Michigan CTE Crosswalk (Product A): Scope Record and First Entry, Health Sciences to Biology

About this document

Register item 4.10 is a confirm-and-amend task, not five open decisions: the July 2026 Phase 0-1 Starter Kit already answered the roadmap’s scope questions, and eight of the ten answers still hold. Part 1 records each answer, its October 2026 status, and the recommended changes. Part 2 is the first source-checked crosswalk entry, Health Sciences (CIP 51.0000) to a life-science-aligned third science credit.

• Status: S4IS prototype, offered to MDE for adoption and to districts and ISDs as interim guidance. Not an OCTE commission.
• Entry status: Source-checked draft v0.2, pending expert review. The Michigan 51.0000 competency workbook could not be opened in this session, so competency-level cells are marked (Source pending) and ratings are provisional.
• Credit award is a local decision. Nothing here mandates a credit; it gives districts options and the evidence behind them.

Part 1. Scope record

Eight July answers hold; the credit set (3) and versioning (10) need amending, and three others need small refinements. Quotes in the second column are from the Starter Kit’s “Locked design decisions.”

Decisions for Stephen

1. Confirm answers 1, 2, 4, 5, 7, 8 and 9 as still locked.
2. Approve the credit-set amendment (3), the denominator rule (6) and the version stamp (10).
3. Choose the Health Sciences target: a full life-science credit (provisional verdict Insufficient) or a narrower anatomy-type or half credit (provisional verdict Supports with supplement). See Part 2.

Part 1. Verification findings

All three checks changed something: the science target, the standards citation, and the source document for 51.0000. Sources were opened Oct. 3, 2026.

(a) Science standards and the science credit

• Michigan adopted the Michigan K-12 Science Standards in November 2015, built from the NGSS performance expectations. The high school life-science set has 24 PEs in five topics: Structure and Function; Matter and Energy in Organisms and Ecosystems; Interdependent Relationships in Ecosystems; Inheritance and Variation of Traits; Natural Selection and Evolution.
• A Biology-aligned third science credit should map to HS-LS1 through HS-LS4. The standards document does not assign PEs to a named Biology course (Confirm with the agency: any MDE course-mapping guidance).
• MCL 380.1278b(1)(b) requires “at least 3 credits in science … including completion of at least biology and either chemistry, physics, anatomy, or agricultural science,” and lets a “formal career and technical education program or curriculum” fulfill the third credit (2022 PA 105, eff. Mar. 29, 2023). MCL 380.1278a addresses science only for specialty high schools.
• MDE’s MMC science page says students show proficiency in the Michigan K-12 Science Standards and that any CTE course integrating science content may count. The MMC CTE page says “any course, including CTE programs, that integrates science may count as a science credit.”

(b) Collaborative Teaching Model since July 2026

• No update found. The guidance is still MDE’s undated Guidelines for Awarding Credit in CTE, Humanities, and Other Delivery Models, which aligns to the “Michigan High School Content Expectations” and names “Health Sciences for science content” as an example.
• The exemplars remain hosted outside MDE: Economics in Marketing via Michigan ACTE, Algebra II in CTE via KRESA (Michigan ACTE page). Neither the 2026-27 CTE Teacher Tool Kit nor the MMC CTE page adds CTM guidance. The Oct. 29, 2026 Fall Update agenda is not posted (Confirm with the agency: with OCTE whether a refresh is planned).

(c) Health Sciences CIP and program standards

• 51.0000 “Health Sciences/Allied Health/Health Sciences, General” is on MDE’s December 2025 Cluster and CIP list and open to new applications; 26.0102 and 51.1000 are marked closed.
• Current program standards are two workbooks on MDE’s Health Science cluster page: “51.0000 … CIP Overview and Instructional Design” (510000_Health_Sciences_2_732189_7-(2).xlsx) and “51.0000 … Academic Alignment” (510000-Health-Sciences—Final-Academic-Alignment.xlsx). Neither opened in this session.
• MDE’s 51.0000 FAQ says programs report by competency and PCC from fall 2021, advanced PCCs carry a “Z,” and italicized competencies “align with more than one National Consortium for Health Science Education (NCHSE) foundational standards.” That supports using the NCHSE standards as a provisional proxy.

Part 2. Entry: Health Sciences (51.0000) to third science credit

1. Header

The standards side is source-checked against the full text of all 24 HS-LS performance expectations. The program side is not: Michigan’s 51.0000 competency workbook could not be opened, so ratings below use the NCHSE National Health Science Standards (May 2019) as a provisional proxy. MDE’s FAQ ties 51.0000 competencies to those NCHSE foundation standards.

2. Program snapshot

• Structure: reported by competency and Perkins Course Competency (PCC) since fall 2021; advanced PCCs coded “Z” (MDE 51.0000 FAQ). PCC count, competency count and hours: (Source pending: “51.0000 … CIP Overview and Instructional Design,” 510000_Health_Sciences_2_732189_7-(2).xlsx, MDE Health Science cluster page).
• Hours: the project roadmap describes a PCC as about 80 instructional hours (Confirm with the agency: in the same workbook).
• Typical content (local catalogs): anatomy and physiology, medical terminology, infection control, medical and lab procedures, emergency care (Montcalm Area Career Center; Oakland Schools Technical Campuses 2025-26 catalog).
• Credentials seen: CPCT/A (MDE credential tip sheet for 51.0000), CNA, CCMA, CPT, EMR/EMT at local centers. The approved 51.0000 credential list: (Source pending: MDE approved CTE credentials list for 51.0000).

3. Target academic standard set

Michigan K-12 Science Standards (State Board, Nov. 2015), high school life science, 24 performance expectations:

Denominator for a full life-science credit: 24. Denominator for the narrower Structure and Function option: 4 (HS-LS1-1 to HS-LS1-4). Topic grouping follows the standards document’s five life-science topics; the PE-to-topic assignment follows the NGSS topic arrangement (Confirm with the agency: against the Michigan PDF layout).

4. Alignment map

Program summary. Health Sciences overlaps strongly with life science at the organism level (body organization, organ systems, disease) and hardly at all with ecosystems, inheritance and evolution. Provisional ratings: 1 Full, 4 Partial, 19 None out of 24. The overlap sits almost entirely in Structure and Function (HS-LS1-1 to HS-LS1-4).

How to read the table. Standard text is quoted from the Michigan K-12 Science Standards. Program evidence is NCHSE National Health Science Standards (May 2019) text, used as a proxy. The Michigan competency code column stays (Source pending) until the 51.0000 CIP Overview workbook is read; every rating is provisional until then.

Check before rating changes. A Michigan program may go further than NCHSE (for example, cell biology or genetics units). The 51.0000 Academic Alignment workbook may already map competencies to these PEs; if so, reconcile it with this table before expert review.

5. Coverage determination

Provisional verdict: Insufficient for a full life-science credit; Supports with supplement for a narrower Structure and Function credit. The July illustrative verdict (“Supports with supplement” for the whole credit) does not hold once the full 24-PE set is the denominator.

Target decision (Oct. 4, 2026). Stephen chose the full life-science credit (all 24 HS-LS performance expectations) as this entry’s target. The entry’s verdict for that target is Insufficient by integration alone. The Structure and Function option below is recorded as a supported partial route (Supports with supplement), and the formal-program replacement route under MCL 380.1278b(1)(b) stays available either way.

Why Insufficient for the full credit: 19 of 24 PEs (ecosystems, inheritance, evolution, photosynthesis and cell chemistry) have no program counterpart. Closing that gap would add most of a biology course, which is co-teaching a second course rather than integration. Area adjustment: none applied; the simple-majority floor is used as locked.

6. Gap-handling plan

• Structure and Function option (supported partial route). Three Partial PEs need depth, not new topics. (1) Supplemental module on DNA to protein and genetic testing, anchored in the program’s genetic-disorder content (HS-LS1-1, HS-LS3-1). (2) Project-embedding: turn vital-sign work into a student-planned homeostasis investigation, for example heart rate and recovery after exercise, with a written claim and evidence (HS-LS1-3). (3) Supplemental module on mitosis and differentiation tied to cancer and tissue repair (HS-LS1-4). Delivered by the science teacher of record inside the CTE schedule.
• Full-credit option (not recommended). Blended delivery of HS-LS2, HS-LS3-2, HS-LS3-3 and HS-LS4 as a co-scheduled biology course. At that scale the district is running a second course; it should award Biology separately rather than call it integration.
• Supplement library entries to build: “Homeostasis investigation in a clinical lab” and “Mitosis and cancer” (reusable for 51.0707 and 26.0102 programs still running).

7. Proficiency-evidence plan

Every target PE gets at least one applied evidence type; no generic test-out.

8. Staffing and certification

• CTE side: a teacher qualified for 51.0000 under MDE’s CIP Program Endorsements list (updated May 2023), or an Annual Career Authorization; several health CIPs (nursing, allied health) need MDE-OCTE pre-placement review.
• Academic side: the CTM requires “at least one highly qualified teacher of the core academic subject and at least one certified CTE teacher.” Read this as a teacher endorsed for biology or integrated science (Confirm with the agency: current endorsement codes with MDE Educator Certification).
• Pairing models: (1) co-teaching pair for the module weeks; (2) a dual-certified teacher (science endorsement plus CTE health); (3) consulting science teacher of record who co-plans, scores the PE evidence and signs the credit, with the CTE teacher delivering.
• Small-district option: model 3, with the ISD or career center supplying one science teacher of record across sending districts. Scheduling: reserve the module weeks in the CTE calendar and the science teacher’s co-planning time.

9. Local-decision and implementation notes

• Credit award is local. The CTM guidelines say the district “is responsible for awarding credit and for specifying which courses or programs will earn credit.” This entry gives options, not a ruling. Board policy should name the program, the PE set, the evidence and the teacher of record.
• Earn versus replace. Completing a department-approved formal CTE program can already fulfill the third science credit under MCL 380.1278b(1)(b), with no embedded science. Integration adds a transcripted, standards-based science credit, which matters for college applications.
• Protect college eligibility. Students must still take Biology and one of chemistry, physics, anatomy or agricultural science. Do not let this credit replace Biology or chemistry. Many health programs at universities expect chemistry and biology; Michigan has no statewide public-university course minimum, so check each target university (Confirm with the agency). Students heading to nursing or pre-health should keep chemistry in their plan. For athletes, check the NCAA core-course list before counting a CTE-delivered science credit.
• Transcript title. Use a name that matches the content (for example “Integrated Life Science: Human Structure and Function, 0.5”) rather than “Biology.”

10. Sources and validation

Open questions and pending sources

1. (Source pending) 51.0000 CIP Overview workbook: PCC count, competency text and codes, hours. Owner: S4IS (download from MDE Health Science page), then re-rate.
2. (Source pending) 51.0000 Academic Alignment workbook: MDE’s own science mapping. Owner: S4IS.
3. (Source pending) Approved credentials list for 51.0000. Owner: MDE OCTE.
4. (Confirm with the agency) Any MDE guidance assigning HS-LS PEs to a Biology course. Owner: MDE science consultant.
5. (Confirm with the agency) Science endorsement codes that satisfy the CTM academic-teacher requirement. Owner: MDE Educator Certification.
6. (Confirm with the agency) Whether OCTE plans a CTM guideline refresh. Owner: MDE OCTE.
7. (Confirm with the agency) University and NCAA treatment of a CTE-delivered science credit. Owner: MASU, target universities.
8. Expert review of all ratings. Owner: S4IS reviewers.