Michigan Merit Curriculum High School Graduation Requirements

1. Michigan Merit CurriculumHigh School Graduation Requirements January 10, 2008

2. AGENDA • Introductions • Purpose of meeting • Informational PowerPoint • MMC • PC for all students • PC for students with IEP’s • EDP’s, PC’s, and IEP’s • Personal Curriculum Modification Resources • Question and Answer Period • Group Planning

3. Reality Check • “Public education is no longer about selecting and sorting students – it has evolved into a system that strives to prepare all students for lives outside of school…” Bill Daggett

4. The Finish Line Has Changed • Post-school outcomes are being looked at more and more closely. • It’s not about just getting a diploma anymore! • David Douglas High School began its journey to becoming a high performing school by asking: • What do our students need to be successful after HS? • What would it look like if everyone was doing it?

5. Where do we begin? The MMC!

6. Overview of Michigan Merit Curriculum • The Michigan Merit Curriculum (MMC) represents the credits required for graduation in specific subject areas and learning experiences 2011 Requirements (current 9th grade class) • 4 English Language Arts • 4 Mathematics (1 in senior year) • 3 Science • 3 Social Studies • 1 Physical Education/Health • 1 Visual, Performing, and Applied Arts • On-line course/experience 2016 Requirements (current 4th grade class) • 2 credits/experience in Languages other than English

7. High School Content Expectations

8. High School Course/Credit Content Expectations Courses vs. Credits • Course/Credit Content Expectations (CCE) • English Language Arts • Mathematics • Science • Social Studies

9. High School Course/Credit Guidelines

10. High School Course/Credit Content Expectations High School Course/Credit Guidelines Courses vs. Credits • Subject Area/Learning Experience Guidelines for: • Visual, Performing, and Applied Arts • Physical Education/Health • Online Learning • Languages other than English (LOTE)

11. Courses vs. Credits Student earns credit by: • Successfully completing the learning expectations in the Course/Credit Content Expectations for the credit area • Successful completion to be determined, in part, by state or local district assessments • “Testing out” allowed based on earning qualifying score on state or local assessments

12. Courses vs. Credits,cont’d. • Credit requirement can be met in variety of ways and in other courses • Career Technical Education • Community based learning • Independent study/project work • High school credit may be earned for high school level courses taken prior to high school

13. High School Curriculum Options for All Students MMC w/ MMC MMCAccom*.To PCPC DIPLOMA

14. Every effort must be made to help all students achieve or exceed in the Michigan Merit Curriculum using varied and creative strategies such as: Integrated and differentiated instruction Online learning College credit opportunities Work-based learning Project-based learning Flexible scheduling Spiraled curriculum Peer coaching Adult mentoring Electives *Options to Meet MMC Requirements

15. What’s this “PC”? Politically Correct?

16. PC = Personal Curriculum! The personal curriculum is a documented process that modifies certain requirements of the MMC.

17. PC = Personal Curriculum! The use of a personal curriculum (PC) modification is allowed by state statute for only four reasons: • Modify the mathematics requirement • Add more math, science, English language arts or world languages • Modify the credit requirements for a student with an IEP based on his or her disability • Transfer students – out-of-state/nonpublic

18. Personal Curriculum 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

19. Examples 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 that requires additional or specialized instruction • 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

20. Examples • 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 documented 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

21. Personal Curriculum Modification Process • Initiation • PC Development/Review Team • Agreement • Credits and Content • Use of EDP • Use of IEP • Quarterly Meetings to Monitor: • Revision

22. Personal Curriculum Review • Review sample Personal Curriculum documents • What components do you notice in all of them? • What components do you find in some of them? • Anything missing?

23. 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/may be included for students with disabilities

24. 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?

25. Personal Curriculum • Legislative Requirements (cont’d): • Meets as much of MMC (HSCE/CCE) as practicable • Must be aligned with the student’s EDP and IEP (if applicable) • Measurable goals • Method to evaluate progress • Communication of progress with parent • No set time lines aside from math and social studies

26. 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!

27. What’s “Practicable” Mean? • Modifications should facilitate the achievement of post-secondary goals. • Modifications should not erect barriers to progress and achievement.

28. Modifications • Modifications are allowed in the following areas for any student: • Mathematics • Health and Physical Education • Visual, Performing and Applied Arts • Social Studies

29. Modifications • No modifications in the following areas: • English Language Arts • Science • World Languages • Civics • Online Learning Experience • Exception – Students with an IEP based on their disability

30. MMC and PC Comparison * Additional modifications allowed for students with IEP’s

31. MMC and PC Comparison * Additional modifications allowed for students with IEP’s

32. MMC and PC Comparison * Additional modifications allowed for students with IEP’s

33. 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.

34. 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 take Civics

35. Personal Curriculum and Students with IEP’s Subsection “k”

36. Main Points • IEP does not override the MMC. • For a student with an IEP seeking a diploma, the personal curriculum modifications have parameters. • FAPE and the diploma.

38. MMC & the Link to IDEA • A student’s IEP supports achievementin the curriculum (MMC or PC) • The 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. • The IEP does not determine the graduation requirements or the general education classes the student is to take.

39. The Personal Curriculum and Students with IEP’s • Every effort must be made to provide students with disabilities full access to the MMC before making modifications. • Assumptions about what students are capable of should be carefully considered given the possible impact modifications could have on granting a diploma.

40. Subsection (k) • Permits consideration of modifications “not otherwise allowed”. • Need for modification must be based on the child’s disability and IEP. • Permits the modification to be made “to the extent necessary because of the pupil’s disability”.

41. What does it mean to modify graduation requirements and content expectations based on a student’s disability? • Additional credit substitution or content modification is allowed if the changes are based on the student’s disability • Not all of the MMC may be modified; only the areas that are specific to the student’s disability • Needs as identified in the IEP.

42. Subsection (k) cont. For a student eligible for special education services, the personal curriculum modifications must: • Incorporate as much of the subject area content expectation as practicable for the student • Be consistent with both the Educational Development Plan and the Individualized Education Program (IEP) • Modify components of the content expectations within each credit requirement. • Be determined by the same group of people responsible for developing and approving a PC for any pupil but should also include a school psychologist or special education case manager.

43. What is meant by as much as is “practicable”? • The curriculum any student receives must be comprised of the content expectations outlined in the course/credit requirements. • Practicable content = Mix MMC content expectations + modifications to those expectations driven by student need  individual student progress towards identified post-secondary goals and career pathway

44. So what would we need to know to begin development of a PC for a student with an IEP?

45. What is meant by as much as is “practicable”? The starting point for the development of a personal curriculum with practicable content begins with: • Identification of the student’s career pathway and post-secondary goal/s • Assessment and documentation of the student’s current level of performance • Identification of the requirements and critical educational experiences the student needs for achieving career and post-secondary goals • Modifications to facilitate the student’s achievement of post-secondary goals

46. Acceptable modifications might include: • Modifications in presentation, instructional strategies, and approaches • Modifying components of the content expectations within each credit requirement including in ELA, Science, on-line, etc • Additional credit swapping within the MMC • Modification of math before completing 2 credits • Modification to the method of assessing mastery • Modification to the criteria for determining mastery

47. Ensuring a Quality Education The Personal Curriculum Modifications Should: • Enable the achievement of post-secondary goals • Facilitate progress along the student’s career pathway • Enhance the relevance of the student’s educational experience • Provide full access to statewide assessments • Provide a gateway to employment and productive adult living • Maintain the integrity of the diploma.

48. Accountability • NCLB and IDEA 04 hold State and Public Agencies accountable for the performance of students with disabilities within a structure of state standards. • It is not permissible to create an alternative pathway to graduation  alternate curriculum • How much of the MMC = credit  a local board decision.

49. Accountability • A diploma shall not be awarded unless the pupil successfully completes all of the credit requirements • Districts may issue alternative certificates for students who do not meet all of the requirements of the MMC. • There are no plans for a Special Education curriculum that will lead to a separate diploma. • Students with IEP’s – diploma ends FAPE

50. High School Curriculum Options for Students with IEP’s MMC w/ MMCAlt MMCAccom.To PCPCCurr. CERTIFICATE OF COMPLETION DIPLOMA