Personal Curriculums : YES! They DO Exist!

1. Personal Curriculums :YES! They DO Exist! Jason Towler Ypsilanti Public Schools

2. Disclaimer • All information provided in this PowerPoint is for informational purposes only and does not confer or assign approval or endorsement of the policies or practices described herein by the Michigan Department of Education. The information provided in this power pint is a service to the Personal Curriculum Liaisons in promoting conversation and collaboration across the state regarding the development and implementation of local policies and procedures aligned with section 380.1278b(5) of the Revised School Code.

3. That being said… • All information has come from the following Michigan Department of Education websites, and other local school district presentations. • http://personalcurriculum.ning.com/ (Run by MDE, you have to request permission to join.) • http://www.michigan.gov/mde/0,1607,7-140-6530_30334_49879---,00.html3 • Bay-Arenac ISD Personal Curriculum www.baisd.net/curriculum/teacheropportunities/baisdpersonalcurriculum • http://www.misd.net/MT/PersonalCurriculum.htm • http://remc.adobeconnect.com/p6ur0q73m2k/ ( Presentation from Nov 17th 2011)

4. Scary Alg II • Scary Alg II

5. So what is a Personal Curriculum?

6. Purpose of the Personal Curriculum The PC is a process to modify specific credit requirements and/or content expectations based on the individual learning needs of a student. It is designed to serve students who want to accelerate or go beyond the MMC requirements and students who need to individualize learning requirements to meet the MMC requirements. http://www.michigan.gov/documents/mde/PC_Guide_Final_5_12_09_277958_7.pdf

7. Life After High School The PC is an option any student or family can explore as a way to modify certain graduation requirements and earn a diploma. The purpose of secondary education is to prepare students for life after high school. Any modification to a student’s graduation requirements needs to be consistent with this purpose. The high school diploma is documentation that the student has met the expectations and possesses the knowledge and skills necessary for postsecondary success. http://www.michigan.gov/documents/mde/PC_Guide_Final_5_12_09_277958_7.pdf

8. Districts MUST offer the PC option and respond to PC requests, but are NOT required to approve all PC requests. • - Parents guide to Personal Curriculum - MDE

9. 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”

10. 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

11. Modifying, if Necessary, the Credit Requirements of a Student with an IEP

12. When Can a PC Be Requested for a Student with a Disability? • A request for modification's) for a student with a disability may be made at any time, but the modification(s) cannot take effect until the student begins high school. • We wait to try many different interventions before calling for a personal curriculum

13. Personal Curriculum • Must be consistent with the student’s EDP (and IEP for students with a disability). • Meet as much of the MMC subject content expectations as practicable for the student.1

14. “Practicable” • “Practicable” is an inclusive term meaning as much of the subject area content expectations as possible during high school instruction for the student. • Students with disabilities operate under this same context.1

15. PC Development and Identification of Practicable Content Begins With: • Identification of the student’s career pathway • Requirements for achieving postsecondary goals • Analysis of the student’s current and past levels of performance (i.e., transcript and informal and formal assessment data) • Identification of the courses and other educational experiences the student needs to progress along the career pathway and achieve postsecondary goals1

16. PC Eligibility Before granting a Personal Curriculum, school districts should make certain all efforts have been made to help students successfully complete the MMC requirements.1

17. PC Modification For a student with a disability the PC must: • Be consistent with both the EDP and IEP. • Incorporate as much of the subject area content expectation as practicable for the student within the context of the MMC requirements. • Show modifications which are specific and targeted , and NOT based solely on eligibility.

18. PC Modifications For a student with a disability: The PC decisions rest with a district level team that has the authority to make modifications “to the extent necessary”.1

19. PC Modification For a student with a disability the PC: • Should be granted on a limited basis. • Must incorporate as much of the HSCE’s in areas that are being modified as practicable. • Must maintain the legislative intent of increased rigor for all. 1

20. PC Communication 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. • IEP Progress Reports

21. Here is what one school did… • Taken from presentation on Nov 17th, 2011

22. PC Modification Bay-Arenac ISD For a student with a disability: The alternate cut score for special education students is a 60% average on a minimum of 60% of identified high school content expectations as determined by the personal curriculum team. Recommendation of BAISD Curriculum Council and Personal Curriculum Team

23. Procedure for identifying a “PC” course content and calculating proficiency levels for a special education student: 1) Identify the total number of content expectations (CE’s) of the course to be addressed by the PC as determined by the PC team. (Example: Algebra I=59 CE’s) Recommendation of BAISD Curriculum Council and Personal Curriculum Team

24. 2) Identify the minimum number of CE’s by multiplying the total content by 60%. (Example: Algebra I 59 CE’s x 60%=37 CE’s minimum) 3) Incorporate as much of the Algebra I CE’s as practicable for the student within the context of the MMC requirements. Recommendation of BAISD Curriculum Council and Personal Curriculum Team

25. One does not necessarily need to go by the minimum percentage of CE’s. • In order to maintain the rigor of the MMC, as many CE’s as practicable should be identified for each individual special education student, with the minimum being 60% of the total. Recommendation of BAISD Curriculum Council and Personal Curriculum Team

26. This new list of content expectations becomes the student’s new course. • In order to receive credit, the student must achieve a minimum average of 60% on the CE’s identified in the PC. • The list of individual content expectations identified may be different for each special education student.3 Recommendation of BAISD Curriculum Council and Personal Curriculum Team

27. HSCE for Alg II / Common Core • http://michigan.gov/documents/mde/Algebra_II_9-3-09_edits_292004_7.pdf • http://www.corestandards.org/the-standards/mathematics/hs-statistics-and-probability/introduction/ • http://itunes.apple.com/us/app/common-core-standards/id439424555?mt=8

28. State says:

29. All Students are Eligible For This…

30. Can a student with an IEP develop a personal curriculum that exempts him or her from Algebra II altogether? • A: A student with an IEP may have a PC that modifies Algebra II beyond the standard 0.5 credit modification allowable with a PC for general education students. The student’s PC may reduce the number of Algebra II content expectations on which the student must demonstrate proficiency. It is the responsibility of the PC committee to determine what is practicable for the student, while maintaining the rigor of Algebra II and the MMC. Using information about the student’s current ability in the area as well as limitations determined by the disability, and other information in the EDP and IEP, the committee must determine which, if any, of the Algebra II HSCE the student can reasonably be expected to master if provided appropriate and targeted supports and interventions.

31. Continued.. • The PC committee is also responsible for determining the course placement that will best offer the opportunities for meeting as many of the expectations or as much of the content as practicable. For some students, the practicable Algebra II content (e.g., the equivalent of less than half of the Algebra II content) may be best accessed through other courses (e.g., statistics, a special support class, or in a CTE program). The PC should indicate how/where the reduced number of Algebra II expectations will be met and should provide rationale for how the placement supports postsecondary goals. • http://www.michigan.gov/documents/mde/PC_FAQs_5_12_09_277981_7.pdf

32. Dept of Education Scenario

33. Foreign Language • Can have PC to waive Foreign Language requirement for class of 2016 • Same as other classes for MMC

34. So what do we do? • Most important: IEP Transition Vision, EDP goals, need to match towards the PC • Disability must effect the learning of the curriculum

35. Here is what we do… • Every student is looked at individually, there is no “cookie cutter” PC process • Looks like an IEP meeting – Must have school psychologist involved for ANY special education personal curriculums. • 90% attendance standard • All subjects have been discussed BUT at this time only Math PC’s have been written for Algebra II. • WE ONLY DO PC’s AFTER TRYING EVERY INTERVENTION POSSIBLE!

36. Class Swap Options • Change Alg II to statistics • Switch out Alg II for financial literacy • These alternate classes do incorporate HSCE for Alg II • Is every science class appropriate for student? • What is best for the student? • What will help the student succeed after high school? Especially if they are not going to college. • Student’s still leaving with 3.5 to 4 credits of Math.

37. No Math? • With an IEP and PC, could a student get out of taking a MMC Math class? • Technically, Yes, BUT, is it right for the student.

38. Alternate Math… • What if Kids has all the Money? H&R Block

39. EDP • Part of the new state bill (757), EVERY student must start their EDP by 7th grade. • Great program that is FREE!!!!!!!! • www.mydreamexplorer.org • State of Michigan Focused • Pairs up with: • http://www.mivhs.org/CareerPlanning/CareerForward/tabid/273/Default.aspx

40. PC Forms and Programs • There is not “one” form. • State asks: • Is consistent with the student’s IEP. • Is aligned with the student’s educational development plan. • Incorporates as much content as is practicable for the student. • Includes measurable goals. • Provide method's) of evaluation to determine whether or not the goals have been met.

41. Personal Curriculum Planner • http://www.misd.net/technology.htm • Free / Windows Based

42. http://www.actpoint.com/mi/renew/ The tool is intended to be used by school personnel to assist them with implementing the PC process. This site also has updated PC guidance documents. • Personal Curriculum ActPoint RoadMap link to obtain a district login and password • $350 Per District $0.10 per student

44. Adapting to the Michigan Merit Curriculum (MMC) Diploma vs. Certificate

45. Q: What are the implications of completing high school without earning a diploma? • A: The significance of completing high school without earning a diploma depends on career choice, future employment requirements, and plans for education beyond high school. For example, students who complete high school without earning a diploma may enter trade schools, community colleges, and the armed forces. A student may not enroll in a four-year college or university without a diploma, however, and eligibility for scholarship programs may be compromised. Further, a certificate of completion has no legal standing and does not end a student’s right to a Free Appropriate Public Education (FAPE)

46. With Diploma • With a high school diploma a student may be eligible for: • Entering any branch of the U.S. military and armed forces. • Attending a community college or four-year university. • Entering a trade or vocational school. • Applying for scholarships and financial aid (certain test scores such as the MME, ACT, and SAT are also considered). Tuition Incentive Program (TIP). GEAR UP Michigan Scholarship (federal funds). Robert C. Byrd Honors Scholarship (federal funds).

47. Without Diploma • Without a diploma a student may: • Enter trade or vocational school (“Ability to Benefit” admission method which is usually based on the results of a standardized test such as the ACT, SAT, Work Keys, etc.). • Attend most community colleges (“Ability to Benefit” admission method which is usually based on the results of a standardized test such as the ACT, SAT, Work Keys, etc. Most community colleges also require students to take placement exams) • Enter certain branches of the U.S. armed forces—◊ The U.S. armed forces will accept applicants who possess a “Certificate of Attendance.” These are sometimes called certificates of competency or completion, but they are based on course completion rather than a test such as the GED or CHSPE. These applicants are called Tier II candidates.◊ Less than 1% Air Force enlists are Tier II candidates each year. Approximately 10% of Army and Navy enlistees are Tier II candidates. Approximately 5% of Marines enlistees are Tier II candidates. • Apply for scholarships and financial aid such as:◊ Michigan Competitive Scholarship ◊ Michigan Tuition Grant ◊ Michigan Nursing Scholarship ◊ Children of Veterans Tuition Grant ◊ Adult Part-Time Grant◊ Michigan Educational Opportunity Grant ◊ Michigan Work-Study ◊ Federal Title IV Student Aid (Pell Grant, Supplemental Grant, Perkins Loan, Stafford Student Loan, Federal Work-Study)

48. Proactive Steps • In process working with Chamber of Commerce / Community members – to help build “Work Ready” certification • Inform community stakeholders of new MMC and implications of work force coming without Diplomas • Young adult programs to build skills of non-diploma students. (Not just low incidence students)

49. HB 5446 • Rep. Johnson (Clare) • joeljohnson@house.michigan.gov

50. Questions?