Transcript Understanding the Personal Curriculum

Understanding the Personal
Curriculum
Why it is not a Special Education
Thing
Reaching and Teaching
All Michigan Students
Reality Check
• “Internationally, the United States
does not have the highest
educational standards. However,
we have the deepest commitment
to equity…essential to a school’s
success is absolute commitment
to a rigorous and relevant
curriculum for all students.”
Bill Daggett
Practicalities
• Preparing Michigan Students for Work
and College Success are the same
thing
• Governor’s Goal - Double the number
of college graduates in Michigan
• Students success in college or the
workplace is linked to high level
courses in English, science and math
beyond Algebra II
• Rigorous requirements do not
increase dropout rates
In the last 30 years, jobs have been redistributed: employment
share and earnings
have shrunk for high school drop outs
• Until the 1970’s the United States’ economic dominance rested on a
solid agricultural and manufacturing base where workers with high
school or less could provide a comfortable living for their families
• Today, ideas rather than natural resources comprise an increasing
share in GDP growth
1973
Employment share 32%
Earnings
$25,900
40%
12%
9%
7%
$32,000
$40,000
$51,000
$57,700
High
school
drop
outs
High
school
graduates
Some
college,
no
degree
Associate
degree
Bachelor’s
degree
Graduate
degree
9%
31%
18%
10%
21%
11%
$20,700
$29,600
$35,800
$37,100
$52,600
$68,200
2001
Employment share
Earnings
Source: Autor, Levy, Murnane, 2003;
Carnavale (ETS), 2003
Schools DO Make a Difference
• Research of:
– Larry Lazotte,
– Wilbur Brookover
– Michael Rutter
• Conclude that:
– All children can learn
– Schools control the factors that
assure mastery of the curriculum
Schools DO Make a Difference
• Robert Marzano, What Works in
Schools, 2003
– An analysis of research conducted
over a 35 year period demonstrates
that schools that are highly effective
produce results that almost entirely
overcome the effects of student
backgrounds.
Getting to Credit
• Credit must be aligned with subject area
content expectations
Strategies to Assist
Student Success
• Integrated
instruction
• Online learning
• College credit
opportunities
• Work based
learning
• Project based
learning
• Flexible
scheduling
• Spiraled
Curriculum
• Peer coaching
• Adult mentoring
• Electives
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
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
Personal Curriculum
• Legislative Requirements:
– Agreement between the superintendent,
parent/guardian, and the student
– Developed by a team that must include at least
•
•
•
•
student
parent/guardian
counselor/designee
school psychologist should be included for students
with disabilities
– Meets as much of MMC (HSCE/CCE) as
practicable
– Aligned with the EDP
– Measurable goals
– Method to evaluate progress
– Communication of progress with parent
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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•
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•
Essential Elements
for EDPs
1.
2.
3.
4.
5.
6.
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
Drop Out Prevention
• 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
Mathematics Modification
1 Credit
MMC without PC
1 Credit
1 Credit
Algebra I, Algebra II and
Geometry (no sequence
required)
Modification allowing
Algebra II to be
taken over two years
Algebra I and
Geometry (no
sequence required)
Modification after
successful
completion of
minimum of 2.5 math
credits
Students required
to take Geometry
and Algebra I
Modification after
successful
completion of 2 math
credits
Algebra I and
Geometry (no
sequence required)
1 Credit
Total
Credits
Final
year
math or
mathrelated
credit
4
Algebra II
4
Algebra II
½ credit
Math or
mathrelated
credit
4
Algebra II
content in
CTE
Math or
math
related
credit
4
Modifications
Health and Physical Education and
Visual, Performing and Applied Arts
• Student takes additional credit beyond the
required credits in English Language Arts,
Math, Science, or World Languages
• Health education and social skills programs
improve school and test performance,
attendance and school connectedness
• Physical education, structured physical
activity and higher fitness levels impact
student achievement.
Modifications
Social Studies
• The third credit may be modified if
the student takes an additional
credit (beyond the required
credits) in English Language Arts,
Math, Science, or World Language
• 2 credits required, including civics
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
Modifications
• No modifications in the following
areas:
–
–
–
–
–
English Language Arts
Science
World Languages
Civics
Online Learning Experience
• Exception – Students with a
disability and transfer students
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”
Subsection (k) cont.
• The modification must be consistent
with the Educational Development Plan
and the Individualized Education
Program
• This determination is made by at least
•student
•parent/guardian
•counselor/designee
•school psychologist should be
included for students with
disabilities
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.
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.
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, 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.
Some Things Seems to Be Very Clear
• We cannot substitute alternative content and
count achievement within that content
towards the 18 credit requirements.
• 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 FAPE.
So where do we get answers?
• There are two sets of guidance documents
posted to the Office of School
Improvement website.
• Follow this link:
http://www.michigan.gov/mde/0,1607,7-1406530_30334-178576--,00.html
Or….
• Start with the MDE website
MDE - Michigan Department of Education
http://www.michigan.gov/mde
Go to the “OFFICES” tab on the left side of the
page
Follow the School Improvement link
Follow the Personal Curriculum Guidelines link
And now …
• Answers to your questions
SEAC Questions on
Personal Curriculum
Generated on January 9th 2008 in
preparation for Personal Curriculum
presentation to SEAC on February 6th,
2008
• The latest versions of MDE’s Personal
Curriculum Guidelines and examples
documents can be found here:
• http://www.michigan.gov/mde/0,1607,7140-6530_30334-178576--,00.html
Umbrella 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
Additional Questions
Q: What is the school’s obligation to bring up
the option of a PC at an EDT or IEP?
A: The school would be responsible for
informing the parent of the personal
curriculum as part of their general
information sharing process regarding the
graduation requirements.
Q: What is the role of the IEP with regards to
MME?
A: Identifies which version of the exam the
student will be assessed on and any
modifications or accommodations that are
necessary and permissible.
Q: How does the IEP/504 plan interface with
the end of credit exams?
A: Identify accommodations and
modifications
Q: Are there other ways besides to PC
within the HS curriculum for students with
IEPs to demonstrate the competencies
required by MMC?
A: The PC has nothing to do with
demonstrating competence.
Q: Is the PC framed around the student’s interests
and capabilities/competencies?
A: The PC is a tool for making changes to the
graduation requirements as identified in 1278a
and 1278b. It “individualizes” the rigor of the
student’s course of study as identified in the
EDP. A good EDP should be based on sources
of information that identify preferences,
strengths and interests of students and families.
Q: How will the state (MDE) monitor the rate
of students with PCs?
A: Through the SRSD - SDS
Q: What plans are there to develop a userfriendly guide to PC for parents and school
staff? (user-friendly meaning <5 pages,
not in .4 font, as jargon-less as possible
etc.)
A: We are forming a group to do this as we
speak.
Q: What provisions are there to balance
more rigor in one area with less rigor
somewhere else?
A: There are no “official” provisions. This is
a decision that must be made and agreed
to by the development team.
Q: How will consistency between districts (LEAs)
be assured if LEAs each define their own end of
credit exams?
Q: How will we deal with the issue of equity
between district to district, and between program
to program?
A: Data portraits. We must connect the dots
between course of study, performance on the
MME, graduation and postsecondary outcomes.
Q: What ISDs are coordinating efforts with
their local districts with regard to MME?
How are they doing that?
A: That’s a good question!
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