Personal Curriculum Update

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Personal Curriculum Update
MASCD December 14, 2007
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Reality Check

• Public education is no longer about selecting
  and sorting students it has evolved into a
  system that strives to prepare all students for
  lives outside of school
• Bill Daggett

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The Finish Line Has Changed

• Post-school outcomes are being looked at more and
  more closely.
• Its not about just getting a diploma anymore!
• David Douglas High School began its journey to
  becoming a high performing school by asking
• What do our students need to be successful after
  HS?
• What would it look like if everyone was doing it?

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Critical Juncture

• We are what we are based on where weve been.
• Being asked to think differently
• Being asked to redesign for a different world
• Legislation is passed
• Curriculum is developed
• What else is there to redesign?

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• Our assumptions about kids.

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ALL Means ALL

• High School Redesign in Michigan is for ALL
  students
• Universal Design is a way to provide broader
  access to high school content.
• Personal Curriculum brings individualized design
  for RIGOR.

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Updated Information

• Transfer Students
• Clarification on Math Credits
• Interpretation of Practicable
• Definition of the PC Committee
• Dropout Prevention clause

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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

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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
• school psychologist should be included for
  students with disabilities
• Meets as much of MMC (HSCE/CCE) as practicable
• Must be aligned with the students EDP
• Measurable goals
• Method to evaluate progress
• Communication of progress with parent

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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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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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How does a PC fit?

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

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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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Sample Instruction and Diploma Attainment Options
for the MI Merit Curriculum
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What About Kids Who Will Struggle to Meet the
Requirements?

• For youth with disabilities, one of the most
  important research findings shows that work
  experience during high school helps them get jobs
  at higher was after they graduate.
• NWCD/Youth, Hot topic Work-Based Learning, 2003
  Volume 2
• Secondary school students with disabilities who
  worked for pay outside the home in the preceding
  year before exit and/or have participated in
  work-study program at school, have an increased
  chance for employment in their post school years.
• Changes over time in the Early Postschool
  Outcomes of Youth with Disabilities A Report of
  Findings from the NLTS and NLTS2.

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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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Modifications

• Health and Physical Education and Visual,
  Performing and Applied Arts
• Student takes additional credit beyond the
  required credits in English Language Arts, Math,
  Science, or World Languages
• Health education and social skills programs
  improve school and test performance, attendance
  and school connectedness
• Physical education, structured physical activity
  and higher fitness levels impact student
  achievement.

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Modifications

• Social Studies
• The third credit may be modified if the student
  takes an additional credit (beyond the required
  credits) in English Language Arts, Math, Science,
  or World Language
• 2 credits required, including civics

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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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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

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Subsection (k) cont.

• The modification must be consistent with the
  Educational Development Plan and the
  Individualized Education Program
• This determination is made by at least
• student
• parent/guardian
• counselor/designee
• school psychologist should be included for
  students with disabilities

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

Courtesy of Christine Reiff, Office of Career
and Technical Preparation
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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
• We cannot reduce the number of credits

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Myth Busters

• 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 will fail in life.
• Districts can issue alternative certificates but
  they do not end FAPE.

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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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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

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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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Resources

• Michigans Integrated Technology Supports (MITS)
• http//www.cenmi.org/mits/Default.asp
• CAST Center for Applied Special Technology
• http//www.cast.org

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Contact Information

• Personal Curriculum
• Deborah Clemmons
• Clemmonsd_at_michgian.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