Michigan Merit Curriculum High School Graduation Requirements April 14, 2008

AGENDA  Introductions  Purpose and outcomes of the meeting  Informational PowerPoint and Activities MMC PC for all students PC for students with IEP’s EDP’s, PC’s, and IEP’s  Personal Curriculum Modification Resources  Question and Answer Period

What have you heard?

Purpose and Outcomes 1. Increased familiarity with/knowledge of the MMC credit requirements. 2. Identify the four reasons for which a personal curriculum may be requested. 3. Articulate the procedural steps for initiating and completing the personal curriculum process. 4. Differentiate between what is permissible for all students seeking a personal curriculum vs. students with IEPs.

Purpose and Outcomes 5. Explain the critical connection between the EDP, IEP, and the Personal Curriculum. 6. Develop an understanding of the requirements that must be addressed within each district to comply with the MMC and PC legislation 7. Review strategies for working with your districts to plan for and implement the legislative requirements.

Reality Check  “Public education is no longer about selecting and sorting students – it has evolved into a system that strives to prepare all students for lives outside of school…” Bill Daggett

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

The Finish Line Has Changed  Post-school outcomes are being looked at more and more closely.  It’s not about just getting a diploma anymore!  David Douglas High School began its journey to becoming a high performing school by asking: What do our students need to be successful after HS? What would it look like if everyone was doing it?

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

School Practices in High/Average Impact Schools High Impact Focus on Post Secondary Goals Academic Driven Embrace Standards and Assessment High expectations for all students Encourage Academic Challenge Data used for curriculum improvement Help prepare students for college requirements Early warning systems Counselors members of academic team Teacher assignment based on student needs and teacher expertise Average Impact Focus on Graduation Rules Driven Tolerate Standards and Assessment High Expectations for selected students Barriers to challenging courses Data used to measure past student performance Delay entry into grade level courses Remedial help after students falter Counselors involved through referrals Teacher assignment based on seniority and preference

Where do we begin? The MMC!

Overview of Michigan Merit Curriculum  The Michigan Merit Curriculum (MMC) represents the credits required for graduation in specific subject areas and learning experiences 2011 Requirements (current 9 th grade class) 4 English Language Arts 4 Mathematics (1 in senior year) 3 Science 3 Social Studies 1 Physical Education/Health 1 Visual, Performing, and Applied Arts On-line course/experience 2016 Requirements (current 4 th grade class) 2 credits/experience in Languages other than English

High School Content Expectations

Courses vs. Credits Course/Credit Content Expectations (CCE) English Language Arts Mathematics Science Social Studies High School Course/Credit Content Expectations

High School Course/Credit Guidelines

Courses vs. Credits Subject Area/Learning Experience Guidelines for: Visual, Performing, and Applied Arts Physical Education/Health Online Learning Languages other than English (LOTE) High School Course/Credit Content Expectations High School Course/Credit Guidelines

Courses vs. Credits Student earns credit by:  Successfully completing the learning expectations in the Course/Credit Content Expectations for the credit area  Successful completion to be determined, in part, by state or local district assessments  “Testing out” allowed based on earning qualifying score on state or local assessments

Courses vs. Credits, cont’d.  Credit requirement can be met in a variety of ways and in other courses Career Technical Education Community based learning Independent study/project work  High school credit may be earned for high school level courses taken prior to high school

School-Wide Support Systems for Student Success School-Wide Support Systems for Student Success Universal Instruction Core Instruction, all students Preventive Targeted Instruction Supplemental, some students, reduce risk Intensive Instruction Individualized, functional assessment, highly specific 80% 7-15% 1-5%

High School Curriculum Options for All Students MMC MMC + MMC/PC DIPLOMA

“+” Options to Meet MMC Requirements Every effort must be made to help all students achieve or exceed in the Michigan Merit Curriculum using varied and creative strategies such as:  Integrated and differentiated instruction  Online learning  College credit opportunities  Work-based learning  Project-based learning  Flexible scheduling  Spiraled curriculum  Peer coaching  Adult mentoring  Electives G4

District Obligations - MMC  Opportunities in place by school year to meet all graduation requirements  Graduation credit areas taught by “highly qualified” (NCLB) teachers  Basic technology and internet access in place to support on- line requirement  Educational Development Plan for 7 th graders to be completed and reviewed by the time student enters high school  Plan for students receiving alternative certificate vs. diploma  Notice to parents of students failing or in danger of dropping out

District Obligations - MMC By March 1 of each school year, school districts are legally required to provide to all students in grade 8 or higher general information about postsecondary enrollment opportunities such as: Advanced Placement (AP), Dual enrollment, Early and middle college high schools, Career and technical preparation enrollment options, May also include information about PC, Testing Out, and how credit requirements may be met – CTE, CBL, Independent Study, etc., all of which are local district decisions.

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

District Obligations – MMC Legislative Procedures  Michigan Merit Curriculum High School Graduation Requirements Michigan Merit Curriculum High School Graduation Requirements  MMC & Personal Curriculum Requirements and Responsibilities of Local Boards of Education MMC & Personal Curriculum Requirements and Responsibilities of Local Boards of Education G4-5

Michigan Merit Curriculum High School Graduation Requirements GGroup processing and planning MMC BBut first, a note from our sponsor

What’s this “PC”? Politically Correct?

PC = Personal Curriculum ! The personal curriculum is a documented process that modifies certain requirements of the MMC. G1

PC = Personal Curriculum ! The use of a personal curriculum (PC) modification is allowed by state statute for only four reasons:  Modify the mathematics requirement (G5)  Add more math, science, English language arts or world languages (G6)  Modify the credit requirements for a student with an IEP based on his or her disability (G7-8)  Transfer students – out-of-state/nonpublic (G8-9) G1

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 Personal Curriculum G3-4,11

Examples 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 that requires additional or specialized instruction 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 G3

Examples 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 documented 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 G3

Personal Curriculum Modification Process 1. Initiation 2. PC Development/Review Team 3. Agreement a. Credits and Content b. Use of EDP c. Use of IEP 4. Quarterly communication to monitor 5. Revision G9

 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/may be included for students with disabilities Personal Curriculum G9-10

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?

 Legislative Requirements (cont’d): Meets as much of MMC (HSCE/CCE) as practicable Must be aligned with the student’s EDP and IEP (if applicable) Measurable goals Method to evaluate progress Communication of progress with parent No set time lines aside from math and social studies Personal Curriculum G9-10

Sample Requests & Plans  Allegan Allegan  CISD CISD  Generic  Kalamazoo Kalamazoo  MDE MDE  Newaygo Newaygo

Personal Curriculum Review Review sample Personal Curriculum documents What components do you notice in all of them? What components do you find in some of them? Anything missing? * MAASE Clearinghouse* MDE Personal Curriculum SpaceMDE Personal Curriculum Space

MAASE Clearinghouse

MDE Personal Curriculum Space

What Does “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.  “ As much as ” not “ as little as ” G1

What Does “Practicable” Mean?  Modifications should facilitate the achievement of post-secondary goals.  Modifications should not erect barriers to progress and achievement.  Students with disabilities operate under this same context! G1-2, 11-12

Modifications  Modifications are allowed in the following areas for any student: Mathematics Health and Physical Education Visual, Performing and Applied Arts Social Studies G5-6

 No modifications in the following areas: English Language Arts Science World Languages Civics Online Learning Experience  Exception – Students with an IEP based on their disability and transfer students Modifications G9

MMC and PC Comparison CreditsSubject AreaMMC Description Personal Curriculum (Modification)* 4 CreditsEnglish Language Arts Aligned with subject area content expectations developed by the Department and approved by the State Board of Education No modification 4 CreditsMathematics Algebra I Geometry Algebra II 1 additional math or math-related credit Math or math-related credit in the final year All students must: Complete at least 3.5 math or math- related credits Complete a math or math-related credit in the final year Algebra 2 modification options: Complete 2.5 credits including.5 credit of Algebra II OR Complete a two year Career and Technical education curriculum which includes.5 credit of Algebra II content OR Complete Algebra 2 over 2 years with credit given for each year * Additional modifications allowed for students with IEP’s

MMC and PC Comparison 3 CreditsScience Biology Chemistry or Physics 1 additional Science credit No modification 3 CreditsSocial Studies.5 Civics.5 Economics US History and Geography World History and Geography No modification of Civics 2 credits must be earned Modified only if student takes additional credit(s) beyond the required credits in English Language Arts, Math, Science, or World Languages 1 CreditHealth and Physical Education Credit guidelines developed by the Michigan Department of Education Modification only if student takes additional credit(s) beyond the required credits in English Language Arts, Math, Science, or World Languages CreditsSubject AreaMMC Description Personal Curriculum (Modification)* * Additional modifications allowed for students with IEP’s

MMC and PC Comparison CreditsSubject AreaMMC Description Personal Curriculum (Modification) 1 CreditVisual, Performing, Applied Arts Credit guidelines developed by the Michigan Department of Education Modification only if student takes additional credit(s) beyond the required credits in English Language Arts, Math, Science, or World Languages 2 CreditsWorld Languages Begins with the Class of 2016 Credits earned in grades 9-12 OR An equivalent learning experience in grades K-12 No modification Online Learning Experience Online course or learning experience OR Online experience is incorporated into each of the required credits No modification * Additional modifications allowed for students with IEP’s

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. G8-9

Transfer Students  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 G9

The 16 Credits

Personal Curriculum and Students with IEP’s Subsection “k”

MMC PC PC “modified further” ALL STUDENTS Includes Section 504 IDEA eligible STUDENTS WITH IEP’S UNDER IDEA

Main Points  IEP does not override the MMC.  For a student with an IEP seeking a diploma, the personal curriculum modifications do have parameters.  A diploma shall not be awarded unless a student successfully completes all of the MMC credit requirements.

MMC & the Link to IDEA  A student’s IEP supports achievement in the curriculum (MMC or PC)  The 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.  The IEP does not determine the graduation requirements or the general education classes the student is to take. G7

The Personal Curriculum and Students with IEP’s  Every effort must be made to provide students with disabilities full access to the MMC before making modifications.  Assumptions about what students are capable of should be carefully considered given the possible impact modifications could have on granting a diploma. The key issue is providing the educational experience that will best enable the student to achieve their career pathway goals and/or postsecondary goals as identified in the Educational Development Plan (EDP) or Individual Educational Program (IEP). G7, S41,48

Subsection (k)  Permits consideration of modifications “not otherwise allowed”.  Need for modification must be based on the child’s disability and IEP.  Permits the modification to be made “to the extent necessary because of the pupil’s disability”. G7

What does it mean to modify graduation requirements and content expectations based on a student’s disability?  Additional credit substitution or content modification is allowed if the changes are based on the student’s disability  Not all of the MMC may be modified; only the areas that are specific to the student’s disability  Needs as identified in the IEP. G7, S47

Subsection (k) cont. For a student eligible for special education services, the personal curriculum modifications must: Incorporate as much of the subject area content expectation as practicable for the student Be consistent with both the Educational Development Plan and the Individualized Education Program (IEP) Modify components of the content expectations within each credit requirement. Be determined by the same group of people responsible for developing and approving a PC for any pupil but should also include a school psychologist or special education case manager. G7

What is meant by as much as is “practicable”?  The curriculum any student receives must be comprised of the content expectations outlined in the course/credit requirements.  Practicable content = Mix MMC content expectations + modifications to those expectations driven by student need  individual student progress towards identified post-secondary goals and career pathway G8

So what would we need to know to begin development of a PC for a student with an IEP?

What is meant by as much as is “practicable”? The starting point for the development of a personal curriculum with practicable content begins with: Identification of the student’s career pathway and post-secondary goal/s Assessment and documentation of the student’s current level of performance Identification of the requirements and critical educational experiences the student needs for achieving career and post-secondary goals Modifications to facilitate the student’s achievement of post-secondary goals G8

Acceptable modifications might include:  Modification of math before completing 2 credits  Modification to the method of assessing mastery  Modification to the criteria for determining mastery  Modifying components of the content expectations within each credit requirement including in ELA, Science, on-line, math, etcELAmath  Additional credit substitution within the MMCcredit substitution G8, S26

Ensuring a Quality Education Rigor, Relevancy, & Relationship The Personal Curriculum Modifications Should: Enable the achievement of post-secondary goals Facilitate progress along the student’s career pathway Enhance the relevance of the student’s educational experience Provide full access to statewide assessments Provide a gateway to employment and productive adult living Maintain the integrity of the diploma. G8

Accountability  NCLB and IDEA 04 hold State and Public Agencies accountable for the performance of students with disabilities within a structure of state standards.  In this context, nothing from the MDE can counter the accountability framework that NCLB and IDEA create. A diploma shall not be awarded unless the pupil successfully completes all of the credit requirements.   [ Section (a)(3), regarding exceptions to FAPE] G7

 How much of the MMC = credit  a local board decision.  It is not permissible to create an alternative pathway to graduation through an alternate curriculum  Districts may issue alternative certificates for students who do not meet all of the requirements of the MMC. There are no plans for a special education curriculum that will lead to a separate diploma.  Students with IEP’s – diploma ends FAPE Accountability G7, S44

High School Curriculum Options for Students with IEP’s Alternate MMC MMC + MMC/PC Curriculum DIPLOMA ALTERNATIVE CERTIFICATE

Some Things Seem to Be Very Clear  The IEP does not “trump” the graduation requirements.  We cannot substitute alternative curriculum and count achievement within that curriculum towards the 16/18 credit requirements.  We cannot reduce the number of credits.  Some students will receive an alternative certificate which does not end FAPE.

Personal Curriculum Supporting Materials Document

Q & A Document - SWI 8. How much of the Michigan Merit Curriculum (MMC) requirements can be modified for a special education student to ensure a quality education? 9. Does the IEP of a Student with a Disability override the MMC? 11. How do the EDP, PC, and transition IEP work together to support student achievement? 13. Is the MDE going to develop additional guidance on allowable modifications outlined in Section K? 14. Can a student with disabilities receive a PC as early as 8 th grade? 15. What is meant by further modified? 24. Does the MMC eliminate the CI population from getting a diploma? 26. What will be the extent of modifications practicable under subsection (k)? 27. Do courses taken as “substitutes” in the personal curriculum for students with disabilities require a set of written content expectations?

Q & A Document - SWI 29. 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? 30. What types of modifications to the academic requirements might be appropriate for a student with an emotional impairment, where the disability itself would not impair the student’s ability to perform academically, but rather impacts the student’s behavior? 31. What is the message to parents of students with disabilities if we want all students to achieve at higher levels? 32. Who is responsible for developing the PC for a student with a disability? How can special educators help general education colleagues? 37. What additional types of modifications in mathematics are allowed for a student with a disability? 46. In looking at the chart on MDE’s site for the PC under the column “modification”, it currently show no modifications in ELA or science. Does the law now allow students with a disability to modify both subject areas, and if so, what would they look like?

District Obligations – PC Procedural Questions  Who are the members of your PCDT?  What is the process from receiving the request for a PC to convening the team? Who is responsible?  Who needs to be aware of the process?  Who needs to be knowledgeable in the process?  How are EDP’s handled in the Middle School?  How are EDP’s currently incorporated into a student’s four year plan?

District Obligations - PC For students with IEP’s  How much/many modifications are “practicable” for SWI seeking a diploma?  What 9 th grade students do we have that are in jeopardy of not having an opportunity to progress in the MMC?  What content in the HSCE’s can go in the “functional” curriculum?

District Obligations – PC Legislative Procedures  MDE Personal Curriculum Guidelines MDE Personal Curriculum Guidelines  MDE Personal Curriculum Supporting Materials and Examples MDE Personal Curriculum Supporting Materials and Examples  MMC & Personal Curriculum Requirements and Responsibilities of Local Boards of Education MMC & Personal Curriculum Requirements and Responsibilities of Local Boards of Education

Michigan Merit Curriculum High School Graduation Requirements  Group processing and planning PC

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 and/or SE case manager should be included if the student has an IEP G2

An EDP records a plan of action leading to fulfillment of career and educational goals. Students store information on careers, pathways, educational options and experiences in their EDPs. What is an EDP?

1. Personal Information 2. Career Goal(s) 3. Educational/Training Goal(s) 4. Assessment Results 5. Plan of Action 6. Parent Consultation/Endorsement  (under age 18)  A good EDP meets many of the IDEA Secondary Transition Requirements Essential Elements for EDP’s G2

What is My Dream Explorer? A website created by Michigan Virtual University to assist a student in creating an Educational Development Plan, often know as an EDP.

My Dream Explorer The student site follows a four-step decision-making model: 1. Assess Helps in understanding how interests, abilities and preferences match up with careers.

My Dream Explorer 2. Explore Provides in-depth information on careers, colleges and financial aid. 3. Decide Resources and reference information will assist in making decisions and setting goals.

My Dream Explorer 4. Plan Use the EDP, schedule planner, portfolio and resume to record a plan of action to get where you want to go.  Local districts have unlimited access to My Dream Explorer and training is available for those that request it.

EDP, PC, and IEP – How do they work together within the MMC?  The personal curriculum is not a stand alone document.  Must be developed and coordinated with any other plans. EDP, IEP or 504 G2

EDP Course of Study Career Pathway and Goals Education/Training Goals Transition IEP Course of Study Post-Secondary Goals Transition Plan – Needs & plan to address needs Supplementary Aides and Services PC Course of Study Educational Goals Career Pathway G2

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

Resources  MMC HS Graduation Requirements – complete FAQ MMC HS Graduation Requirements – complete FAQ  Personal Curriculum – Guidelines Personal Curriculum – Guidelines Personal Curriculum Graphic  Personal Curriculum – Supporting Materials and Examples Personal Curriculum – Supporting Materials and Examples PC Development Process Grade by Grade  Student Movie - Informational Video Student Movie - Informational Video

Grade by Grade document

Resources  MMC HS Graduation Requirements – complete FAQ MMC HS Graduation Requirements – complete FAQ  Personal Curriculum – Guidelines Personal Curriculum – Guidelines Personal Curriculum Graphic  Personal Curriculum – Supporting Materials and Examples Personal Curriculum – Supporting Materials and Examples PC Development Process Grade by Grade  Student Movie - Informational Video Student Movie - Informational Video

Websites Michigan.gov/highschool (with link to HSCE site) Michigan.gov/hsce Michigan.gov/oeaa (MME/ACT information) Michigan.gov/mathematics (mathematics resources) MDE Personal Curriculum Space

Websites ACT.org (policy makers) On Course for Success ACT.org (policy makers) Reading Between the Lines ACT.org (College Readiness Standards) Preparing Michigan Students for Work and College Success df

Websites State Improvement Grant (SIG) – Math and ELA AYP Reach and Teach for Learning Michigan Transition Resources Michigan’s Integrated Technology Supports (MITS) CAST – Center for Applied Special Technology

Critical Juncture We are what we are based on where we’ve been.  Being asked to “think differently”  Being asked to redesign for a different world Legislation is passed… Curriculum is developed… What else is there to redesign?

Our assumptions about kids.

ALL Means ALL High School Redesign in Michigan is for ALL students Universal Design is a way to provide broader access to high school content. Personal Curriculum brings individualized design for RIGOR and RELEVANCY.

Michigan Merit Curriculum High School Graduation Requirements  Group processing and planning EDP Other Issues to Discuss

Questions? Julie McDonald, CISD/DCIA Consultant  Gail VanDaff, CISD Special Education Supervisor and Educational Consultant  Tony Warren, CISD Counselor Consultant

Michigan Merit Curriculum High School Graduation Requirements April 14, 2008