Personal Curriculum:
Nuts & Bolts
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Webinar Presenters
Deb
Clemmons,
MDE Supervisor
OSI,
Mary Seldon,
MDE Administra
Assistant,OSI
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Chat Practice
 What do you want to learn today
about the “Nuts and Bolts” of the
Personal Curriculum?
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Getting to Credit
 Credit must be aligned with subject area
content expectations
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Bottom Line on
Rigorous Courses
 Conventional wisdom about students
not wanting challenging courses is
wrong and misleading
 When students see a clear connection
between rigorous classes and future
opportunities, they become strong
supporters
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School Practices in High/Average Impact
Schools
Average Impact
High Impact
Focus on Graduation
Focus on Post Secondary Goals
Rules Driven
Academic Driven
Embrace Standards and Assessment
Tolerate Standards and Assessment
High expectations for all students
High Expectations for selected
students
Encourage Academic Challenge
Barriers to challenging courses
Data used to measure past student
performance
Data used for curriculum
improvement
Help prepare students for college
requirements
Delay entry into grade level courses
Early warning systems
Remedial help after students falter
Counselors members of academic
team
Counselors involved through referrals
Teacher assignment based on student
needs and teacher expertise
Teacher assignment based on
seniority and preference
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Options to Meet
MMC Requirements
 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
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Personal Curriculum
 A documented process initiated by:
– the parent/legal guardian,
– student over 18 if no appointed guardian, or
– an emancipated youth
 Modifies certain requirements of the
Michigan Merit Curriculum
– Not all or any of the requirements
 Allows the board of a LEA or PSA to
award a high school diploma providing
the student successfully completes the
personal curriculum
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Personal Curriculum
 The personal curriculum is primarily for
a student who wishes to:
– Modify the mathematics requirement
– Add more math, science, English
language arts or world languages
– Modify the credit requirements based
on his or her disability
– Modify credit requirements because
he or she has transferred from out of
state or from a non-public school
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Personal Curriculum
 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 be included for
students with disabilities
– Meets as much of MMC (HSCE/CCE) as
practicable
– Must be aligned with the student’s EDP
– Measurable goals
– Method to evaluate progress
– Communication of progress
with parent
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Personal Curriculum
Nuts and Bolts
 Parent, legal guardian or
emancipated student may request
a PC
 A local board or PSA board of
directors may award a high school
diploma for a student that
successfully completes the PC
 Use of a PC is a local board or PSA
board option, not a requirement
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Personal Curriculum
Nuts and Bolts
 Local board of education once it has
decided to offer the personal
curriculum option needs to determine
the following:
–
–
–
–
Criteria for content mastery
Allowable modifications
What constitutes credit for specific courses
What constitutes partial credit for mastery
of the student’s PC
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Personal Curriculum
Nuts and Bolts
 Other local board considerations:
– Proficiency levels for content mastery for
credit
– The “cut score” a student must achieve for
content mastery
– Alternative cut scores for students with
certain barriers to learning
– What content expectations make up courses
for credit or partial credit
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Cut Scores
 Cut scores are the level that the district
has decided demonstrates that the
student has met proficiency
– What is the achievement standard
that all students must meet – cut
scores?
– What, if any flexibility will be allowed
in achievement standards for
students with learning challenges –
alternative cut scores?
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Personal Curriculum
Nuts and Bolts
 Tools that may be helpful to support a
PC option:
– A process flow chart or checklist for schools
– A PC plan or planning document
– A form to track content modifications or
credit swapping
– A parent and student guide that explains
the PC option
– An appeal process for PCs that have been
denied by schools
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Personal Curriculum
Nuts and Bolts
 Helpful information for a PC team meeting:
– Student’s Educational Development Plan
– Student’s current transcripts
– Student’s attendance records
– Students discipline records
– Student’s academic records and test results
(district, state, national)
– Other student planning documents, i.e.
Individualized Educational Program 504
Accommodation, Positive Behavior Support,
NCAA Clearinghouse list of Eligible
Courses, State Scholars list of courses.
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What’s 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.
 Students with disabilities operate
under this same context!
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Modifications
Mathematics
 Students must complete the equivalent
of Algebra I and Geometry (2 credits) to
qualify for a PC to modify Algebra II to
be taken over 2 years (4 credits)
 Students get Algebra II credits based on
demonstrated proficiency with HSCE for
Algebra II.
 All other modifications require students
to complete the equivalent of Algebra I,
Geometry and .5 credits of Algebra II in
a CTE program or integrated math
 Student must earn 4 credits (the
remaining 1.5 credits in math related)
and take a math class in the senior year
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Mathematics Modification
1 Credit
MMC without PC
Modification
allowing Algebra II
to be taken over two
years
Modification after
successful
completion of
minimum of 2.5
math credits
1 Credit
1 Credit
Algebra I, Algebra II and
Geometry (no sequence
required)
Algebra I and
Geometry (no
sequence required)
1 Credit
Total
Credits
Final
year
math or
mathrelated
credit
4
Algebra II
4
Algebra II
½ credit
Math or
mathrelated
credit
4
Modification after
Algebra I and
Algebra II
successful
Geometry (no
content in
completion of 2 math
sequence required)
CTE
credits
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Math or
math
related
credit
4
Students required
to take Geometry
and Algebra I
Modifications
Health and Physical Education and
Visual, Performing and Applied Arts
 Student takes additional credit beyond the
required credits in English Language Arts,
Math, Science, or World Languages
 Health education and social skills programs
improve school and test performance,
attendance and school connectedness
 Physical education, structured physical
activity and higher fitness levels impact
student achievement.
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Modifications
Social Studies
 The third credit may be modified if
the student takes an additional
credit (beyond the required
credits) in English Language Arts,
Math, Science, or World Language
 2 credits required, including civics
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Out of Bounds
 No modifications in the following
areas:
–
–
–
–
–
English Language Arts
Science
World Languages
Civics
Online Learning Experience
 Exception – Students with a
disability and transfer students
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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.
 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
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Subsection (k)
 Permits consideration of modifications
“not otherwise allowed”
– PC allows some credit “swapping” and
some content modification
 Modification is subject to
“demonstration that the modification is
necessary because the pupil is a child
with a disability”
 Permits the modification “to be made
to the extent necessary”
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Subsection (k) cont.
 The modification must be consistent
with the Educational Development Plan
and the Individualized Education
Program
 This determination is made by at least
 student
 parent/guardian
 counselor/designee
 school psychologist should be
included for students with
disabilities
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Monitoring the Personal
Curriculum
Law provides that the pupil’s parent or legal
guardian shall be “in communication” with
with each of the pupil’s teachers at least
one each calendar quarter
 Think about using established
communications methods.
 Think about using various communications
modes to fit the subject modified
 Not to be confused with district PE waivers
 Use in conjunction with dropout prevention
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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
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Contact Information
Personal Curriculum
Deborah Clemmons [email protected]
Supervisor for Curriculum and Literacy
517-241-2479 – MDE OSI
Special Education
Matt Korolden [email protected]
Co-director, Secondary Redesign and Transition
517-241-3509 – MDE OSE/EIS
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Personal Curriculum: Nuts & Bolts