1. 1 Personal Curriculum: School Counselors Role and Post-Secondary Planning December 12, 2008

2. 2 Educational Planning  School counselors are key players in helping students gain access to rigorous academic preparation and support teachers to make sure that students succeed. The first planning step is assisting students with the Educational Development Plan.

3. 3 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

4. 4 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

5. 5 Career Pathway Plan of Study  The Career Pathway Plan of Study serves as a guide along with other planning tools to help students meet educational and career goals. The MDE web site – Career and Technical Education Office provides plans of study for 16 major career clusters: www.michigan.gov/mde

6. 6 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

7. 7 School Counselor  The school counselor and comprehensive school counseling programs are key to the development of educational learning plans for students

8. 8 School Counseling Programs  The American School Counselor Association (ASCA) endorses comprehensive school counseling programs that promote and enhance student learning in three broad and interrelated areas of student development

9. 9 School Counseling Programs  Academic Development includes skills, abilities, knowledge for effective learning  Career Development includes skills, abilities, knowledge to help students make a successful transition from school to careers  Personal/Social Development includes skills, abilities, knowledge to help students understand and respect self and others, interpersonal skills, safety and survival skills to develop students into contributing members of society

10. 10 School Counselor’s Role  Counseling services to assist students  Collaborate with staff to plan educational interventions, curriculum, behavioral management plans, and teaching strategies  Consult and collaborate with students, families, school personnel and other agencies regarding behavior and education concerns Certification and Licensure of School Counselors R390.1302

11. 11 School Counselor’s Role  Provide guidance to students on career, occupational and educational information to facilitate post secondary goal attainment  Assess students  Design, implement and evaluate guidance and counseling programs focusing on career, academic, personal, social, emotional and developmental needs of all students Certification and Licensure of School Counselors R390.1302

12. 12 School Counselor’s Functions  Advising  Placement  Planning  Assessment  Counseling   Coordinating   Instructing   Referring   Programming Certification and Licensure of School Counselors R390.1302

13. 13 School Counselor Certification Four ways to become a credentialed school counselor in Michigan: 1. Traditional (teaching certificate with a school/guidance counselor endorsement) 2. School Counselor License (in or out of state applicants may be licensed upon completion of all criteria)

14. 14 School Counselor Certification Four ways to become a credentialed school counselor in Michigan: 3. Preliminary Employment Authorization to work as a School Counselor (must be enrolled in an in-state approved program). 4. Temporary School Counselor Authorization (exclusively for out-of-state applicants) [Refer to Administrative Rules that Govern Certification and Licensure of School Counselors for additional criteria]

15. 15 School Counselor Designee  The Michigan Merit law, Section 1278b(5) states that a “high school counselor or another designee qualified to act in a counseling role” shall be included as part of the PC team.  The Michigan Merit Curriculum law states that the school principal has the authority to determine the “counselor designee qualified to act in a counseling role” under section 1233 or 1233a of the school code.

16. 16 The School Counselor provides planning and assessment tools to ensure the personal curriculum modifications align with all student educational plans. The School Counselor: –Is a member of the PC development team –Supervise and assist with the development of the Educational Development Plan (EDP) –Coordinates and facilitates planning of the PC modification plan School Counselor and the Personal Curriculum

17. 17  The 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

18. 18  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

19. 19 Personal Curriculum  The Personal Curriculum team consists of the following: –Student –Parent/guardian –Counselor/designee –School psychologist –Teacher(s) with content expertise

20. 20  Measurable goals  Method to evaluate progress  Communication of progress with parent Personal Curriculum Process

21. 21  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

22. 22  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

23. 23 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!

24. 24Accountability Core Academic Areas AYP ASSESSMENT RESEARCH BASED STRATEGIES NCLB

25. 25Accountability IDEA ACHIEVEMENT IN GenEd DIPLOMA ALIGNED TO STATE STANDARD Core Academic Areas AYP ASSESSMENT RESEARCH BASED STRATEGIES NCLB SWD MEASURED ON STATE STANDARD RESEARCH BASED STRATEGIES

26. 26  In this context, the MDE and local or intermediate school districts cannot override the accountability framework required under NCLB and IDEA.Accountability

27. 27Accountability IDEA ACHIEVEMENT IN GenEd DIPLOMA ALIGNED TO STATE STANDARD Core Academic Areas AYP ASSESSMENT RESEARCH BASED STRATEGIES NCLB MMC 16/18 MANDATORY CREDITS CONTENT EXPECTATIONS MME SWD MEASURED ON STATE STANDARD RESEARCH BASED STRATEGIES

28. 28Accountability NCLB Core Academic Areas AYP ASSESSMENT RESEARCH BASED STRATEGIES IDEA ACHIEVEMENT IN GenEd DIPLOMA ALIGNED TO STATE STANDARD SWD MEASURED ON STATE STANDARD DISTRICT CURRICULUM PROFICIENCY PC DISTRICTWIDE ASSESSMENT LEA POLICY LEA CREDIT RESEARCH BASED STRATEGIES MMC 16/18 MANDATORY CREDITS CONTENT EXPECTATIONS MME EDP

29. 29 MMC “Mortgage” Calculator 70% 65%.65 x.70 =.455 PROFICIENCY CONTENT

30. 30 Systems Checks and Balances Post School Outcomes Education Training Work

31. 31 Systems Checks and Balances Post School Outcomes Education Training Work Course Of Study MMC Credit LEA Credit Other Learning Experiences EDP Career Pathway

32. 32 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

33. 33 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

34. 34 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.

35. 35 Modifications NOT Needing A Personal Curriculum  Taking credit requirements through career and technical education courses, humanities courses, industrial education or applied arts.  Earning credit through Advanced Placement, Dual Enrollment, and International Baccalaureate classes.

36. 36 Modifications NOT Needing A Personal Curriculum  Spreading a credit over two years with a student receiving ½ credit per year –Example: Algebra I or II, Physics, etc.

37. 37 Modifications NOT Needing A Personal Curriculum  Taking both a credit requirement and support course. –Example: Geometry and Geometry Prep, Chemistry and Chemistry Support, etc.

38. 38 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.

39. 39 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

40. 40  After all elective options have been exhausted, students may substitute: –Up to 1 credit of Visual, Performing and Applied Arts credit –The 3 rd social studies credit, excluding Civics #1-Adding mathematics, English, science, or language

41. 41  A student may substitute: –½ credit of Physical Education –(Consideration: A previous law remains in effect requiring students who are physically fit and capable to take a physical education course.) –(Note: Districts may credit a student’s participation in athletics and other extracurricular activities involving physical activity as meeting the physical education requirement.) #1-Adding mathematics, English, science, or language

42. 42  A student may substitute: –½ credit of Health (however students are still required to have STD and HIV instruction.) #1-Adding additional math, English, science or language

43. 43  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 assessments/examinations to determine what credits were earned out of state or at a nonpublic school. #2-Transfer Students

44. 44  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 earn ½ credit in Civics. #2-Transfer Students

45. 45  Spread Algebra II content over two years for two credits. OR  After completing ½ credit of Algebra II, taking a different math or math-related subject for the remaining 1½ credits. Prior to requesting this option, a student must have earned credit for both Geometry and Algebra I. #3-Algebra II Modification

46. 46  Students must still earn a total of 4 math credits, and, take a math or math- related credit in their senior/final year. #3-Algebra II Modification

47. 47 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

48. 48 The Algebra Connection

49. 49 Math Modification  Review the math modification scenarios and discuss with a colleague the following questions: –Did any of your assumptions about the MMC and or PC change? –Did any of your assumptions about the math requirements for all students change? –Do you have a better understanding of how the PC option can be used to support the rigor and relevance of the curriculum for all students and maintain the integrity of the diploma.

50. 50 Personal Curriculum Application  Using the modification chart, select one scenario in your folder and discuss with a colleague if the scenario and solution is consistent with the what you heard today about the personal curriculum modification.

51. 51  English Language Arts  Science  World Languages  Civics  Online Learning Experience  Exception – Students with a disability and transfer students. Subjects That Can NOT Be Modified

52. 52 What about students with disabilities?

53. 53 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.

54. 54 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)

55. 55 Carli 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

56. 56 Students With Disabilities  A school district or PSA may, at the parent’s request, consider modifications to the MMC not otherwise allowable.

57. 57 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.

58. 58 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 based solely on eligibility.

59. 59 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).

60. 60 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.

61. 61 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”

62. 62 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.

63. 63 Students With Disabilities  Modifications to academic expectations made through the PC option, should support progress along the career pathway and achievement of postsecondary goals.

64. 64 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.

65. 65 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.

66. 66 Students With Disabilities  Let’s review some scenarios on students’ plans - EDP, IEP, postsecondary plans – and discuss how they align to facilitate meeting their postsecondary goals.

67. 67 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

68. 68 Transition IEP: Accommodations Supports (RTI) Services Specific Transition Planning Documentation of attempts to support, AND lack of progress in helping student to meet MMC/Requirements Student Vision /goals: Auto Related Ex: Auto Body Specific Requirements For Achieving Vision Diploma Independent Living Skills College/Training Job and Work Experience EDP: HS Courses of study To meet specific requirements needed to achieve the student’s vision Diploma required and capacity to achieve determined More severe problems in Math or Reading (LD or other category?) LEA supports/ Personal Curriculum?

69. 69 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

70. 70Resources 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

71. 71Resources College graduation rate - www.collegeresults.orgwww.collegeresults.org Transforming school counseling - www.edtrust.orgwww.edtrust.org

72. 72 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 Beatrice M. Harrison HarrisonB@michigan.gov Office of Professional Preparation Services School Counselors Credentials and Licensure (517) 241-0046 – MDE OPPS

73. 73 Career & Technical Education (CTE)  More than 95% of high school students take at least one CTE course  Career and Technical Education Should: –Engage students in specific, career-related learning experiences –Prepare students who may choose to enter the workforce directly after high school –Support students in acquiring rigorous academic knowledge, technical skills, employability skills, and habits needed for success in the workforce and post-secondary education

74. 74 Career Cruising  Interactive career resource designed for people of all ages  Helps students plan their future  Includes –Assessment tools –Occupation profiles –Post-secondary education information

75. 75 Career Forward (CFWD)  Designed to help Michigan students understand how to plan their work lives, career opportunities, and implications of the global economy  Satisfies MMC requirements for an online course  Developed through a partnership with MDE and the Michigan Virtual University

76. 76 Choices Planner  Online career information delivery system  Helps students compare, connect, and choose from a vast network of work and education options

77. 77 Mydreamexplorer (MDX)  Online career development tool designed for educators, administrators, parents, and students  Includes: –Interviews with Michigan career professionals –Educator workshop –Online career information video workshops

78. 78 Transforming School Counseling  The National Center for Transforming School Counseling is dedicated to transforming school counselors into powerful agents of change in their schools and in the lives of their students. The goal is to make school counselors a part of the mainstream of the new mission of schools – to educate ALL students to high levels.

79. 79 College Results Online  An interactive, user-friendly Web tool designed to provide information about college graduation rates. This free tool allows users to select any college or university in the USA and compare graduation rates serving similar student populations.