January 15, 2013

Utilization of the Personal Curriculum

 Part I: Personal Curriculum (PC) Basics  Part II: Michigan Department of Education (MDE) Personal Curriculum Website  Part III: ActPoint

 Arnae Sadjak High School Title I Consultant District Instructional Service Coordinator Standish-Sterling Community Schools  Rashell Bowerman Instructional Intervention Consultant Curriculum and Instruction Unit Office of Education Improvement & Innovation Michigan Department of Education

 Initial Contact-PC is requested by parent/legal guardian, emancipated student, or school personnel.  The counselor acknowledges receipt of PC request and discusses next step.  The request is reviewed to determine if modifications are consistent with state and district policy.

 If eligible, the PC team writes the PC using the Educational Development Plan (EDP) (and Education Program (IEP) for those students in special education).  PC is agreed to in writing by student, parent/legal guardian and Superintendent/Designee.  PC is implemented by the appropriate staff.  Student progress is monitored quarterly by parents with each teacher in the modified area. 1

 An “individualized approach to learning”.  Offers an “alternative choice for a student who needs a more tailored approach to learning academically”.  “The legislative intent of the PC is to individualize the rigor and relevance of the educational experience and provide a tool to help ALL students succeed with the Michigan Merit Curriculum (MMC).” 1

 Student  Parent/guardian  Counselor/designee  School psychologist (if available/appropriate for student with an IEP)  Teacher(s) with content expertise 1

Student’s PC must:  Align with the EDP, post secondary goals, and the IEP  Establish measurable goals  Provide a method to evaluate progress  Contain a plan for on-going communication in which a parent communicates at least quarterly with each teacher in the modified content area(s) 1

 Local Education Agencies (LEA’s) must provide the opportunity for students to develop their EDP in the 7 th grade and ensure that each student reviews and revises the EDP as appropriate in 8 th grade before entering high school.  The EDP must still be developed under the supervision of the student’s school counselor (or designee) and must be based on high school readiness scores and a career pathways or exploration program. 1

A documented process initiated by:  The parent/legal guardian  Student over 18 (if no appointed guardian)  Emancipated youth  School personnel 1

 Michigan law states that a PC may be requested for a student who has completed grade 9. 1

 A request for modification(s) for a student with an IEP may be made at any time, but the modification(s) cannot take effect until the student begins high school. 1

A request for modification(s) for a transfer student may be made upon enrollment in a Michigan public high school after an assessment of previous credits earned determines that the student has completed the equivalent of two years of high school. 1

 Must be consistent with the student’s EDP (and IEP for the student in special education).  Meet as much of the MMC subject content expectations as practicable for the student. 1

 “Practicable” is an inclusive term meaning as much of the subject area content standards as possible during high school instruction for the student.  Students with an IEP operate under this same context. 1

 Identification of the student’s career pathway  Requirements for achieving postsecondary goals  Analysis of the student’s current and past levels of performance (i.e., transcript and informal and formal assessment data)  Identification of the courses and other educational experiences the student needs to progress along the career pathway and achieve postsecondary goals 1

Before granting a Personal Curriculum, school districts should make certain all efforts have been made to help students successfully complete the MMC requirements. 1

A Personal Curriculum is NOT:  “A substitute for good teaching”  “…convenient escape door for schools to shy away from providing access to the MMC for students who are more difficult to reach and teach.” 2

 What instructional strategies have been used with the student?  What interventions have been implemented with the student?

 Integrated and differentiated instruction  Interventions and support  Spiraled curriculum  Online learning  Project-based learning  Flexible scheduling  Peer coaching  Adult mentoring  Electives  College credit opportunities 1

If a student is not successfully completing a credit required for graduation or is “at risk” for withdrawing, the school district “shall notify the parent/guardian of tutoring or other supplemental educational supports or counseling services”. 1 Personal Curriculum could create another option for students “at risk”, thus decreasing the drop-out rate.

The four types:  To access advanced or specialized content that cannot be met through electives or to succeed in accelerated math, science, English language arts, or world languages  To modify requirements because the student has transferred from an out of state or non-public school

 To reduce the Algebra II requirement in the MMC  To modify, if necessary, the credit requirements of a student with an IEP 1

Earning additional credits: A student may earn additional credits in math, science, English language arts, and /or world languages by exchanging up to one credit each of social studies; physical education and health; and or/ visual, performing and applied arts credits. 1

Transfer Student Requirements:  Student has successfully completed the equivalent of two years of high school credit at an out of state or nonpublic school.  Districts may use appropriate assessments or examinations to determine what credits were earned out of state or at the nonpublic school.

Transfer Student:  Student must successfully complete at least 1 mathematics credit during the final year of high school. -Algebra I if enrolled at least 1 year -Next credit above Algebra I if student has demonstrated success in Algebra I  Student must earn.5 credit in Civics. 1

Mathematics Modification: 1.0 credit of Algebra II may be modified to 0.5 credit.

Mathematics modification:  A student may also request and receive a PC to modify the 1.0 credit Algebra II requirement by successfully completing 0.5 credit of statistics or 0.5 credit of functions and data analysis. 1

Mathematics Modification:  Math or math-related course is still required in the student’s final year. 1

For a student with an IEP the PC must:  Be consistent with both the EDP and IEP.  Incorporate as much of the subject area content expectation as practicable for the student within the context of the MMC requirements.  Show modifications which are specific and targeted, and NOT based solely on eligibility.

For a student with an IEP the PC:  Should be granted on a limited basis.  Must incorporate as much of the content standards in areas that are being modified as practicable.  Must maintain the legislative intent of increased rigor for all.

For a student with an IEP: The PC decisions rest with a district level team that has the authority to make modifications “to the extent necessary”. 1

The board of a local school district may award a diploma to students completing requirements of a PC. 1

1 MDE – Personal Curriculum Documents _30334_ ,00.html _30334_ ,00.html 2 Personal Curriculum Ning ActPoint

Rashell Bowerman Instructional Intervention Consultant Mary Head Departmental Analyst