Personal Curriculum:
Special Education Advisory
Committee Presentation
December 3, 2008
1
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.
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
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
4
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
5
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.
6
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).
7
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.
8
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
9
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
10
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
11
All Means All
 Guidance that impacts all
students
12
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
13
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
14
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
15
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
16
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
17
Electronic Shared Learning
 The MDE PC Wiki
http://mdepersonalcurriculum.wiki
spaces.com/
18
Personal Curriculum Plan
 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.
19
Personal Curriculum
 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.
20
Personal Curriculum
 The Personal Curriculum team
consists of the following:
–Student
–Parent/guardian
–Counselor/designee
–School psychologist
–Teacher(s) with content
expertise
21
Personal Curriculum Process
 Measurable goals
 Method to evaluate progress
 Communication of progress
with parent
22
Personal Curriculum
 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.
23
Personal Curriculum
 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.
24
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!
25
Accountability
NCLB
Core
Academic
Areas
AYP
ASSESSMENT
RESEARCH
BASED
STRATEGIES
26
Accountability
NCLB
Core
Academic
Areas
IDEA
ACHIEVEMENT
IN GenEd
AYP
ASSESSMENT
RESEARCH
BASED
STRATEGIES
DIPLOMA ALIGNED
TO STATE STANDARD
SWD MEASURED ON
STATE STANDARD
RESEARCH
BASED
STRATEGIES
27
Accountability
 In this context, the MDE and local
or intermediate school districts
cannot override the accountability
framework required under NCLB
and IDEA.
28
Accountability
NCLB
Core
Academic
Areas
IDEA
ACHIEVEMENT
IN GenEd
AYP
ASSESSMENT
RESEARCH
BASED
STRATEGIES
DIPLOMA ALIGNED
TO STATE STANDARD
SWD MEASURED ON
STATE STANDARD
RESEARCH
BASED
STRATEGIES
16/18
MANDATORY
CREDITS
MME
CONTENT
EXPECTATIONS
29
MMC
Accountability
NCLB
IDEA
ACHIEVEMENT
IN GenEd
AYP
ASSESSMENT
RESEARCH
BASED
STRATEGIES
CURRICULUM
DEVELOPMENT
PROFICIENCY
DIPLOMA ALIGNED
TO STATE STANDARD
PC
SWD MEASURED ON
STATE STANDARD
DISTRICTWIDE
ASSESSMENT
RESEARCH
BASED
STRATEGIES
16/18
MANDATORY
CREDITS
EDP
LEA
CREDIT
MME
CONTENT
EXPECTATIONS
30
MMC
LEA POLICY
Core
Academic
Areas
MMC “Mortgage” Calculator
100%
CONTENT
80%
65%
Content
Proficiency
70%
60%
40%
20%
0%
0%
.65 x .70 = .455
25%
75%
PROFICIENCY
31
100%
Systems Checks and Balances
Post
School
Outcomes
Education
Training
32
Work
Systems Checks and Balances
EDP
Career
Pathway
Course
Of
Study
MMC
Credit
Post
School
Outcomes
Other
Learning
Experiences
LEA
Credit
Education
Training Work
33
Systems Checks and Balances
EDP
Career
Pathway
Course
Of
Study
MMC
Credit
Other
Learning
Experiences
LEA
Credit
Post
School
Outcomes
MME
ACT
Work
Keys
MI-ACCESS
34
Education
Training Work
Systems Checks and Balances
EDP
AYP
Career
Pathway
Course
Of
Study
MMC
Credit
Other
Learning
Experiences
LEA
Credit
End Point
of
Instruction
MME
Diploma
ACT
Work
Keys
MI-ACCESS
35
Post
School
Outcomes
Other
including
dropout
Certificate Education
Training Work
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.
36
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 nonpublic school.
37
Four Reasons for a
Personal Curriculum
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.
38
Math Modification
1 Credit
1 Credit
1 Credit
1 Credit
Total
Credits
Algebra II to
be taken over
2 years
Geometry and
Algebra I
Modification
of .5 Algebra
II credit
Geometry and
Algebra I
½
Algebra
II credit
1 ½ Math or
math-related
credits
4
Algebra I and
Geometry
½
Algebra
II credit
in CTE
1 ½ Math or
math related
credits
4
Modification
of .5 Algebra
II credit
through CTE
Algebra II
39
4
Subjects That Can NOT
Be Modified






English Language Arts
Science
World Languages
Civics
Online Learning Experience
Exception – Students with a disability
and transfer students.
40
What about
students with
disabilities?
41
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.
42
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.
43
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)
44
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
45
Students With Disabilities
 A school district or PSA may,
at the parent’s request,
consider modifications to the
MMC not otherwise
allowable.
46
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.
47
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.
48
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).
49
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.
50
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”
51
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.
52
Students With Disabilities
 Modifications to academic
expectations made through the PC
option, should support progress
along the career pathway and
achievement of postsecondary
goals.
53
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.
54
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.
55
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.
56
Student’s Vision
/goals:
Auto Related
Ex: Machine
operator/
Drafting
Specific
Requirements
For
Achieving
EDP:
Vision
HS Course(s)
of study
•Diploma
•To assure student
•To meet specific
•College
meets course of study
requirements •Job and Work
requirements
needed
experience
to
achieve
the
*(universal, targeted
•Adult life
and intensive)
student’s vision
Transition IEP:
Accommodations
Supports*
Services
Specific Transition
Planning
57
Problems in
Math or Reading
(LD category?)
Student Vision
/goals:
Auto Related
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
Ex: Work at
Quick Lube
Specific
Requirements
EDP:
For
Defined Learning
Achieving
Experiences
Vision
•To meet
•Diploma not
requirements
an option
needed
to achieve the •Curriculum based
on student
student’s vision
needs
•Independent
• Point of exit
Living Skills
defined by
acquisition of •Job and Work
experience
essential skills
/transition goals •Community
supports
58
High level of need
for support
(CI category?)
Resources
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
Career Forward
http://www.mivhs.org/index.cfm
Choices Planner
http://www.bridges.com/us/prodnserv/choicesplanner_hs/index.html
Mydreamexplorer
http://www.mois.org/content.cfm?ID=413
59
Resources
College graduation rate - www.collegeresults.org
Transforming school counseling - www.edtrust.org
60
Contact Information
Deborah Clemmons
[email protected]
Supervisor for Curriculum and Literacy
517-241-2479 – MDE OSI
Matt Korolden
[email protected]
Co-director, Secondary Redesign and
Transition
517-241-3509 – MDE OSE/EIS
61
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