Personal Curriculum: Special Education Advisory Committee Presentation

Personal Curriculum:Personal Curriculum:Special Education Advisory Special Education Advisory

Committee PresentationCommittee Presentation

December 3, 2008December 3, 2008

SEAC RecommendationsSEAC Recommendations1. Review policies which may restrict time available to

students with IEPs to meet MMC.2. Districts assess student opportunity to access all

areas of MMC.3. Deviations from the MMC should be based on the

limiting factors identified as a result of the disability.

4. The SBE should initiate programs which help educators and parents understand how the PC can be used.

5. The SBE should initiate efforts to assist LEAs in moving towards programs which accelerate learning for students who are behind meeting the MMC.

SEAC RecommendationsSEAC Recommendations1.Review policies which may restrict time

available to students with IEPs to meet MMC.

2. Districts assess student opportunity to access all areas of MMC.

3. Deviations from the MMC should be based on the limiting factors identified as a result of the disability.

What The MMC DefinesWhat The MMC Defines

The state graduation requirements identify the “what”

There are no prescriptions or limitations from a state legislative perspective or from the MDE on when, where or how the content is delivered or assessed

ESEA RegulationsESEA Regulations

The ESEA regulations released in late October allow states to apply for the authority to report graduation rates in a 4, 5 and 6 year “cohort” calculation.

The MDE plans to apply for this authority

Seat Time WaiversSeat Time Waivers The Michigan Department of Education is pleased

to announce a 2008-2009 Title II, Part D Enhancing Education Through Technology Grant. Approximately $1,100,000 will be made available for this grant in the 2008-2009 grant cycle. This is a competitive grant program.

Support the exploration and implementation of innovative models of student-centered (focused on the student's needs, abilities, interests, and learning styles with the teacher as a facilitator of learning) instructional design that lead to student success in environments that are not dependent on physical facilities and time.

Which Means:Which Means: Students may or may not be on school site on

a daily basis. Students will most often work at their own

pace. Instruction is based on student’s learning

style. Credit based on measuring student’s

competency of the High School Content Expectations (HSCEs).

students with IEPs to meet MMC.2. Districts assess student opportunity to access all areas

of MMC.3. Deviations from the MMC should be based on the

limiting factors identified as a result of the disability.4.The SBE should initiate programs which

help educators and parents understand how the PC can be used.

Personal Curriculum Personal Curriculum WorkgroupWorkgroup

Convened two times in April, 2008 Facilitated by Public Sector Consultants

(PSC) Participants

– MAASE– MASSP– Michigan Alliance for Families– CAUSE– ISD and LEA personnel– Counselors– MDE

Areas of Focus/PriorityAreas of Focus/Priority Administrator’s guide Clarification on cut scores and diploma Parent’s guide LearnPort “class” Clarification of roles Revisions to Guidance Document Improved scenarios

When can you see them?When can you see them?

Goal is to start disseminating them before the holidays

Should be going out to review groups over the next couple of weeks

All Means AllAll Means All

Guidance that impacts all students

Educational Development PlanEducational Development Plan The Board of an LEA or PSA:

– Shall ensure opportunity for EDP development in Grade 7

EDP completed before the student enters high school

Developed by:– Student– School counselor or designee – School Psychologist should be included if

the student has an IEP– Teacher(s) with content expertise

Essential Elements for EDPsEssential Elements for EDPs

Personal Information Career Goal(s) Educational/Training Goal(s) Assessment Results Plan of Action Parent Consultation/Endorsement

(under age 18)Courtesy of: Christine Reiff, Office of Career and Technical Preparation

Universal Planning Elements Universal Planning Elements

Develop postsecondary, training, employment, adult living goals

Identify student preferences, interests, strengths and needs

Review academic performance, learning styles and effective support strategies

Identify and coordinate course and support Annual Review

EDP GuidanceEDP Guidance

Development team has been meeting since October

Text of an initial document is completed

There will be an announcement from the department when it is ready

Learning Through SharingLearning Through Sharing

Recognized early on that the MDE does not have the resources to individually support LEAs and ISDs in developing and implementing processes around the PC

Electronic Shared LearningElectronic Shared Learning

The MDE PC Wikihttp://mdepersonalcurriculum.wikispaces.com/

The Personal Curriculum (PC) plan is an individualized approach to learning that offers an alternative choice for a student who needs a more tailored approach to learning to succeed academically.

Personal Curriculum PlanPersonal Curriculum Plan

The legislative intent of the Personal Curriculum is to individualize the rigor and relevance of the educational experience and provide a tool to help ALL students succeed with the MMC.

Personal Curriculum Personal Curriculum

Personal Curriculum Personal Curriculum The Personal Curriculum team

consists of the following:–Student –Parent/guardian –Counselor/designee –School psychologist–Teacher(s) with content expertise

Measurable goals Method to evaluate progress Communication of progress

with parent

Personal Curriculum Process Personal Curriculum Process

A documented process initiated by:–the parent/legal guardian, –student over 18 if no appointed guardian, or

–an emancipated youth. Involves an agreement between

the parent or guardian, superintendent, and the student.

Must be aligned with the student’s EDP, and IEP for students with a disability.

Meet as much of MMC subject area content expectations as practicable for the student.

Prior to granting a PC, districts should ensure all efforts have been made to help students successfully complete the requirements.

What Does “Practicable” Mean?What Does “Practicable” Mean?

“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!

AccountabilityAccountability

Core Academic

AreasAYP ASSESSMENTRESEARCH

BASED STRATEGIES

SWD MEASURED ON STATE STANDARD

AccountabilityAccountabilityID

ACHIEVEMENT IN GenEd

DIPLOMA ALIGNED TO STATE STANDARD

RESEARCHBASED

STRATEGIES

Core Academic

BASED STRATEGIES

In this context, the MDE and local or intermediate school districts cannot override the accountability framework required under NCLB and IDEA.

AccountabilityAccountability

AccountabilityAccountabilityID

RESEARCHBASED

STRATEGIES

Core Academic

BASED STRATEGIES

16/18MANDATORY

CREDITS CONTENT EXPECTATIONS

AccountabilityAccountabilityNCLB

Core Academic

BASED STRATEGIES

CURRICULUM DEVELOPMENT

PROFICIENCY

DISTRICTWIDE ASSESSMENT LE

LEA CREDIT

RESEARCHBASED

STRATEGIES

16/18MANDATORY

CREDITS CONTENT EXPECTATIONS

MMC “Mortgage” CalculatorMMC “Mortgage” Calculator

0% 25% 75% 100%

ContentProficiency

.65 x .70 = .455PROFICIENCY

Systems Checks and BalancesSystems Checks and Balances

Post School

Outcomes

EducationTraining Work

Post School

Outcomes

Course Of

MMCCredit

LEA Credit

OtherLearning

Experiences

EDPCareer

Pathway

Post School

Outcomes

Course Of

MMCCredit

LEA Credit

OtherLearning

Experiences

EDPCareer

Pathway

MI-ACCESS

WorkKeys

Course Of

MMCCredit

LEA Credit

OtherLearning

Experiences

MI-ACCESS

WorkKeys

End Point of

Instruction

Diploma

Certificate

Otherincludingdropout

Post School

Outcomes

EDPCareer

Pathway

Drop Out PreventionDrop Out Prevention

If a student is not successfully completing a credit required for graduation or is identified as being at risk of withdrawing from HS.

– The student's school district or PSA shall notify the parent/guardian of tutoring or other supplemental educational supports and counseling services.

Four Reasons forFour Reasons for A Personal CurriculumA Personal Curriculum

There are four reasons for a PC.1. To add more mathematics, English,

science, or world language courses.

2. To modify credit requirements because he or she has transferred from out of state or from a non-public school.

3. To modify the Algebra II requirement (i.e., by spreading the content over two years for two credits).

4. To modify the credit requirements based on a student’s disability.

Four Reasons for a Four Reasons for a Personal Curriculum Personal Curriculum

Math ModificationMath Modification 1 Credit 1 Credit 1 Credit 1 Credit Total

Credits

Algebra II to be taken over 2 years

Geometry and Algebra I Algebra II 4

Modification of .5 Algebra II credit

Geometry and Algebra I

½ Algebra II credit

1 ½ Math or math-related

credits4

Modification of .5 Algebra II credit through CTE

Algebra I and Geometry

½ Algebra II credit in CTE

1 ½ Math or math related

credits4

English Language Arts Science World Languages Civics Online Learning Experience Exception – Students with a disability

and transfer students.

Subjects That Can NOT Subjects That Can NOT Be ModifiedBe Modified

What about What about students with students with disabilities?disabilities?

students with IEPs to meet MMC.2. Districts assess student opportunity to access all areas

of MMC.3.Deviations from the MMC should be based

on the limiting factors identified as a result of the disability.

Students With DisabilitiesStudents With Disabilities The state statute uses the definition

of a child with a disability found in IDEA 2004.

The term ‘child with a disability' means a child who needs and is eligible for special education and related services.

Varvel, Gary, “Lance Armstrong cartoon” used with permission from the author for Educational purposes only. Obtain permission for any other purposes through Creators Syndicate. (www.creators.com/editorialcartoons.html)

Carly Fleischmann’s StoryCarly Fleischmann’s Story

“Carly Fleischmann has severe autism and is unable to speak a word. But thanks to years of expensive and intensive therapy, this 13-year-old has made a remarkable breakthrough.”

http://abcnews.go.com/health/story?id=4311223&page=1

JOHN MCKENZIE, ABC NewsFeb. 19, 2008

Students With Disabilities Students With Disabilities

A school district or PSA may, at the parent’s request, consider modifications to the MMC not otherwise allowable.

Students With Disabilities Students With Disabilities Created so that the MMC would not

present an absolute barrier for students with an IEP.

The intent is to create an educational bridge to cognitive barriers similar to an architectural bridge to physical barriers.

Modification Requirements Modification Requirements The modification is determined to be

necessary due to the student’s disability. – Translation – it is the student’s disability and

not the instructional environment that creates the barrier to access or proficiency. The student’s response to supports and interventions need to be taken into account.

Limits the modification to the extent made necessary by the disability. – Translation – modifications should be specific

and targeted and not based solely on eligibility.

Students With Disabilities Students With Disabilities The PC Team

– PC decisions rest with a district level team that has the authority to make modifications “to the extent necessary”

– This creates tremendous local discretion at the PC team level. The number of credits remain the same (16

credits). The credits must be based on high school level

content (HSCE).

Students With DisabilitiesStudents With Disabilities A Personal Curriculum (PC) for a student

with a disability should be granted on a limited and individualized basis and must incorporate as much of the high school content expectations (HSCE) in areas that are being modified as is practicable, while maintaining the legislative intent of increased rigor for all.

Students With DisabilitiesStudents With Disabilities

The MMC notes that the IEP shall identify the student’s “course of study”.

IDEA 2004 defines secondary transition requirements– Defines transition services– Which includes “course of study”

Students With DisabilitiesStudents With Disabilities “Course of study” as required within

IDEA may be addressed in the “plan of study” which is part of the EDP.

The EDP is a secondary/postsecondary planning tool that directs the education and career plans for the final six years of each student’s K-12 learning experience.

Modifications to academic expectations made through the PC option, should support progress along the career pathway and achievement of postsecondary goals.

Must be aligned with the student’s EDP, and IEP for students with a disability.

An EDP (course of study) is developed by students under the supervision of counselors and outlines the students’ education and career goals.

Students With DisabilitiesStudents With Disabilities The pupil's IEP:

– Identifies supports, services, accommodations, and modifications necessary for achievement in the general curriculum.

– It is not the purpose of the IEP to determine or modify the student’s graduation requirements.

Let’s review some scenarios on how various students plans, i.e. EDP, IEP, postsecondary plans align to facilitate the student meeting their postsecondary goals.

Problems inMath or Reading

(LD category?)

Transition IEP:AccommodationsSupports*ServicesSpecific Transition Planning•To assure student meets course of study requirements

*(universal, targeted and intensive)

EDP:HS Course(s)

of study•To meet specific

requirements needed

to achieve the student’s vision

Student’s Vision/goals:

Auto Related

Ex: Machine operator/DraftingSpecific

RequirementsFor

Achieving Vision•Diploma•College

•Job and Workexperience •Adult life

EDP:Defined Learning

Experiences•To meet

requirements needed

to achieve the student’s vision

• Point of exit defined by

acquisition of essential skills

/transition goals

High level of needfor support

(CI category?)

Student Vision/goals:

Auto Related

Ex: Work at Quick Lube

Specific Requirements

ForAchieving

Vision•Diploma not

an option•Curriculum based

on student needs

•Independent Living Skills•Job and Work

experience•Community

supports

Transition IEP:Accommodations

SupportsServices

Broad-based Transition planning(PCP/with intensive

Communitysupports)

•Documentation of anticipated end

point of instructionbased on defined

readiness

ResourcesResourcesAdministrative Rules for certification and licensure of

Michigan school counselorshttp://www.state.mi.us/orr/emi/admincode.asp?

AdminCode=Single&Admin_Num=39001301&Dpt=ED&RngHigh=

Career Cruising http://www.careercruising.com

Career Forward http://www.mivhs.org/index.cfm

Choices Planner http://www.bridges.com/us/prodnserv/choicesplanner_hs/index.html

Mydreamexplorer http://www.mois.org/content.cfm?ID=413

ResourcesResourcesCollege graduation rate - www.collegeresults.org Transforming school counseling - www.edtrust.org

Contact InformationContact InformationDeborah Clemmons Clemmonsd@michigan.govSupervisor for Curriculum and Literacy517-241-2479 – MDE OSI Matt Korolden koroldenm@michigan.govCo-director, Secondary Redesign and

Transition517-241-3509 – MDE OSE/EIS

Personal Curriculum: Special Education Advisory Committee Presentation

areas of mmc

time available

measuring students competency

student opportunity

learning styles

limiting factors

student success

technology grant

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