Transcript Personal Curriculum Update
Personal Curriculum Overview
Things learned while trying to figure it out!
March 2008 Larry Stemple Special Education Consultant Wayne RESA [email protected]
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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/ 3
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 Fall 2007) graders in
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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 (4 th graders Fall 2007)
Also one online experience EDP opportunity beginning in 7 th grade
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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
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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 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)
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PC can be requested by the:
Parent
Legal guardian
Emancipated student
High School Personal Curriculum Guidelines page 1 14
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
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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 student’s EDP and/or IEP Measurable goals Method to evaluate progress Communication of progress with parent
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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.
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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.
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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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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 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
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Getting to Credit
Credit must be aligned with subject area content expectations 26
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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.
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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
1 Credit 1 Credit 1 Credit 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 II 4 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 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 4
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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
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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 Q#9, 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 State’s academic standards (GED).
, such as a certificate or a general educational development credential
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_41644_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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Personal Curriculum and Changing Roles – feedback from PD Participants on 10-22-07 Board of Education
Set Policy Get out of the way Change budgeting decisions to reflect “seat time” removed, need for AT, distanced Flexible thinking on instructional methods Set/establish cut scores Understand the cooperative roles of gen ed/spec ed Reallocating money Support staff Be involved in communicating change Review and discuss graduation requirements, in light of what, to accomplish what?
Credit recovery options Development of/Provision for Full understanding of new high school requirements
Superintendent
Sturctural change in info delivery Policy change re: attendance Establish “cut rates” policies, systems Examine available resources Implement/ enforce cut scores Support the move to building Understand PC processes Support admin staff with time and resources Maintain direction for all schools in handling PC requirements Policy Support decisions made in the high schools Allow time to collaborate between elementary, junior high, high school staff
Curriculum Director
Need to address and resolve how G-E will change K-8 to enable kids with disabilities to not need special ed e.g. how kids can learn Examine options district offers currently, options that could be available Develop courses Support inclusion of special needs students in gen ed Provide tools and support to all schools so teachers can address all students needs Work collaboratively with SE for curriculum alignment Credit assessments Develop plan for restructure Develop at cut score guidelines Involved with all students UDL Target cut scores for credit w/ 90% expectations and 80% proficiency 47
Principal
Gen ed principal needs to role model that all children are the responsibility of the school including gen ed Time for alignment of GCCE’s A greater role with general ed Teacher Recruitment Increased referrals possible Support the blending of SE/gen ed Realign staffing to support all students AYP for all students Be highly qualified Testing out Have in-service for HS/JH teachers to receive same info Education on MMC for parents as well as children
Special Education Teacher
More team teaching Increased knowledge of gen ed curriculum Help modify curriculum Reviews with parents help students access their gen ed curriculum Change mind set and approach Knows the GLCC’s Attend workshops to receive info for special ed teachers Up responsibility to know all gen ed and special ed requirements
Special Education Admin.
Provide PD More responsibilities for Special Ed Communicate with parents Hopefully a blurring of the lines between sp/gen ed Look at current structure Work with LEA Superintendent in order to help them understand the new requirements and accountability process, and their boards Parent Information New service delivery model Much more involved with curriculum Help realign classes Review of disabilities Relay info to board of education
General Education Teacher
Team teach Participate in PD Flex planning Thinking needs to shift for thinking “your kids” to “our kids” More use of UDL/RTI/PLC More diversity Seat time vs. competence Use tech help in classrooms Track test scores and grades by content standards if using cut scores and recognize the difference in each Up responsibility to accommodate and differentiate instruction Up responsibility to understand and teach with GLCEs Tutoring, interventions Relevance
Counselor
Align PC/EDP to strengths, interests, IEPs Be more involved in planning for transition Track students more closely Have specific caseload they are responsible for Be involved in PC meetings and EDP developments Flexible schedules to meet parents/students needs Meaningful EDPs!
Itinerant Staff
Specifically school psychologists methods have to be developed to enable psychs to be included in the development of the EDP Determine PC More supports provided in he gen ed setting Psychs- make sure your standards aren’t lowered Awareness of graduation requirements Gatekeepers be aware of MMC and its impact for kids Look for students who may qualify 48
Secretary
Student
Scheduling info/training info Maintain records Understand basics of MMC in regards to phone calls Adjust all career planning forms to reflect changes Assist counselors with time management to see all students more frequently Adjust credit tracking data Be familiar with district policies Be able to develop relationships with students Time for data entry Make paperwork Involved more in data collection
Parent
Income monitoring to see if PC is needed Value education/support it Understand requirements Motivate set high expectations More involved Learn about MMCs and PCs and how they affect your child More accountable, proactive on students needs FAQ guide on curriculum and handbooks Expose students to variety of options See increased counseling role Ownership of curriculum 100%+ Effort Expectations of self Relevance/Rigor/Relationships Focus on rigor International on EDP Responsibility More in charge of their destiny Work ethic
Union
Bargaining issues Schedules Time Hours Prep time
State Level Changes Needed to Support Full Implementation of the MMC
For this 9 th grade class there will be no mercy, requirements will stand FTE allocations AYP changes if students take 5 years to complete curriculum Basic policy and guidelines standards Money Clear air about MMC Answer questions Allow peer coaching during school hours Coordination and leadership to training and dissemination of necessary info Allow teachers to test out to become highly qualified Provide guidance for 9 th grade students Cut scores exit exams Student impact on decisions Parent friendly Target specific PD Training needs to be offered several more times across the state many people are not able to attend this one (PCs) Assist with accountability at the district level Answers to legal concerns: EDP, PC ties to IEP, responsibility to inform parents Focus solely on completing MME requirements More Flexibility 49
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
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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 student’s K-12 learning career.
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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. 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 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
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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
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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 student’s 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.
High School Personal Curriculum Guidelines pg 7
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
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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 student’s 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 student’s 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?ID=693 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
to state school aid act funding
® (MDX) website.
This opportunity is available at no charge to Michigan schools due
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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
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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!
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?
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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 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
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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
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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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3) Pat, general education ninth grade student at Dwight High School is fun loving, social and good with his hands (e.g. loves to make things with wood). He excels in classes like gym, art, and drafting but has difficulty in classes that utilize a lecture format. In Jr. High, Pat participated in football, basketball and track. He excels in sports and prefers to be active. Pat has been diagnosed by a physician with ADHD. Even though the doctor recommends medication, the parents and student refuse that option. As a result, Pat has difficulty staying in classes for the full 90 minute block periods. He has a need to move, fidget with trinkets and talk with others. Often, he does not complete his assignments. If he does complete them, he frequently forgets to turn them in. If he turns them in, they are usually past the teacher’s required due date. On tests, Pat received an average of 87% in English I, 92% in Algebra I, and 85% in Physical Science. Despite his test performance, Pat is going to fail all three these classes because he didn’t turn in his homework. As a result, it doesn’t look like he will pass ninth grade. His parents want a Personal Curriculum developed to ensure that their son will graduate.
Does this student qualify for a Personal Curriculum? Why or why not? If he qualifies, what in the Michigan Merit Curriculum could be modified? What modifications can be recommended in the Personal Curriculum
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5) Parents of a high functioning 9 th grade autistic student, Calib, want him to take general education classes and earn a diploma. They would like a Personal Curriculum for him. Calib has a Full-Scale IQ of 110. His achievement scores on the WJ III Tests of Achievement show above average skill in the areas of reading comprehension and written expression. His math skills fall into the impaired range: math calculation – 6.5 equivalent and quantitative concepts – 5.2 grade equivalent. Calib is very concrete in his understanding of concepts and has great difficulty with changes in the routine: home, school, classroom, etc. He has difficulty with loud noises (e.g. assemblies, hallways with students, firedrill, alarms). He does not have any friends, although he attempts to engage in social interactions, but these attempts are unsuccessful and sometimes offensive to others (e.g. swats a male or female student on their butt to get their attention). He is very knowledgeable about computer games but he often struggles following teacher directions while in computer class. Calib is very assertive with expressing his opinion in class and will challenge something he believes was stated incorrectly by the teacher (teachers find this offensive).
Does this student qualify for a Personal Curriculum? Why or why not? If he qualifies, what in the Michigan Merit Curriculum could be modified? What modifications can be recommended in the Personal Curriculum
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6) Lana, a seventeen and a half year old ELL student enrolls in a high school when she comes to Michigan. She has never attended school and is placed in the ninth grade. She can barely speak English. She would like to earn a high school diploma. Her parent’s advocate tells her parents about the Personal Curriculum and recommends they request one. The school does not have an ELL program and she will not qualify for special education based on ELL.
Does this student qualify for a Personal Curriculum? Why or why not? If she qualifies, what in the Michigan Merit Curriculum could be modified? What modifications can be recommended in the Personal Curriculum
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9) Tim’s parents would like to request a Personal Curriculum to exempt their son from the health and physical education requirement so that he can take additional upper level math courses during his high school career because he is interested in going into engineering, which is consistent with his EDP. Tim is currently a 9 th grade student. Tim participates on the JV Basketball team and plans to be on the baseball team in the spring. While in 8 th grade, Tim took Algebra I and completed the course with a C+. His grade was based on the following combination of scores: tests – 75%, homework – 90%, class participation – 70% = average of 72% or a C-.
Does this student qualify for a Personal Curriculum? Why or why not? If he qualifies, what in the Michigan Merit Curriculum could be modified? What modifications can be recommended in the Personal Curriculum
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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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ESSENTIAL QUESTIONS 1) What was your experience as a high school student with educational planning? 2) What has been your experience as an educator with educational planning? 3) How is that the same or different for students in your school now? 4) With respect to rigor, relevance, and relationships, how should educators work together to meet the needs of secondary students? 5) What structures and systems need to change to develop an individualized learning approach for each student? 6) What do you have in place now to help students succeed? What else do you need? 7) What can you do within your control and influence to help create a learning environment that supports all students and gives all students the opportunity to learn a challenging curriculum? 8) How do we help students take ownership for their own education and destiny ?
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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
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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 Michigan’s 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 [email protected]
Supervisor for Curriculum and Literacy 517-241-2479 – MDE OSI
Special Education
Matt Korolden [email protected]
Co-director, Secondary Redesign and Transition 517-241-3509 – MDE OSE/EI 88