1. 1 Personal Curriculum Overview Things learned while trying to figure it out! March 2008 Larry Stemple Special Education Consultant Wayne RESA stempll@resa.net

2. 2 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

3. 3 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/

4. 4 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 (9 th graders in Fall 2007)

5. 5 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 (4 th graders Fall 2007) Also one online experience EDP opportunity beginning in 7 th grade

6. 6 Credits vs. Courses Student earn credit by:  Successfully completing the CCE’s 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

7. 7 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

8. 8 IMPLICATIONS FOR DISTRICTS School/Curriculum design Instruction Design/Delivery HQ Increased Role for Academic guidance/counseling Intervention for unsuccessful students

9. 9 GRADUATION REQUIREMENTS The new requirements set minimums that must be observed by local districts boards in the granting of diplomas

10. 10 QUESTIONS TO CONSIDER What does your district require besides the MMC? What are the implications? What about students with disabilities?

11. 11 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

12. 12 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

13. 13 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 student’s 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 student’s progress. These communications must be on at least a quarterly basis. (Guidelines p. 21-d) (Supporting Goals, evaluation method, mastery criteria, status, p. 5)

14. 14 PC can be requested by the: Parent Legal guardian Emancipated student High School Personal Curriculum Guidelines page 1

15. 15 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 student’s 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

16. 16 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 student’s EDP and/or IEP  Measurable goals  Method to evaluate progress  Communication of progress with parent Personal Curriculum

17. 17 What’s 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.

18. 18 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?

19. 19 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

20. 20 REMEMBER The personal curriculum meeting and the IEP meeting are 2 separate meetings These 2 documents are separate.

21. 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

22. 22 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.

23. 23 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

24. 24 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)

25. 25 Sample Instruction and Diploma Attainment Options for the MI Merit Curriculum Traditional Options Intrinsic Motivation Complete in 4 Years Traditional Content Sequence Regular Course Sequence Follows Regular Day/School Schedule “Typical” Classroom Design for Instruction HSCE/Goals Attainment in a Course/Program setting HSCE/Goals Attainment in “Typical” HS Settings Seat Time “Typical” Classroom Instruction Delivery Flexible Options Extrinsic Motivation Extend/Shorten HS Completion Time/ Personal Curriculum Flexible Sequence Flexible Day/Week Schedule Adapted Instruction (Differentiated Instruction, Universal Design) HSCE/Goals Attainment in Community Settings HSCE/Goals Attainment in Alternative School Settings (CTE, College, Online) Demonstrated proficiency of HSCE Mediated/Direct Instruction

26. 26 Getting to Credit Credit must be aligned with subject area content expectations

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28. 28 Important to Consider: Class of 2011 (9 th graders in 2007- 08) will need 16 credits. Class of 2016 (4 th graders in 2007- 08) will need a total of 18 credits – the 16 listed in the areas above plus 2 credits of World Languages.

29. 29 No modifications in the following areas:  English Language Arts  Science  World Languages  Civics  Online Learning Experience Exception – Students with a disability Modifications

30. 30 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 Modifications

31. 31 Mathematics Modification 1 Credit Total Credits MMC without PC Algebra I, Algebra II and Geometry (no sequence required) Final year math or math- related credit 4 Modification allowing Algebra II to be taken over two years Algebra I and Geometry (no sequence required) Algebra II4 Modification after successful completion of minimum of 2.5 math credits Students required to take Geometry and Algebra I Algebra II ½ credit Math or math- related credit 4 Modification after successful completion of 2 math credits Algebra I and Geometry (no sequence required) Algebra II content in CTE Math or math related credit 4

32. 32 Mathematics: Questions and Answers Supporting 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 4 th 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

33. 33 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

34. 34 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)

35. 35 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)

36. 36 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 Q#9, pg 41-42

37. 37 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.

38. 38 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.

39. 39 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 State’s 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. Accountability

40. 40 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 Options to Meet MMC Requirements

41. 41 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

42. 42 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

43. 43 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_41644_42825---,00.html)http://www.michigan.gov/mde/0,1607,7- 140-38924_41644_42825---,00.html Source: MDE March 2008 Regional Rollouts MMC updates Online Requirement

44. 44 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

45. 45 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

46. 46 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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50. 50 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 pupil’s parents/guardian of the availability of: tutoring or other supplemental educational supports and counseling services

51. 51 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 student’s K-12 learning career.

52. 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

53. 53 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

54. 54 Identifying a Career Goal: Career Pathways Natural Resources & Agriscience Health Sciences Engineering/ Manufacturing & Industrial Technology Business, Management, Marketing & Technology Human Services Arts & Communication

55. 55 Transition IEPs include: Identification of the student’s course of study Consideration of a student’s strengths, preferences, and interests Identification of a student’s needs including the supports and accommodations necessary for success

56. 56 Transition IEPs include: Post-Secondary Goals in the areas of:  career/employment  post-secondary education/training,  adult living  community participation Student’s present performance on post- secondary goals and their functional skills based on assessment data

57. 57 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

58. 58 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?

59. 59 Intent of the EDP The EDP outlines the student’s educational/career pathway including the course of study that will enable them to be successful in their desired post-school activities.

60. 60 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.

61. 61 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 Q#17, pg 44 High School Personal Curriculum Guidelines pg 7 46

62. 62 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.

63. 63 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)

64. 64 Alignment of the EDP and IEP Clearly specify a student’s post- secondary goals in his or her IEP using the same or similar language as that used in the EDP.

65. 65 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 student’s strengths, preferences, and interests.

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70. 70 Electronic Career Exploration Tools You may want to check out the following websites for some ideas. 1) http://mivhs.org/content.cfm?ID=693http://mivhs.org/content.cfm?ID=693 CareerForward meets new state on-line learning requirement and gives students early exposure to career planning and entrepreneurship 2) www.careercruising.comwww.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 Explorerhttp://mivhs.org/ 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

71. 71 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.

72. 72 It might be a good idea to have policies and information in place PRIOR to a Personal Curriculum request

73. 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

74. 74 Possible Next Steps Determine or create PC procedures and forms a district will use Opportunities for Professional Development w/ district specific guidelines

75. 75 READ AND REFLECT! MDE’s 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 student’s disability? Are modifications for students with a disability limited to the identified disability area?

76. 76 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 don’t 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

77. 77 MDE’s 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

78. 78 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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83. 83 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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85. 85 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)

86. 86 Resources Preparing Michigan Students for Work and College Success  www.michigan.gov/documents/hs_research_doc _149897_7.pdf 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 www.mi Michigan Department of Education – Office of Special Education and Early Intervention Services  www.mi.gov/OSE-EIS www.mi.gov/OSE-EIS

87. 87 Resources State Improvement Grant (SIG) – Math and ELA AYP  http://michiganmathematics.org http://michiganmathematics.org Reach and Teach for Learning  http://www.cenmi.org/ideapartner http://www.cenmi.org/ideapartner Michigan’s Integrated Behavior and Literacy Support Initiative (MiBLSi)  http://www.cenmi.org/miblsi http://www.cenmi.org/miblsi Michigan Transition Resources  http://www.cenmi.org/tspmi http://www.cenmi.org/tspmi

88. 88 Contact Information Personal Curriculum Deborah Clemmons Clemmonsd@michigan.gov Supervisor for Curriculum and Literacy 517-241-2479 – MDE OSI Special Education Matt Korolden koroldenm@michigan.gov Co-director, Secondary Redesign and Transition 517-241-3509 – MDE OSE/EI