Personal Curriculum: School Counselors Role and Post-Secondary Planning

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

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

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. 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. 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 Certification and Licensure of School Counselors R390.1302

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

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. 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. 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. School Counselor and the Personal Curriculum 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

17. Personal Curriculum Plan • 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.

18. 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.

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

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

21. 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.

22. 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 practicablefor the student. • Prior to granting a PC, districts should ensure all efforts have been made to help students successfully complete the requirements.

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. Accountability NCLB Core Academic Areas AYP ASSESSMENT RESEARCH BASED STRATEGIES

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

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

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

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

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

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

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

32. Systems Checks and Balances EDP Career Pathway Post School Outcomes MME Course Of Study MMC Credit Other Learning Experiences ACT Work Keys LEA Credit Education Training Work MI-ACCESS

33. Systems Checks and Balances EDP AYP Career Pathway MME End Point of Instruction Post School Outcomes Course Of Study MMC Credit Other Learning Experiences Diploma Other including dropout ACT Work Keys LEA Credit Certificate Education Training Work MI-ACCESS

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. Modifications NOTNeeding 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. Modifications NOTNeeding 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. 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. Four Reasons forA Personal Curriculum There are four reasons for a PC. • To add more mathematics, English, science, or world language courses. • To modify credit requirements because he or she has transferred from out of state or from a non-public school.

39. Four Reasons for a Personal Curriculum • To modify the Algebra II requirement (i.e., by spreading the content over two years for two credits). • To modify the credit requirements based on a student’s disability.

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

41. #1-Adding mathematics, English, science, or language • 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.)

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

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

44. #2-Transfer Students • 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.

45. #3-Algebra II Modification • 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.

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

47. Math Modification

48. The Algebra Connection

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. 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.