Transcript IDEA 2004: An Overview
An Update on Novi’s Journey Presentation for MAASE April 13, 2011
Students TAKE courses Students EARN credits Credit is not just about seat time or work completed Credit involves demonstrating proficiency in the standards for each course A credit may----but does not necessarily- - equal a course
Students earn credit by: Successfully completing the learning expectations for the credit area Successful completion must be determined,
in part
, by assessments of proficiency
MMC guidance document from Michigan Dept. of Education in November 2006 says: The federal Individuals with Disabilities Act (IDEA) is very clear that all students have the right to access, participate and perform in the general education curriculum. While IDEA guarantees a free, appropriate, public education, it does not provide a guarantee that a student with disabilities is entitled to a diploma.
MMC assures minimal standards are addressed Local Districts may exceed state requirements Local Districts determine what constitutes “credit” in a set of standards or course
Local Districts approve assessments of proficiency Local Districts determine “cut scores” on assessments of proficiency Local Districts may establish “alternate cut scores” for students with disabilities
Local Districts establish policies/procedures relative to Personal Curriculum requests Local Districts decide how far a Personal Curriculum may modify the content expectations and still allow the student to earn a diploma
Set up procedures that essentially create an alternate diploma
Any student wishes to go beyond the requirements by taking more math, science, ELA or world language credits Any student wishes to modify the math requirement A student moves into the state late in his/her high school career A student with an IEP needs to modify credit requirements based on disability
Requires written agreement between superintendent, parent, and student Must include measurable goals and methods of evaluation on whether goals are met Requires quarterly meetings with parent and each teacher of a modified curriculum area to monitor progress If a student fails to achieve goals, the PC is null and void Revisions to the PC follow the same process
Must align with the student’s EDP Must meet as much of MMC as is practicable Must be developed by a team
May request modifications not otherwise allowable Must be based on the student’s disability May not create a different path to graduation Must still include as much of the MMC as is practicable Must be consistent with the EDP and IEP
◦ ◦ ◦ After the PC Modification has been approved by the PC Committee, the IEP Team identifies: Courses Supports Accommodations
Alignment of high school courses with general ed content expectations Alignment of special ed courses with ESSENTIAL content expectations Common assessments of proficiency
Criteria for granting credit Cut scores to determine proficiency for all students Alternate cut scores for students with disabilities Process for granting out of state transfer credits Guidelines and procedures for responding to Personal Curriculum requests Revisions to Sept 2009 Administrative Guidelines based on ongoing changes to initial legislation
NCSD Administrative Guidelines-effective 9/09 Guidelines revised relative to legislative changes in spring of 2010 Staff/administrative changes fall 2010 Board workshop December 2010 Board Policy approved February 2011 Guidelines revised February 2011 Forms/procedures revised February 2011
What would YOU decide?
What should “credit” be based on?
What constitutes “proficiency” ◦ ◦ For the general population?
For students with disabilities?
Under what circumstances should alternate cut scores be used?
At what proficiency level is it no longer acceptable to grant diploma credit?
Should any student ever be allowed to waive the PE or Health requirements?
How do we handle granting credit for MMC courses taken in Middle School?
For PC requests for advanced studies, should students first be required to exhaust other options like testing out or use of electives?
How can we assure that credits accepted from other states or private schools meet MMC standards?
Simulate the decision-making that went into the development of the draft guidelines Split into small groups Dialogue about a series of questions Provide initial reactions to each question
Maintain rigor and integrity of the diploma Retain the individual considerations allowed by law Find a middle ground that is acceptable to the community
Establishes that grades are based on proficiency in a set of standards Establishes cut score for all students Establishes alternate cut score for students with IEPs Mandates guidelines that assure PC does not undermine integrity of diploma or create a less rigorous diploma path
Credit requirements appear here Identify nontraditional options for earning credit (test out, dual enrollment, summer, online, etc.) Define student with a disability
Identify standard accommodations Assure that accommodations not tied to a specific course or location Include parameters for PCs (some from state, some locally determined) Address PE modification for students with an IEP
◦ ◦ ◦ Specific requirements for students with IEPs PC must have a direct and substantial relationship to identified disability PC must be driven by academic skill deficit manifested before 9 th grade and resistant to research-based interventions over time PC may not be based solely on performance deficit resulting from inadequate work habits
◦ ◦ ◦ Specific requirements for students with IEPs (continued) PC must include provision for remedial instruction for any modified content areas PC must require same total number of credits as for all students If proficiency is set at less than 60%, student receives credit but no letter grade
◦ Specific requirements for students with IEPs (continued) If PC allows proficiency of less than 60% in more than 2 MMC-required academics, student must demonstrate employability skills by: Passing Work Keys at level 3 or higher, OR 540 hours of paid employment in a field related to the EDP, 270 of which must be continuous with same employer
4 types of PCs = 4 different sets of forms Request form completed by parent and approved by assistant principal Plan completed by counselor and team, then approved by assistant principal Plan includes notice of all requirements Signatures of participants indicate agreement
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