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Personal Curriculum Overview

Things learned while trying to figure it out!

March 2008Larry Stemple

Special Education Consultant

Wayne RESAstempll@resa.net

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NEW LEARNING

Disclaimer

We are all learning together

We are not experts

There are challenges, barriers and opportunities associated with the MMC, MME and the Personal Curriculum

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CURRENT ALPHABET SOUP MMC, MME, MEAP, MI-ACCESS, ELPA, PC, EDP, IDEA, CTE, HQ, CCE, BOE, MDE, COS, HSCE, LEA, PSA, AYP, NCLB, ED-YES, FAPE, IEP, SBE, GED, SCAS, NCA/ADVANC-ED.*

*Advancing Excellence in Education- Worldwide http://www.advanc-ed.org/

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IMPLEMENTATION OF THE MICHIGAN MERIT CURRICULUM REQUIREMENTS

Proposed by the State BOE in December 2005

Passed by the legislature in April 2006

Signed by the governor on April 20, 2006

Begins with class of 2011 (9th graders in Fall 2007)

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MICHIGAN MERIT CURRICULUM 18 CREDITS 4 English language Arts 4 Math 3 Science 3 Social Studies 1 Health/Physical education 1 Visual/Performing/Applied arts 2 Foreign language (4thgraders Fall 2007)

Also one online experience EDP opportunity beginning in 7th grade

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Credits vs. Courses

Student earn credit by: Successfully completing the CCE’s for

the credit area Successful completion to be

determined, in part, by state and local district assessments

Testing out allowed based on earning qualifying scores on state and local assessments

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PERFORMANCE MATTERS

CURRENT Pass or fail Seat time Individual Courses

NEW Meet or exceed content expectations Perform and demonstrate competency Assign credit based on meeting

expectations

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IMPLICATIONS FOR DISTRICTS

School/Curriculum design Instruction Design/Delivery HQ Increased Role for Academic

guidance/counseling Intervention for unsuccessful

students

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GRADUATION REQUIREMENTS

The new requirements set minimums that must be observed by local districts boards in the granting of diplomas

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QUESTIONS TO CONSIDER

What does your district require besides the MMC?

What are the implications?

What about students with disabilities?

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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

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 Transfer Students from out of state or

from a nonpublic school

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Personal Curriculum

Course of Study (Credits and Content) – adding, substituting, modifying; identify by strand and/or content expectation… which are aligned with EDP (where applicable, use of IEP)

Also, for a student with an IEP, the Personal Curriculum should address as many of the content expectations as is reasonable based on the student’s disability.

The Personal Curriculum for any student must specify the content expectations that will be covered.

Quarterly Progress Reviews – Parent/legal guardian is in communication with each teacher of modified curriculum area to monitor student’s progress. These communications must be on at least a quarterly basis.

(Guidelines p. 21-d)

(Supporting Goals, evaluation method, mastery criteria, status, p. 5)

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PC can be requested by the:

Parent

Legal guardian

Emancipated student

High School Personal Curriculum Guidelines page 1

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ELIGIBILITY FOR USE OF PERSONAL CURRICULUM MODIFICATION (PC)

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 or plan as determined by the EDP that requires additional or specialized instruction when there are limitations in time available for elective opportunities

• 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

• 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 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

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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 (Guidelines, pages 13, 17-19)

school psychologist should be included for students with disabilities (Supporting, Question 9,

p 41)

Meets as much of MMC (HSCE/CCE) as practicable

Consistent with the student’s EDP and/or IEP Measurable goals Method to evaluate progress Communication of progress with parent

Personal Curriculum

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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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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?

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Information to bring to PC Planning

Information about progress in the MMC, Interventions, Supports, Accommodations

Current EDP w/ career pathway, interests, ability, preferences, strengths, essential competencies/skills, and EDP goals

IEP (for eligible students) w/ post secondary goals for employment, education, training

HSCE for classes/courses under PC consideration

High School Personal Curriculum Supporting Materials p 4-5

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REMEMBER

The personal curriculum meeting and the IEP meeting are 2 separate meetings

These 2 documents are separate.

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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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How does a PC fit?

The personal curriculum is not a stand alone document.

Should be developed and coordinated with any other plans. (EDP, IEP or 504)

Modifications should facilitate the achievement of post-secondary goals.

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Summary Question:

Q: When and under what circumstances should a PC be considered for a student? When is it not necessary?

A: Page 39, Questions 1 and 2 of the FAQ section in the Supporting Materials and Examples

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INDEX OF SOME KEY POINTS

Personal Curriculum At A Glance- Aligning the Guidelines with Legislation and Guidance (Guidelines document, Appendix B- Pages 16-26)

Personal Curriculum Sample Scenarios (Pages 13-17 in Supporting document)

Personal Curriculum Development Process Grade by Grade (Pages 19-21 In Supporting document)

Guidelines for the Use of an Educational Development Plan (EDP) (Pages 22-26 In Supporting document)

Personal Curriculum-What the Michigan Merit Curriculum Law Says (Pages 34-35 In Supporting document)

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Sample Instruction and Diploma Attainment Options for the MI Merit Curriculum

Traditional Options

Intrinsic Motivation

Complete in 4 Years

Traditional Content Sequence

Regular Course Sequence

Follows RegularDay/School Schedule

“Typical” Classroom Design for Instruction

HSCE/Goals Attainment in a Course/Program setting

HSCE/Goals Attainment in “Typical” HS Settings

Seat Time

“Typical” ClassroomInstruction Delivery

Flexible Options

Extrinsic Motivation

Extend/Shorten HS Completion Time/

Personal Curriculum

Flexible Sequence

Flexible Day/Week Schedule

Adapted Instruction (Differentiated Instruction,

Universal Design)

HSCE/Goals Attainment in Community Settings

HSCE/Goals Attainment in Alternative School Settings

(CTE, College, Online)

Demonstrated proficiency of HSCE

Mediated/Direct Instruction

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Getting to Credit Credit must be aligned with subject area content

expectations

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Important to Consider:

Class of 2011 (9th graders in 2007-08) will need 16 credits.

Class of 2016 (4th graders in 2007-08) will need a total of 18 credits – the 16 listed in the areas above plus 2 credits of World Languages.

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No modifications in the following areas:

English Language Arts Science World Languages Civics Online Learning Experience

Exception – Students with a disability

Modifications

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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

Modifications

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Mathematics Modification  1 Credit 1 Credit 1 Credit 1 Credit

Total Credits

MMC without PCAlgebra I, Algebra II and

Geometry (no sequence required)

Final year

math or math-

related credit

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Modification allowing Algebra II to be taken over two years

Algebra I and Geometry (no

sequence required)Algebra II 4

Modification after successful completion of minimum of 2.5 math credits

Students required to take Geometry and

Algebra I

Algebra II ½ credit

Math or math-

related credit

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Modification after successful completion of 2 math credits

Algebra I and Geometry (no

sequence required)

Algebra II content in

CTE

Math or math

related credit

4

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Mathematics: Questions and AnswersSupporting Document- Begin Page 48

#33- Math modifications for GE student #34- PC for students taking Algebra II over 2 years #35-Using math related courses for 4th credit #36-Modification of Algebra II credit from 1 to .5 #37-Additional math modifications for student

with disability #38-Earning credits through CTE and other math

related courses and HQ teacher issue. #39-Schools assisting students not proficient in

mathematics

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World Languages

2 credits

Begins with the Class of 2016 ● Credits earned in grades 9 – 12 OR● An equivalent learning experience in

grades K – 12

● Credit guidelines have been developed by the Michigan Department of Education

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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”

(See Supporting document, p.41 Question 8, p.46 Question 26, p. 52 Question 46)

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Subsection (k) cont. The modification should be consistent with

the Educational Development Plan and the Individualized Education Program

This determination is made by at least student parent/guardian counselor/designee (Guidelines, pages 17-18)

school psychologist should be included for students with disabilities (Supporting, Question 9, p 41)

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Students w/ an IEP

Federal law requires the IEP to identify the course or courses of study that allow the student to achieve IEP goals and objectives, not to specify individual classes or curriculum

High School Personal Curriculum Guideline pg7

An IEP does not override the MMC High School Personal Curriculum Supporting

Materials and Examples Q#9, pg 41-42

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Link to IDEA

If a pupil receives special education services, the pupil's 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.

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Accountability NCLB and IDEA 04 hold State and Public

Agencies accountable for the performance of students with disabilities within a structure of state standards.

While it is allowable to account for growth and performance for some of these students on alternative achievement standards it is not appropriate to create a different path to graduation.

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IDEA defines what is not a diploma and therefore defines what is a diploma.

• Section 300.102(a)(3), regarding exceptions to FAPE, has been changed to clarify that a regular high school diploma does not include an alternative degree that is not fully aligned with the State’s academic standards, such as a certificate or a general educational development credential (GED).

In this context, nothing from the MDE can counter the accountability framework that NCLB and IDEA create.

Accountability

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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

Options to Meet MMC Requirements

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Strategies to Assist Student Success

Integrated content Differentiated

instruction Online learning College credit

opportunities Professional

Development Cooperative

learning Peer coaching

Flexible scheduling

Spiraled Curriculum

Adult mentoring Electives Universal design Scaffolding Project Based

Learning in Academic Areas

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Improve Decisions and Practices

LRE Decisions at the IEP Universal Design for Learning Assistive Technology Inclusive Education Policies and

Procedures Differentiated instruction Co-Teaching Rigor, Relevance, and Relationship

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Requirement: an online learning experience; the law does NOT require a for credit online learning experience

Guidelines and Companion Document posted online Credit or non-credit course or learning experience OR District has integrated online learning into at least one

credit area required for graduation

(http://www.michigan.gov/mde/0,1607,7-140-38924_41644_42825---,00.html)

Source: MDE March 2008 Regional Rollouts MMC

updates

Online Requirement

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Promising Practices Believe all students can graduate

Accelerate vs. Remediate Instead of providing traditional “remedial

education” accelerate instruction so that students can transition into a rigorous college-prep curriculum

Establish early identification and intervention systems

Create circle of support with parents and families

Source: MDE March 2008 Regional Rollouts MMC

updates

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Promising Practices Establish supportive and personalized learning

environments

Combine intensive, individual supports with institutional reforms to support students at risk of dropping out

Team teaching and smaller learning communities have shown success

Connect relevance and learning

Source: MDE March 2008 Regional Rollouts MMC

updates

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Roles and Responsibilities

Select a role and describe how you think that role needs to change to support the Michigan Merit Curriculum

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Board of Education Set Policy Get out of the way Change budgeting decisions to

reflect “seat time” removed, need for AT, distanced

Flexible thinking on instructional methods

Set/establish cut scores Understand the cooperative roles

of gen ed/spec ed Reallocating money Support staff Be involved in communicating

change Review and discuss graduation

requirements, in light of what, to accomplish what?

Credit recovery options Development of/Provision for Full understanding of new high

school requirements

Superintendent Sturctural change in info delivery Policy change re: attendance Establish “cut rates” policies,

systems Examine available resources Implement/ enforce cut scores Support the move to building Understand PC processes Support admin staff with time and

resources Maintain direction for all schools in

handling PC requirements Policy Support decisions made in the high

schools Allow time to collaborate between

elementary, junior high, high school staff

Curriculum Director Need to address and resolve how G-E

will change K-8 to enable kids with disabilities to not need special ed e.g. how kids can learn

Examine options district offers currently, options that could be available

Develop courses Support inclusion of special needs

students in gen ed Provide tools and support to all schools

so teachers can address all students needs

Work collaboratively with SE for curriculum alignment

Credit assessments Develop plan for restructure Develop at cut score guidelines Involved with all students UDL Target cut scores for credit w/ 90%

expectations and 80% proficiency

Personal Curriculum and Changing Roles – feedback from PD Participants on 10-22-07

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Principal Gen ed principal needs to role

model that all children are the responsibility of the school including gen ed

Time for alignment of GCCE’s A greater role with general ed Teacher Recruitment Increased referrals possible Support the blending of SE/gen

ed Realign staffing to support all

students AYP for all students Be highly qualified Testing out Have in-service for HS/JH

teachers to receive same info Education on MMC for parents

as well as children Special Education Teacher

More team teaching Increased knowledge of gen ed

curriculum Help modify curriculum Reviews with parents help

students access their gen ed curriculum

Change mind set and approach Knows the GLCC’s Attend workshops to receive info

for special ed teachers Up responsibility to know all gen

ed and special ed requirements

Special Education Admin. Provide PD More responsibilities for Special Ed Communicate with parents Hopefully a blurring of the lines

between sp/gen ed Look at current structure Work with LEA Superintendent in

order to help them understand the new requirements and accountability process, and their boards

Parent Information New service delivery model Much more involved with curriculum Help realign classes Review of disabilities Relay info to board of education

General Education Teacher

Team teach Participate in PD Flex planning Thinking needs to shift for thinking

“your kids” to “our kids” More use of UDL/RTI/PLC More diversity Seat time vs. competence Use tech help in classrooms Track test scores and grades by

content standards if using cut scores and recognize the difference in each

Up responsibility to accommodate and differentiate instruction

Up responsibility to understand and teach with GLCEs

Tutoring, interventions Relevance

Counselor Align PC/EDP to strengths, interests,

IEPs Be more involved in planning for

transition Track students more closely Have specific caseload they are

responsible for Be involved in PC meetings and EDP

developments Flexible schedules to meet

parents/students needs Meaningful EDPs!

Itinerant Staff

Specifically school psychologists

methods have to be developed to enable psychs to be included in the development of the EDP

Determine PC More supports provided in he gen ed

setting Psychs- make sure your standards

aren’t lowered Awareness of graduation requirements Gatekeepers be aware of MMC and its

impact for kids Look for students who may qualify

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Secretary Scheduling info/training info Maintain records Understand basics of MMC in

regards to phone calls Adjust all career planning

forms to reflect changes Assist counselors with time

management to see all students more frequently

Adjust credit tracking data Be familiar with district

policies Be able to develop

relationships with students Time for data entry Make paperwork Involved more in data

collection

Parent Income monitoring to see if

PC is needed Value education/support it Understand requirements Motivate set high

expectations More involved Learn about MMCs and PCs

and how they affect your child

More accountable, proactive on students needs

FAQ guide on curriculum and handbooks

Expose students to variety of options

Student See increased counseling role Ownership of curriculum 100%+ Effort Expectations of self Relevance/Rigor/Relationships Focus on rigor International on EDP Responsibility More in charge of their destiny Work ethic

Union Bargaining issues Schedules Time Hours Prep time

State Level Changes Needed to Support Full Implementation of the MMC

For this 9th grade class there will be no mercy, requirements will stand

FTE allocations AYP changes if students

take 5 years to complete curriculum

Basic policy and guidelines standards

Money Clear air about MMC Answer questions Allow peer coaching during

school hours Coordination and leadership

to training and dissemination of necessary info

Allow teachers to test out to become highly qualified

Provide guidance for 9th grade students

Cut scores exit exams Student impact on decisions Parent friendly Target specific PD Training needs to be offered

several more times across the state many people are not able to attend this one (PCs)

Assist with accountability at the district level

Answers to legal concerns: EDP, PC ties to IEP, responsibility to inform parents

Focus solely on completing MME requirements

More Flexibility

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Drop Out Prevention

Sec. 1278b(9) 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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What is an Educational Development Plan?

A secondary/postsecondary planning tool that directs the educational plan and career planning activities for the final six years of a student’s K-12 learning career.

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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 should be included if the

student has an IEP

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Essential Elements for EDPs

1.  Personal Information2.   Goal(s) Career3.  Educational/Training Goal(s)4.  Assessment Results5.  Plan of Action6.  Parent Consultation/Endorsement

(under age 18)

Personal Curriculum Supporting Materials p25

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Identifying a Career Goal: Career Pathways

Natural Resources & Agriscience

Health Sciences

Engineering/Manufacturing & Industrial Technology

Business, Management, Marketing & Technology

Human Services

Arts & Communication

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Transition IEPs include:

Identification of the student’s course of study

Consideration of a student’s strengths, preferences, and interests

Identification of a student’s needs including the supports and accommodations necessary for success

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Transition IEPs include:

Post-Secondary Goals in the areas of: career/employment post-secondary education/training, adult living community participation

Student’s present performance on post-secondary goals and their functional skills based on assessment data

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Transition IEP include:

Needed Transition Services and/or Annual Goals in the areas of :

instruction related services community experiences employment adult living daily living skills

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What does an EDP and Transition IEP have in common?

Both answer these important questions for students:

Who am I? Where am I going? How do I get there? What are my interests and abilities? What are my goals?

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Intent of the EDP

The EDP outlines the student’s educational/career pathway including the course of study that will enable them to be successful in their desired post-school activities.

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Intent of the IEP

The IEP is the description of services, additional supports, accommodations, and transition activities that when implemented will enable a student with a disability to be successful in the general curriculum as well as the educational pathway they have identified.

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Students With An IEP

IMPORTANT: IDEA 2004 guarantees a FAPE but does not establish an entitlement to a diploma.

Local Boards of Education can not establish a separate diploma and requirements.. They can issue alternative certificates (GED and Cert of completion) for those not meeting all the req. of the MMC

High School Personal Curriculum Supporting Materials and Examples Q#17, pg 44

High School Personal Curriculum Guidelines pg 7

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SUGGESTED ALIGNMENT PROCESS

An EDP is for ALL students, so the EDP should be considered the “lead” document when creating alignment with an IEP for a student with disabilities.

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Alignment of the EDP and IEP

The IEP should refer to the EDPwhen addressing a studentcourse of study.

(See Supporting p.43, Question 11)

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Alignment of the EDP and IEP

Clearly specify a student’s post-secondary goals in his or her IEP using the same or similar languageas that used in the EDP.

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Alignment of the EDP and IEP

Both documents should provide a similar picture of the student using current assessment information including academic and functional skills as well as a student’s strengths, preferences, and interests.

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Electronic Career Exploration ToolsYou may want to check out the following websites for some ideas.

1) http://mivhs.org/content.cfm?ID=693CareerForward meets new state on-line learning requirement and gives students early exposure to career planning and entrepreneurship

2) www.careercruising.comAn electronic web-based software with: Career Development Tools An Electronic EDP Labor Market Information College and Financial Aid Information

3)http://mivhs.org/ My Dream ExplorerAll Michigan middle school and high school students can explore career and education options and complete Educational Development Plans using the mydreamexplorer® (MDX) website. This opportunity is available at no charge to Michigan schools due to state school aid act funding

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Improving Educational Planning and Achievement for All Students

The EDP addresses education/training and career goals, strategies, and courses of study.

For students with disabilities, the EDP begins to fulfill many of the secondary transition requirements of IDEA 2004.

This helps create alignment between the essential accountabilities of both general and special education.

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It might be a good idea to have policies and information in place PRIOR to a Personal Curriculum request

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LOCAL BOARDS OF EDUCATION MAY NEED TO DETERMINE: The performance parameters that determine whether or not a

student has demonstrated mastery of a sufficient amount of the core content expectations to be awarded credit

The “cut score” a student must achieve to evidence mastery

The number or percentage of content expectations a student must demonstrate mastery on to receive full credit

Which content expectations may make up specific courses allowed but not identified by the MMC explicitly (i.e. what content makes up a course such as integrated math)

How the content expectations within strands and subject area may be divided into partial credit

How far to depart from local standards to award a diploma to a student with a PC

High School Personal Curriculum Guidelines p.4, 11

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Possible Next Steps

Determine or create PC procedures and forms a district will use

Opportunities for Professional Development w/ district specific guidelines

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READ AND REFLECT!

MDE’s Supporting Materials and Examples Document

PAGE 46 #25. Q: What flexibility do local districts have with approving personal curriculums?

Page 47 #29 Q: 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?

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Some Things Seems to Be Very Clear

We cannot substitute alternative curriculum and count achievement within that curriculum towards the 18 credit requirements

Personal Curriculums are to be considered for a very small number of general education and special education students

We cannot reduce the number of credits

The IEP supports but does not trump the graduation requirements.

There are no plans for a Special Education curriculum that will lead to a separate diploma.

No such thing as a modified diploma.

Kids who don’t get a diploma are not doomed to fail in life.

Districts can issue alternative certificates but they do not end right to return to school at a later date

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MDE’s 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

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Personal Curriculum Application

Select and review scenarios 3, 5, 6, or 9

Discuss and decide if the student needs a personal curriculum and be prepared to share your decision making process and what data you used to make your decision.

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3) Pat, general education ninth grade student at Dwight High School is fun loving, social and good with his hands (e.g. loves to make things with wood). He excels in classes like gym, art, and drafting but has difficulty in classes that utilize a lecture format. In Jr. High, Pat participated in football, basketball and track. He excels in sports and prefers to be active. Pat has been diagnosed by a physician with ADHD. Even though the doctor recommends medication, the parents and student refuse that option. As a result, Pat has difficulty staying in classes for the full 90 minute block periods. He has a need to move, fidget with trinkets and talk with others. Often, he does not complete his assignments. If he does complete them, he frequently forgets to turn them in. If he turns them in, they are usually past the teacher’s required due date. On tests, Pat received an average of 87% in English I, 92% in Algebra I, and 85% in Physical Science. Despite his test performance, Pat is going to fail all three these classes because he didn’t turn in his homework. As a result, it doesn’t look like he will pass ninth grade. His parents want a Personal Curriculum developed to ensure that their son will graduate.

Does this student qualify for a Personal Curriculum? Why or why not? If he qualifies, what in the Michigan Merit Curriculum could be modified?

What modifications can be recommended in the Personal Curriculum

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5) Parents of a high functioning 9th grade autistic student, Calib, want him to take general education classes and earn a diploma. They would like a Personal Curriculum for him. Calib has a Full-Scale IQ of 110. His achievement scores on the WJ III Tests of Achievement show above average skill in the areas of reading comprehension and written expression. His math skills fall into the impaired range: math calculation – 6.5 equivalent and quantitative concepts – 5.2 grade equivalent. Calib is very concrete in his understanding of concepts and has great difficulty with changes in the routine: home, school, classroom, etc. He has difficulty with loud noises (e.g. assemblies, hallways with students, firedrill, alarms). He does not have any friends, although he attempts to engage in social interactions, but these attempts are unsuccessful and sometimes offensive to others (e.g. swats a male or female student on their butt to get their attention). He is very knowledgeable about computer games but he often struggles following teacher directions while in computer class. Calib is very assertive with expressing his opinion in class and will challenge something he believes was stated incorrectly by the teacher (teachers find this offensive).

Does this student qualify for a Personal Curriculum? Why or why not? If he qualifies, what in the Michigan Merit Curriculum could be modified?

What modifications can be recommended in the Personal Curriculum

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6) Lana, a seventeen and a half year old ELL student enrolls in a high school when she comes to Michigan. She has never attended school and is placed in the ninth grade. She can barely speak English. She would like to earn a high school diploma. Her parent’s advocate tells her parents about the Personal Curriculum and recommends they request one. The school does not have an ELL program and she will not qualify for special education based on ELL.

Does this student qualify for a Personal Curriculum? Why or why not? If she qualifies, what in the Michigan Merit Curriculum could be modified?

What modifications can be recommended in the Personal Curriculum

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9) Tim’s parents would like to request a Personal

Curriculum to exempt their son from the health and physical education requirement so that he can take additional upper level math courses during his high school career because he is interested in going into engineering, which is consistent with his EDP. Tim is currently a 9th grade student. Tim participates on the JV Basketball team and plans to be on the baseball team in the spring. While in 8th grade, Tim took Algebra I and completed the course with a C+. His grade was based on the following combination of scores: tests – 75%, homework – 90%, class participation – 70% = average of 72% or a C-.

Does this student qualify for a Personal Curriculum? Why or why not? If he qualifies, what in the Michigan Merit Curriculum could be modified?

What modifications can be recommended in the Personal Curriculum

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Personal Curriculum Application

Discuss essential Question 4 and 5 and identify how educators can work together to meet the needs of secondary students and what structures and systems need to change to develop a more individualized learning approach for each student

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ESSENTIAL QUESTIONS

1) What was your experience as a high school student with educational

planning?

2) What has been your experience as an educator with educational planning? 3) How is that the same or different for students in your school now? 4) With respect to rigor, relevance, and relationships, how should educators

work together to meet the needs of secondary students?

5) What structures and systems need to change to develop an individualized learning approach for each student?

6) What do you have in place now to help students succeed? What else do you need?

7) What can you do within your control and influence to help create a

learning environment that supports all students and gives all students the opportunity to learn a challenging curriculum?

8) How do we help students take ownership for their own education and destiny?

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New Arena and New Requirements

Change with Unresolved Issues:

EDPs System in place for Personal Curriculum

Requests and associated procedures Testing Out System for Tracking student proficiency with

course content standards Cut scores and modified cut scores (for

students with disabilities) Policy language reflecting the MMC

requirements and earning a diploma or some alternative recognition for completion of a designated course of study (perhaps a career certificate, certificate of completion, other)

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Resources

Preparing Michigan Students for Work and College Success www.michigan.gov/documents/

hs_research_doc_149897_7.pdf MMC FAQ Document (PDF)

www.mi/highschool

Michigan Department of Education – Office of School Improvement www.mi/osi

Michigan Department of Education – Office of Special Education and Early Intervention Services www.mi.gov/OSE-EIS

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Resources

State Improvement Grant (SIG) – Math and ELA AYP http://michiganmathematics.org

Reach and Teach for Learning http://www.cenmi.org/ideapartner

Michigan’s Integrated Behavior and Literacy Support Initiative (MiBLSi) http://www.cenmi.org/miblsi

Michigan Transition Resources http://www.cenmi.org/tspmi

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Contact Information

Personal Curriculum Deborah Clemmons Clemmonsd@michigan.govSupervisor for Curriculum and Literacy517-241-2479 – MDE OSI

Special Education Matt Korolden koroldenm@michigan.govCo-director, Secondary Redesign and Transition517-241-3509 – MDE OSE/EI