Personal Curriculum Overview

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Personal Curriculum Overview

• Things learned while trying to figure it out!
• March 2008
• Larry Stemple
• Special Education Consultant
• Wayne RESA
• stempll_at_resa.net

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NEW LEARNING

• Disclaimer
• We are all learning together
• We are not experts
• There are challenges, barriers and opportunities
  associated with the MMC, MME and the Personal
  Curriculum

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CURRENT ALPHABET SOUP

• MMC, MME, MEAP, MI-ACCESS,
• ELPA, PC, EDP, IDEA, CTE,
• HQ, CCE, BOE, MDE, COS,
• HSCE, LEA, PSA, AYP,
• NCLB, ED-YES, FAPE,
• IEP, SBE, GED, SCAS,
• NCA/ADVANC-ED.
• Advancing Excellence in Education-
  Worldwide http//www.advanc-ed.org/

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IMPLEMENTATION OF THE MICHIGAN MERIT CURRICULUM
REQUIREMENTS

• Proposed by the State BOE in December 2005
• Passed by the legislature in April 2006
• Signed by the governor on April 20, 2006
• Begins with class of 2011 (9th graders in Fall
  2007)

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MICHIGAN MERIT CURRICULUM 18 CREDITS

• 4 English language Arts
• 4 Math
• 3 Science
• 3 Social Studies
• 1 Health/Physical education
• 1 Visual/Performing/Applied arts
• 2 Foreign language (4thgraders Fall 2007)
• Also one online experience
• EDP opportunity beginning in 7th grade

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Credits vs. Courses

• Student earn credit by
• Successfully completing the CCEs for the credit
  area
• Successful completion to be determined, in part,
  by state and local district assessments
• Testing out allowed based on earning qualifying
  scores on state and local assessments

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PERFORMANCE MATTERS

• CURRENT
• Pass or fail
• Seat time
• Individual Courses
• NEW
• Meet or exceed content expectations
• Perform and demonstrate competency
• Assign credit based on meeting expectations

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IMPLICATIONS FOR DISTRICTS

• School/Curriculum design
• Instruction Design/Delivery
• HQ
• Increased Role for Academic guidance/counseling
• Intervention for unsuccessful students

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GRADUATION REQUIREMENTS

• The new requirements set minimums that must be
  observed by local districts boards in the
  granting of diplomas

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QUESTIONS TO CONSIDER

• What does your district require besides the MMC?
• What are the implications?
• What about students with disabilities?

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Personal Curriculum

• A documented process initiated by
• the parent/legal guardian,
• student over 18 if no appointed guardian, or
• an emancipated youth
• Modifies certain requirements of the Michigan
  Merit Curriculum
• Allows the board of a LEA or PSA to award a high
  school diploma providing the student successfully
  completes the personal curriculum

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Personal Curriculum

• The personal curriculum is primarily for a
  student who wishes to
• Modify the mathematics requirement
• Add more math, science, English language arts or
  world languages
• Modify the credit requirements based on his or
  her disability
• Transfer Students from out of state or from a
  nonpublic school

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Personal Curriculum

• Course of Study (Credits and Content) adding,
  substituting, modifying identify by strand
  and/or content expectation which are aligned
  with EDP (where applicable, use of IEP)
• Also, for a student with an IEP, the Personal
  Curriculum should address as many of the content
  expectations as is reasonable based on the
  students disability.
• The Personal Curriculum for any student must
  specify the content expectations that will be
  covered.
• Quarterly Progress Reviews Parent/legal
  guardian is in communication with each teacher of
  modified curriculum area to monitor students
  progress. These communications must be on at
  least a quarterly basis.
• 
  (Guidelines p. 21-d)
• (Supporting Goals, evaluation method,
  mastery criteria,
  status, p. 5)

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PC can be requested by the

• Parent
• Legal guardian
• Emancipated student

High School Personal Curriculum Guidelines page 1
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ELIGIBILITY FOR USE OF PERSONAL CURRICULUM
MODIFICATION (PC) A personal curriculum may be
appropriate for a student who has demonstrated
one or more of the following Ability in a
specific skill area consistent with a career
pathway and/or a post-secondary goal or plan as
determined by the EDP that requires additional or
specialized instruction when there are
limitations in time available for elective
opportunities Ability to succeed in
accelerated or advanced math, science, English
language arts, or world languages Desire to
complete math requirements, including the first
half credit of Algebra II, through CTE or other
programs Eligibility for special education
services and a documented need to make
modifications determined to be necessary because
of the students disability Lack of progress
on the MMC despite interventions, supports, and
accommodations for a student with an IEP
Transferring from out of state or from a
nonpublic school after successful completion of
the equivalent of two years of high school credit

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Personal Curriculum

• Legislative Requirements
• Agreement between the superintendent,
  parent/guardian, and the student
• Developed by a team that must include at least
• student
• parent/guardian
• counselor/designee (Guidelines, pages 13, 17-19)
• school psychologist should be included for
  students with disabilities (Supporting, Question
  9, p 41)
• Meets as much of MMC (HSCE/CCE) as practicable
• Consistent with the students EDP and/or IEP
• Measurable goals
• Method to evaluate progress
• Communication of progress with parent

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Whats Practicable Mean?

• The legislative intent of the PC is to increase
  the rigor and relevance of the educational
  experience.
• In this context, practicable is an inclusive
  term meaning as much of the subject area content
  expectations as possible during high school
  instruction for the individual student.
• Students with disabilities operate under this
  same context.

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Beyond The Legislative Requirements

• Team members could include
• Additional Family Members
• Case Load Teacher
• Ancillary Staff
• Mentors
• Coaches
• Employer
• Community Agency Representatives
• Department of Community Health
• Michigan Rehabilitation Services
• Community Mental Health
• Others?

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Information to bring to PC Planning

• Information about progress in the MMC,
  Interventions, Supports, Accommodations
• Current EDP w/ career pathway, interests,
  ability, preferences, strengths, essential
  competencies/skills, and EDP goals
• IEP (for eligible students) w/ post secondary
  goals for employment, education, training
• HSCE for classes/courses under PC consideration
• High School
  Personal Curriculum Supporting Materials p 4-5

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REMEMBER

• The personal curriculum meeting and the IEP
  meeting are 2 separate meetings
• These 2 documents are separate.

21
Transfer Students

• Student has successfully completed the equivalent
  of 2 years of high school credit out of state or
  at a nonpublic school.
• Districts may use appropriate assessment
  examinations to determine what credits were
  earned out of state or at a nonpublic school
• The Personal Curriculum incorporates as much of
  the subject area content expectations of the
  Michigan merit standard as is practicable.
• Student successfully completes at least 1
  mathematics credit during final year of high
  school.
• Credit must be at least Algebra 1 if enrolled at
  least 1 year
• Next credit above Algebra 1 if student has
  demonstrated success in Algebra1
• Student must take Civics

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How does a PC fit?

• The personal curriculum is not a stand alone
  document.
• Should be developed and coordinated with any
  other plans. (EDP, IEP or 504)
• Modifications should facilitate the achievement
  of post-secondary goals.

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Summary Question

• Q When and under what circumstances should a PC
  be considered for a student? When is it not
  necessary?
• A Page 39, Questions 1 and 2 of the FAQ section
  in the Supporting Materials and Examples

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• INDEX OF SOME KEY POINTS
• Personal Curriculum At A Glance- Aligning the
  Guidelines with Legislation and Guidance
  (Guidelines document, Appendix B- Pages 16-26)
• Personal Curriculum Sample Scenarios (Pages 13-17
  in Supporting document)
• Personal Curriculum Development Process Grade by
  Grade (Pages 19-21 In Supporting document)
• Guidelines for the Use of an Educational
  Development Plan (EDP) (Pages 22-26 In
  Supporting document)
• Personal Curriculum-What the Michigan Merit
  Curriculum Law Says (Pages 34-35 In Supporting
  document)

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Sample Instruction and Diploma Attainment
Options for the MI Merit Curriculum
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Getting to Credit

• Credit must be aligned with subject area content
  expectations

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Important to Consider

• Class of 2011 (9th graders in 2007-08) will need
  16 credits.
• Class of 2016 (4th graders in 2007-08) will need
  a total of 18 credits the 16 listed in the
  areas above plus 2 credits of World Languages.

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Modifications

• No modifications in the following areas
• English Language Arts
• Science
• World Languages
• Civics
• Online Learning Experience
• Exception Students with a disability

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Modifications

• Mathematics
• Students must complete the equivalent of Algebra
  I and Geometry (2 credits) to qualify for a PC to
  modify Algebra II to be taken over 2 years (4
  credits)
• Students get Algebra II credits based on
  demonstrated proficiency with HSCE for Algebra
  II.
• All other modifications require students to
  complete the equivalent of Algebra I, Geometry
  and .5 credits of Algebra II in a CTE program or
  integrated math
• Student must earn 4 credits (the remaining 1.5
  credits in math related) and take a math class in
  the senior year

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Mathematics Modification
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Mathematics Questions and AnswersSupporting
Document- Begin Page 48

• 33- Math modifications for GE student
• 34- PC for students taking Algebra II over 2
  years
• 35-Using math related courses for 4th credit
• 36-Modification of Algebra II credit from 1 to
  .5
• 37-Additional math modifications for student
  with disability
• 38-Earning credits through CTE and other math
  related courses and HQ teacher issue.
• 39-Schools assisting students not proficient in
  mathematics

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World Languages

• 2 credits
• Begins with the Class of 2016
• ? Credits earned in grades 9 12
• OR
• ? An equivalent learning experience in grades K
  12
• ? Credit guidelines have been developed by the
  Michigan Department of Education

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Subsection (k)

• Permits consideration of modifications not
  otherwise allowed
• PC allows some credit swapping and some content
  modification
• Modification is subject to demonstration that
  the modification is necessary because the pupil
  is a child with a disability
• Permits the modification to be made to the
  extent necessary
• (See Supporting document, p.41 Question 8,
  p.46 Question 26, p. 52 Question 46)

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Subsection (k) cont.

• The modification should be consistent with the
  Educational Development Plan and the
  Individualized Education Program
• This determination is made by at least
• student
• parent/guardian
• counselor/designee (Guidelines, pages 17-18)
• school psychologist should be included for
  students with disabilities
  (Supporting, Question 9, p 41)

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Students w/ an IEP

• Federal law requires the IEP to identify the
  course or courses of study that allow the student
  to achieve IEP goals and objectives, not to
  specify individual classes or curriculum
• High School Personal Curriculum
  Guideline pg7
• An IEP does not override the MMC
• High School Personal Curriculum Supporting
  Materials and Examples Q9, pg 41-42

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Link to IDEA

• If a pupil receives special education services,
  the pupil's IEP shall identify
• the appropriate course or courses of study and
• the supports, accommodations, and modifications
  necessary to allow the pupil to progress in the
  curricular requirements of the MMC or PC and meet
  the requirements for a diploma.

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Accountability

• NCLB and IDEA 04 hold State and Public Agencies
  accountable for the performance of students with
  disabilities within a structure of state
  standards.
• While it is allowable to account for growth and
  performance for some of these students on
  alternative achievement standards it is not
  appropriate to create a different path to
  graduation.

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Accountability

• IDEA defines what is not a diploma and therefore
  defines what is a diploma.
• Section 300.102(a)(3), regarding exceptions to
  FAPE, has been changed to clarify that a regular
  high school diploma does not include an
  alternative degree that is not fully aligned with
  the States academic standards, such as a
  certificate or a general educational development
  credential (GED).
• In this context, nothing from the MDE can counter
  the accountability framework that NCLB and IDEA
  create.

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Options to Meet MMC Requirements

• A PC is not necessarily needed for alternative
  instructional delivery methods and course work
  inclusive of MMC credit requirements for the
  following
• Humanities sequence
• Career and technical education
• Industrial technology courses
• Dual enrollment, International Baccalaureate, AP
  courses
• Alternative education programs

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Strategies to Assist Student Success

• Integrated content
• Differentiated instruction
• Online learning
• College credit opportunities
• Professional Development
• Cooperative learning
• Peer coaching

• Flexible scheduling
• Spiraled Curriculum
• Adult mentoring
• Electives
• Universal design
• Scaffolding
• Project Based Learning in Academic Areas

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Improve Decisions and Practices

• LRE Decisions at the IEP
• Universal Design for Learning
• Assistive Technology
• Inclusive Education Policies and Procedures
• Differentiated instruction
• Co-Teaching
• Rigor, Relevance, and Relationship

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Online Requirement

• Requirement an online learning experience the
  law does NOT require a for credit online learning
  experience
• Guidelines and Companion Document posted online
• Credit or non-credit course or learning
  experience OR
• District has integrated online learning into at
  least one credit area required for graduation
• (http//www.michigan.gov/mde/0,1607,7-140-38924_4
  1644_42825---,00.html)
• Source MDE March 2008
  Regional Rollouts MMC updates

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Promising Practices

• Believe all students can graduate
• Accelerate vs. Remediate
• Instead of providing traditional remedial
  education accelerate instruction so that
  students can transition into a rigorous
  college-prep curriculum
• Establish early identification and intervention
  systems
• Create circle of support with parents and
  families
• Source MDE March 2008 Regional
  Rollouts MMC updates

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Promising Practices

• Establish supportive and personalized learning
  environments
• Combine intensive, individual supports with
  institutional reforms to support students at risk
  of dropping out
• Team teaching and smaller learning communities
  have shown success
• Connect relevance and learning
• Source MDE March 2008 Regional
  Rollouts MMC updates

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Roles and Responsibilities

• Select a role and describe how you think that
  role needs to change to support the Michigan
  Merit Curriculum

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Drop Out Prevention

• Sec. 1278b(9)
• If a pupil is not successfully completing a
  credit required for graduation or is identified
  as being at risk of withdrawing from HS
• The pupil's school district or PSA shall notify
  the pupils parents/guardian of the availability
  of
• tutoring or
• other supplemental educational supports and
  counseling services

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What is an Educational Development Plan?

• A secondary/postsecondary planning tool that
  directs the educational plan and career planning
  activities for the final six years of a students
  K-12 learning career.

52
Educational Development Plans

• The Board of a LEA or Board of Directors of a
  PSA
• Shall ensure each pupil in Grade 7 is provided
  with the opportunity to develop an EDP
• The EDP shall be developed before the student
  enters high school
• Shall be developed by
• Pupil
• School counselor
• School Psychologist should be included if the
  student has an IEP

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Essential Elements for EDPs

• 1.  Personal Information
• 2.   Goal(s) Career
• 3.  Educational/Training Goal(s)
• 4.  Assessment Results
• 5.  Plan of Action
• 6.  Parent Consultation/Endorsement
• (under age 18)

Personal Curriculum Supporting Materials p25
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Identifying a Career Goal Career Pathways

• Natural Resources Agriscience
• Health Sciences
• Engineering/
• Manufacturing Industrial Technology

• Business, Management, Marketing Technology
• Human Services
• Arts Communication

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Transition IEPs include

• Identification of the students course of study
• Consideration of a students strengths,
  preferences, and interests
• Identification of a students needs including the
  supports and accommodations necessary for success

56
Transition IEPs include

• Post-Secondary Goals in the areas of
• career/employment
• post-secondary education/training,
• adult living
• community participation
• Students present performance on post-secondary
  goals and their functional skills based on
  assessment data

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Transition IEP include

• Needed Transition Services and/or Annual Goals in
  the areas of
• instruction
• related services
• community experiences
• employment
• adult living
• daily living skills

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What does an EDP and Transition IEP have in
common?

• Both answer these important questions for
  students
• Who am I?
• Where am I going?
• How do I get there?
• What are my interests and abilities?
• What are my goals?

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Intent of the EDP

• The EDP outlines the students educational/career
  pathway including the course of study that will
  enable them to be successful in their desired
  post-school activities.

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Intent of the IEP

• The IEP is the description of services,
  additional supports, accommodations, and
  transition activities that when implemented will
  enable a student with a disability to be
  successful in the general curriculum as well as
  the educational pathway they have identified.

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Students With An IEP

• IMPORTANT IDEA 2004 guarantees a FAPE but does
  not establish an entitlement to a diploma.
• Local Boards of Education can not establish a
  separate diploma and requirements.. They can
  issue alternative certificates (GED and Cert of
  completion) for those not meeting all the req. of
  the MMC
• High School Personal Curriculum Supporting
  Materials and Examples Q17, pg 44

High School Personal Curriculum Guidelines pg 7
46
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SUGGESTED ALIGNMENT PROCESS

• An EDP is for ALL students, so the EDP should be
  considered the lead document when creating
  alignment with an IEP for a student with
  disabilities.

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Alignment of the EDP and IEP

• The IEP should refer to the EDP
• when addressing a student
• course of study.
• (See Supporting p.43, Question 11)

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Alignment of the EDP and IEP

• Clearly specify a students post-
• secondary goals in his or her IEP
• using the same or similar language
• as that used in the EDP.

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Alignment of the EDP and IEP

• Both documents should provide a similar
  picture of the student using current assessment
  information including academic and functional
  skills as well as a students strengths,
  preferences, and interests.

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Electronic Career Exploration Tools

• You may want to check out the following websites
  for some ideas.
• 1) http//mivhs.org/content.cfm?ID693
• CareerForward meets new state on-line learning
  requirement and gives students early exposure to
  career planning and entrepreneurship
• 2) www.careercruising.com
• An electronic web-based software with
• Career Development Tools
• An Electronic EDP
• Labor Market Information
• College and Financial Aid Information
• 3)http//mivhs.org/ My Dream Explorer
• All Michigan middle school and high school
  students can explore career and education options
  and complete Educational Development Plans using
  the mydreamexplorer (MDX) website. This
  opportunity is available at no charge to Michigan
  schools due to state school aid act funding

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Improving Educational Planning and Achievement
for All Students

• The EDP addresses education/training and career
  goals, strategies, and courses of study.
• For students with disabilities, the EDP begins to
  fulfill many of the secondary transition
  requirements of IDEA 2004.
• This helps create alignment between the essential
  accountabilities of both general and special
  education.

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It might be a good idea to have policies and
information in place PRIOR to a Personal
Curriculum request
73
LOCAL BOARDS OF EDUCATION MAY NEED TO DETERMINE

• The performance parameters that determine whether
  or not a student has demonstrated mastery of a
  sufficient amount of the core content
  expectations to be awarded credit
• The cut score a student must achieve to
  evidence mastery
• The number or percentage of content expectations
  a student must demonstrate mastery on to receive
  full credit
• Which content expectations may make up specific
  courses allowed but not identified by the MMC
  explicitly (i.e. what content makes up a course
  such as integrated math)
• How the content expectations within strands and
  subject area may be divided into partial credit
• How far to depart from local standards to award a
  diploma to a student with a PC
• High
  School Personal Curriculum Guidelines p.4, 11

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Possible Next Steps

• Determine or create PC procedures and forms a
  district will use
• Opportunities for Professional Development w/
  district specific guidelines

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READ AND REFLECT!

• MDEs Supporting Materials and Examples Document
• PAGE 46 25. Q What flexibility do local
  districts have with approving personal
  curriculums?
• Page 47 29 Q What does it mean to modify
  graduation requirements and content expectations
  based on a students disability? Are
  modifications for students with a disability
  limited to the identified disability area?

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Some Things Seems to Be Very Clear

• We cannot substitute alternative curriculum and
  count achievement within that curriculum towards
  the 18 credit requirements
• Personal Curriculums are to be considered for a
  very small number of general education and
  special education students
• We cannot reduce the number of credits
• The IEP supports but does not trump the
  graduation requirements.
• There are no plans for a Special Education
  curriculum that will lead to a separate diploma.
• No such thing as a modified diploma.
• Kids who dont get a diploma are not doomed to
  fail in life.
• Districts can issue alternative certificates but
  they do not end right to return to school at a
  later date

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MDEs Guiding Principles

• The PC is one of many options to help students
  meet or exceed the MMC
• The PC is the exception and agreed upon with
  thought and integrity
• The PC is agreed upon and initiated by the
  parent/guardian or emancipated student
• Educators are obligated to teach a challenging
  curriculum and prepare students for post
  secondary goals
• The PC is an individualized plan for rigor and
  relevance based on the HSCE
• The PC holds constant the graduation
  requirements, curriculum and content
• The PC is consistent with SBE policy on Universal
  Education and Design for learning

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Personal Curriculum Application

• Select and review scenarios 3, 5, 6, or 9
• Discuss and decide if the student needs a
  personal curriculum and be prepared to share your
  decision making process and what data you used to
  make your decision.

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Personal Curriculum Application

• Discuss essential Question 4 and 5 and identify
  how educators can work together to meet the needs
  of secondary students and what structures and
  systems need to change to develop a more
  individualized learning approach for each student

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New Arena and New Requirements

• Change with Unresolved Issues
• EDPs
• System in place for Personal Curriculum Requests
  and associated procedures
• Testing Out
• System for Tracking student proficiency with
  course content standards
• Cut scores and modified cut scores (for students
  with disabilities)
• Policy language reflecting the MMC requirements
  and earning a diploma or some alternative
  recognition for completion of a designated course
  of study (perhaps a career certificate,
  certificate of completion, other)

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Resources

• Preparing Michigan Students for Work and College
  Success
• www.michigan.gov/documents/hs_research_doc_149897_
  7.pdf
• MMC FAQ Document (PDF)
• www.mi/highschool
• Michigan Department of Education Office of
  School Improvement
• www.mi/osi
• Michigan Department of Education Office of
  Special Education and Early Intervention Services
• www.mi.gov/OSE-EIS

87
Resources

• State Improvement Grant (SIG) Math and ELA AYP
• http//michiganmathematics.org
• Reach and Teach for Learning
• http//www.cenmi.org/ideapartner
• Michigans Integrated Behavior and Literacy
  Support Initiative (MiBLSi)
• http//www.cenmi.org/miblsi
• Michigan Transition Resources
• http//www.cenmi.org/tspmi

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Contact Information

• Personal Curriculum
• Deborah Clemmons
• Clemmonsd_at_michigan.gov
• Supervisor for Curriculum and Literacy
• 517-241-2479 MDE OSI
• Special Education
• Matt Korolden
• koroldenm_at_michigan.gov
• Co-director, Secondary Redesign and Transition
• 517-241-3509 MDE OSE/EI