Transcript Slide 1

Personal Curriculum:
School Counselors Role and
Post-Secondary Planning
April 15, 2008
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Educational
Planning
Educational Planning
 The first step in developing an individualized
approach to learning starts with the
Educational Development Plan
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Educational Development Plan (EDP)
 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 and becomes
the student’s “course of study”.
– 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
 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
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Universal
Planning
Elements
Personal Learning Plan
 Develop post-secondary training,
employment, and adult living goals
 Identify student preferences, interests,
strengths, and needs
 Review academic performance, learning
styles, and effective support strategies
 Identify and coordinate credit and support
for personal curriculum consideration
 Annual Review
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Personal
Learning
Plan
Personal Learning Plan
 An individualized approach to learning
embodies flexibility, innovation, and offers
an alternative choice for children who need
or desire a more tailored approach to
learning to succeed academically
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School
Counselor
School Counselor
 The school counselor and comprehensive
school counseling programs are key to the
development of educational learning plans
for students
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School Counseling Programs
 The American School Counselor Association
(ASCA) endorses comprehensive school
counseling programs that promote and
enhance student learning in three broad
and interrelated areas of student
development
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School
Counseling
Programs
School Counseling Programs
 Academic Development includes skills,
abilities, knowledge for effective learning
 Career Development includes skills,
abilities, knowledge to help students make a
successful transition from school to careers
 Personal/Social Development includes
skills, abilities, knowledge to help students
understand and respect self and others,
interpersonal skills, safety and survival skills
to develop students into contributing
members of society
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School
Counselor’s
Role
School Counselor’s Role
 Counseling services to assist students
 Collaborate with staff to plan educational
interventions, curriculum, behavioral
management plans, and teaching strategies
 Consult and collaborate with students,
families, school personnel and other
agencies regarding behavior and education
concerns
Certification and Licensure of School Counselors R390.1302
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School
Counselor’s
Role
School Counselor’s Role
 Provide guidance to students on career,
occupational and educational information to
facilitate post secondary goal attainment
 Assess students
 Design, implement and evaluate guidance
and counseling programs focusing on
career, academic, personal, social,
emotional and developmental needs of all
students
Certification and Licensure of School Counselors R390.1302
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School
Counselor’s
Role
School Counselor’s Role
 Provide guidance to students on career,
occupational and educational information to
facilitate post secondary goal attainment
 Assess students
 Design, implement and evaluate guidance
and counseling programs focusing on
career, academic, personal, social,
emotional and developmental needs of all
students
Certification and Licensure of School Counselors R390.1302
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School
Counselor’s Functions
School
Counselor’s
Functions
 Advising
 Coordinating
 Placement
 Instructing
 Planning
 Referring
 Assessment
 Programming
 Counseling
Certification and Licensure of School Counselors R390.1302
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School Counselor and the
Personal Curriculum
The School Counselor provides planning,
assessment skills, and tools to ensure the
personal curriculum modifications align with all
student educational plans. The School
Counselor:
– Legislatively required member of the PC
development team
– Assists with the development of the
Educational Development Plan (EDP)
– Coordinates and facilitates planning of the
PC modification plan
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Personal Curriculum
Curriculum
Personal
 The legislative intent of a Personal
Curriculum is to increase the rigor and
relevance of the educational experience and
provide a tool to help all students succeed
with the MMC.
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Personal Curriculum
Curriculum
Personal
 A documented process initiated by:
– the parent/legal guardian,
– student over 18 if no appointed guardian,
or
– an emancipated youth
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Personal Curriculum
Curriculum
Personal
 Modifies certain requirements of the
Michigan Merit Curriculum
– Not all or any of the requirements
 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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Guiding Principles
Principles
Guiding
 The PC is one option to help students meet
or exceed the MMC.
 A Personal Curriculum allows for
modification of state high school content
expectations.
 The PC is an individualized plan for rigor
and relevance based on the HSCE.
 The PC is the exception and agreed upon
with thought and integrity.
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Guiding Principles
Principles
Guiding
 The PC is agreed upon and initiated by the
parent/guardian or emancipated student.
 Prior to granting a PC, districts should ensure
all efforts have been made to help students
successfully complete the requirements.
 Educators are obligated to teach a challenging
curriculum and prepare all students for post
secondary goals.
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Personal Curriculum
Curriculum
Personal
 Involves an agreement between the parent/
guardian superintendent, and the student.
 Meets as much of MMC subject area content
expectations as practicable/possible for the
student.
 Must be aligned with the student’s EDP and
IEP for students with a disability.
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Personal Curriculum
Curriculum
Personal




Measurable goals.
Method to evaluate progress.
Communication of progress with parent.
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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What’s
Practicable Mean?
What’s
Practicable
Mean?
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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Modifications NOT Needing a
Personal Curriculum
 Spreading a credit over two years with a
student receiving ½ credit per year.
– Example: Algebra I or II, Physics, etc.
 Taking both a credit requirement and
support course.
– Example: Geometry and Geometry
Prep, Chemistry and Chemistry
Support, etc.
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Modifications NOT Needing a
Personal Curriculum
 Taking credit requirements through career
and technical education courses,
humanities courses, industrial education or
applied arts.
 Earning credit through Advanced
Placement, Dual Enrollment, and
International Baccalaureate classes.
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Four Reasons for a
Personal Curriculum
There are 4 reasons for a student to request a
PC.
1. To add additional math, English, science
or world language courses.
2. Modify credit requirements because he
or she has transferred from out of state
or from a non-public school.
3. Modify the Algebra II requirement by
spreading the content over two years for
two credits.
4. Modify the credit requirements based on
a student’s disability.
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Subjects That Can Not Be Modified
 English Language Arts
 Science
 World Languages
 Civics
 Online Learning Experience
 Exception – Students with a disability and
transfer students
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School Counselor Certification
Four ways to become a credentialed
school counselor in Michigan:
1. Traditional (teaching certificate with a
school/guidance counselor endorsement)
2. School Counselor License (in or out of state
applicants may be licensed upon
completion of all criteria)
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School Counselor Certification
Four ways to become a credentialed
school counselor in Michigan:
3. Preliminary Employment Authorization to work as a
School Counselor (must be enrolled in an in-state
approved program). [Refer to Administrative
Rules that Govern Certification and Licensure of
School Counselors for additional criteria]
4. Temporary School Counselor Authorization
(exclusively for out-of-state applicants) [Refer to
Administrative Rules that Govern Certification and
Licensure of School Counselors for additional
criteria]
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School Counselor Designee

The Personal Curriculum Guidelines state
that a “counselor or designee” shall be a
part of the PC team.

A school counselor designee:
–
A school principal or superintendent
must apply for one of three permits on
behalf of the designee.
–
Designee should only be used if a school
counselor is unavailable
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School Counselor
A School Counselor is NOT:

A person who holds the Limited License
Professional Counselor (LLPC)

A Licensed Professional Counselor (LPC)

Neither the LLPC or LPC are issued by MDE
and individuals with these credentials are not
certified to work as a school counselor in
Michigan.
**Any one not credentialed as a school counselor by the Michigan
Department of Education does not hold the proper
certification/license to be legally employed as a school counselor
in MI.
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School Counselor
There is a penalty for hiring someone who
has not been appropriately credentialed as
a school counselor by the state of
Michigan:
–
Considered a misdemeanor
–
$1,500 fine for each incidence
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Approved Counselor Programs
There are twelve higher education institutions
within the State of Michigan that have
approved School Guidance Counselor
Programs.
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Approved Counselor Programs
Andrews University
Central Michigan University
Eastern Michigan University
Grand Valley State University
Michigan State University
Northern Michigan University
Oakland University
Siena Heights University
Spring Arbor University
University of Detroit-Mercy
Wayne State University
Western Michigan
University
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Alignment of EDP and IEP With PostSecondary Vision and Goals
Student Vision
Auto Related
Engineering/
Drafting
Specific
Requirements
For
Achieving
Vision
EDP
Pathway
Transition IEP HS Courses
Diploma
Accommodations Requirements
College
Supports
Job and Work
to meet the
Services
Experience
Vision
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Mild
Support
Requirements
Alignment of EDP and IEP With PostSecondary Vision and Goals
Student Vision
Auto Related
Auto Body
Specific
Requirements
For
Achieving
Vision
Transition IEP
Diploma
EDP
Accommodations
Independent
Pathway
Supports
Living Skills
HS Courses
Services
Requirements College/Training
Specific
Job and Work
to meet the
Transition Planning
Experience
Vision
Documentation of
Attempts to support
Personal
AND
Curriculum
failure to achieve
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MMC Requirements
Targeted
Supports
Alignment of EDP and IEP With PostSecondary Vision and Goals
Student Vision
Auto Related
EDP
Transition IEP
Pathway
Accommodations
Supports
Defined learning
Services
Experiences
Defined point
Specific
of exit
Transition Planning
Documentation of
Defined End Point
Of Instruction
Work at
Quick Lube
Specific
Requirements
For
Achieving
Vision
No Diploma
Independent
Living Skills
Job and Work
Experience
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Intensive
Supports
Career & Technical Education (CTE)
 More than 95% of high school students take
at least one CTE course
 Career and Technical Education Should:
– Engage students in specific, career-related
learning experiences
– Prepare students who may choose to enter the
workforce directly after high school
– Support students in acquiring rigorous academic
knowledge, technical skills, employability skills,
and habits needed for success in the workforce
and post-secondary education
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Career Cruising
 Interactive career resource designed people
of all ages
 Helps students plan their future
 Includes
– Assessment tools
– Occupation profiles
– Post-secondary education information
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Career Forward (CFWD)
 Designed to help Michigan students
understand how to plan their work lives,
career opportunities, and implications of the
global economy
 Satisfies MMC requirements for an online
course
 Developed through a partnership with MDE
and the Michigan Virtual University
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Choices Planner
 Online career information delivery system
 Helps students compare, connect, and
choose from a vast network of work and
education options
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Mydreamexplorer (MDX)
 Online career development tool designed for
educators, administrators, parents, and
students
 Includes:
– Interviews with Michigan career
professionals
– Educator workshop
– Online career information video
workshops
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Michigan Virtual High School (MVHS)
 The goals of the MVHS are:
– Expand curricular offerings
– Provide students with opportunities to develop
new skills and competencies
– Provide opportunities for teachers to learn new
skills and strategies
– Serve as a model for the use of interactive
multimedia tools
– Help the state respond to emerging educational
demands
– Offer courses and services to all audiences
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– Offer college level courses and at-risk programs
Michigan Virtual University (MVU)
 Works with middle and high schools across
the state to provide online courses for
students
 Provides online professional development
opportunities for educators
 Provides online career development and
exploration tools
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Resources
Resources
Administrative Rules for certification and licensure of
Michigan school counselors
http://www.state.mi.us/orr/emi/admincode.asp?AdminCode=Single&Ad
min_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
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ContactInformation
Information
Contact
Deborah Clemmons
[email protected]
Supervisor for Curriculum and Literacy
517-241-2479 – MDE OSI
Matt Korolden
[email protected]
Co-director, Secondary Redesign and Transition
517-241-3509 – MDE OSE/EIS
Beatrice M. Harrison
[email protected]
Office of Professional Preparation Services
Higher Education Consultant
(517) 241-0046 – MDE OPPS
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