement?

Yes, some expectations are beyond the statement. No, they do not go beyond.

If yes, please comment by expectation code.

50) General comments regarding Standard: Life Science-Evolution

Standard: Life Science-Ecosystems (2 content statements)

51) Estimate the percentage of this standard’s content statements and content expectations that are clear and concise.

• 81-100

• 61-80

• 41-60

• 21-40

• 0-20

• If not clear, list 1 example by code.

52) Are any content statements/expectations too broad?

Yes No

If yes, please list by code number.

53) Are any content statements/expectations too concise?

Yes No

If yes, please list by code number.

54) Are any of the two (2) content statements or two (2) content expectations at too high a grade level?

Yes No

If yes, please list by code number.

55) Do the content expectations adequately measure the complete content statement?

Yes, completely covered. No, there is a gap.

If no, please comment by expectation code.

56) Do the content expectations go beyond the content statement?

Yes, some expectations are beyond the statement. No, they do not go beyond.

If yes, please comment by expectation code.

57) General comments regarding Standard: Life Science-Ecosystems

Standard: Earth Science-Earth in Space and Time (2 content statements)

58) Estimate the percentage of this standard’s content statements and content expectations that are clear and concise.

• 81-100

• 61-80

• 41-60

• 21-40

• 0-20

• If not clear, list 1 example by code.

59) Are any content statements/expectations too broad?

Yes No

If yes, please list by code number.

60) Are any content statements/expectations too concise?

Yes No

If yes, please list by code number.

61) Are any of the two (2) content statements or seven (7) content expectations at too high a grade level?

Yes No

If yes, please list by code number.

62) Do the content expectations adequately measure the entire content statement?

Yes, completely covered. No, there is a gap.

If no, please comment by expectation code.

63) Do the content expectations go beyond the content statement?

Yes, some expectations are beyond the statement. No, they do not go beyond.

If yes, please comment by expectation code.

64) General comments regarding Standard: Earth Science-Earth in Space and Time

General 4th Grade Comments

65) What supports will you need to ensure that all students can meet these content expectations?

• Professional Development

• Collegial Support (e.g., networks of teachers meeting regularly to discuss the curriculum)

• Curriculum mapping/design support

• Sample instructional units

• Sample assessment items

• CE correlations to commonly used instructional materials

• Other

Comment

66) Please comment on the strengths of these 4th grade Content Expectations.

67) Do you have any general concerns about these 4th grade Content Expectations?

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