1. 1 Personal Curriculum: Special Education Advisory Committee Presentation December 3, 2008

2. 2 SEAC Recommendations 1.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.

3. 3 SEAC Recommendations 1.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.

4. 4 What 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

5. 5 ESEA 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

6. 6 Seat 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.

7. 7 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).

8. 8 SEAC Recommendations 1.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.

9. 9 Personal Curriculum Workgroup  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

10. 10 Areas 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

11. 11 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

12. 12 All Means All  Guidance that impacts all students

13. 13 Educational 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

14. 14 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

15. 15 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

16. 16 EDP 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

17. 17 Learning 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

18. 18 Electronic Shared Learning  The MDE PC Wiki http://mdepersonalcurriculum.wiki spaces.com/

19. 19  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 Plan

20. 20  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

21. 21 Personal Curriculum  The Personal Curriculum team consists of the following: –Student –Parent/guardian –Counselor/designee –School psychologist –Teacher(s) with content expertise

22. 22  Measurable goals  Method to evaluate progress  Communication of progress with parent Personal Curriculum Process

23. 23  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. Personal Curriculum

24. 24  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. Personal Curriculum

25. 25 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!

26. 26Accountability Core Academic Areas AYP ASSESSMENT RESEARCH BASED STRATEGIES NCLB

27. 27 SWD MEASURED ON STATE STANDARDAccountability IDEA ACHIEVEMENT IN GenEd DIPLOMA ALIGNED TO STATE STANDARD RESEARCH BASED STRATEGIES Core Academic Areas AYP ASSESSMENT RESEARCH BASED STRATEGIES NCLB

28. 28  In this context, the MDE and local or intermediate school districts cannot override the accountability framework required under NCLB and IDEA.Accountability

29. 29 SWD MEASURED ON STATE STANDARDAccountability IDEA ACHIEVEMENT IN GenEd DIPLOMA ALIGNED TO STATE STANDARD RESEARCH BASED STRATEGIES Core Academic Areas AYP ASSESSMENT RESEARCH BASED STRATEGIES NCLB MMC 16/18 MANDATORY CREDITS CONTENT EXPECTATIONS MME

30. 30Accountability NCLB Core Academic Areas AYP ASSESSMENT RESEARCH BASED STRATEGIES IDEA ACHIEVEMENT IN GenEd DIPLOMA ALIGNED TO STATE STANDARD SWD MEASURED ON STATE STANDARD CURRICULUM DEVELOPMENT PROFICIENCY PC DISTRICTWIDE ASSESSMENT LEA POLICY LEA CREDIT RESEARCH BASED STRATEGIES MMC 16/18 MANDATORY CREDITS CONTENT EXPECTATIONS MME EDP

31. 31 MMC “Mortgage” Calculator 70% 65%.65 x.70 =.455 PROFICIENCY CONTENT

32. 32 Systems Checks and Balances Post School Outcomes Education Training Work

33. 33 Systems Checks and Balances Post School Outcomes Education Training Work Course Of Study MMC Credit LEA Credit Other Learning Experiences EDP Career Pathway

34. 34 Systems Checks and Balances Post School Outcomes Education Training Work Course Of Study MMC Credit LEA Credit Other Learning Experiences EDP Career Pathway MME ACT MI-ACCESS Work Keys

35. 35 Systems Checks and Balances Course Of Study MMC Credit LEA Credit Other Learning Experiences MME ACT MI-ACCESS Work Keys End Point of Instruction AYP Diploma Certificate Other including dropout Post School Outcomes Education Training Work EDP Career Pathway

36. 36 Drop 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.

37. 37 Four Reasons for A 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.

38. 38 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 Personal Curriculum

39. 39 Math Modification 1 Credit Total Credits Algebra II to be taken over 2 years Geometry and Algebra I Algebra II4 Modification of.5 Algebra II credit Geometry and Algebra I ½ Algebra II credit 1 ½ Math or math-related credits 4 Modification of.5 Algebra II credit through CTE Algebra I and Geometry ½ Algebra II credit in CTE 1 ½ Math or math related credits 4

40. 40  English Language Arts  Science  World Languages  Civics  Online Learning Experience  Exception – Students with a disability and transfer students. Subjects That Can NOT Be Modified

41. 41 What about students with disabilities?

42. 42 SEAC Recommendations 1.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.

43. 43 Students 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.

44. 44 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)

45. 45 Carly 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 News Feb. 19, 2008

46. 46 Students With Disabilities  A school district or PSA may, at the parent’s request, consider modifications to the MMC not otherwise allowable.

47. 47 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.

48. 48 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.

49. 49 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).

50. 50 Students 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.

51. 51 Students 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”

52. 52 Students 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.

53. 53 Students With Disabilities  Modifications to academic expectations made through the PC option, should support progress along the career pathway and achievement of postsecondary goals.

54. 54 Students With Disabilities  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.

55. 55 Students 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.

56. 56 Students With Disabilities  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.

57. 57 Problems in Math or Reading (LD category?) Transition IEP: Accommodations Supports* Services Specific 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/ Drafting Specific Requirements For Achieving Vision Diploma College Job and Work experience Adult life

58. 58 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 need for support (CI category?) Student Vision /goals: Auto Related Ex: Work at Quick Lube Specific Requirements For Achieving Vision Diploma not an option Curriculum based on student needs Independent Living Skills Job and Work experience Community supports Transition IEP: Accommodations Supports Services Broad-based Transition planning (PCP/with intensive Community supports) Documentation of anticipated end point of instruction based on defined readiness

59. 59Resources 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 http://www.careercruising.com Career Forward http://www.mivhs.org/index.cfm http://www.mivhs.org/index.cfm Choices Planner http://www.bridges.com/us/prodnserv/choicesplanner_hs/index.html http://www.bridges.com/us/prodnserv/choicesplanner_hs/index.html Mydreamexplorer http://www.mois.org/content.cfm?ID=413 http://www.mois.org/content.cfm?ID=413

60. 60Resources College graduation rate - www.collegeresults.orgwww.collegeresults.org Transforming school counseling - www.edtrust.orgwww.edtrust.org

61. 61 Contact Information Deborah Clemmons Clemmonsd@michigan.gov Supervisor for Curriculum and Literacy 517-241-2479 – MDE OSI Matt Korolden koroldenm@michigan.gov Co-director, Secondary Redesign and Transition 517-241-3509 – MDE OSE/EIS