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Understanding the Personal Curriculum Why it is not a Special Education Thing Understanding the Personal Curriculum Why it is not a Special Education Thing

Reaching and Teaching All Michigan Students Reaching and Teaching All Michigan Students

Reality Check • “Internationally, the United States does not have the highest educational standards. Reality Check • “Internationally, the United States does not have the highest educational standards. However, we have the deepest commitment to equity…essential to a school’s success is absolute commitment to a rigorous and relevant curriculum for all students. ” Bill Daggett

Practicalities • Preparing Michigan Students for Work and College Success are the same thing Practicalities • Preparing Michigan Students for Work and College Success are the same thing • Governor’s Goal - Double the number of college graduates in Michigan • Students success in college or the workplace is linked to high level courses in English, science and math beyond Algebra II • Rigorous requirements do not increase dropout rates

In the last 30 years, jobs have been redistributed: employment share and earnings have In the last 30 years, jobs have been redistributed: employment share and earnings have shrunk for high school drop outs • Until the 1970’s the United States’ economic dominance rested on a solid agricultural and manufacturing base where workers with high school or less could provide a comfortable living for their families • Today, ideas rather than natural resources comprise an increasing share in GDP growth 1973 Employment share 32% Earnings 40% 9% 7% $32, 000 $25, 900 12% $40, 000 $51, 000 $57, 700 High school drop outs High school graduates Some college, no degree Associate degree Bachelor’s degree Graduate degree 9% 31% 18% 10% 21% 11% $20, 700 $29, 600 $35, 800 $37, 100 $52, 600 $68, 2001 Employment share Earnings Source: Autor, Levy, Murnane, 2003 ; Carnavale (ETS), 2003

Schools DO Make a Difference • Research of: – Larry Lazotte, – Wilbur Brookover Schools DO Make a Difference • Research of: – Larry Lazotte, – Wilbur Brookover – Michael Rutter • Conclude that: – All children can learn – Schools control the factors that assure mastery of the curriculum

Schools DO Make a Difference • Robert Marzano, What Works in Schools, 2003 – Schools DO Make a Difference • Robert Marzano, What Works in Schools, 2003 – An analysis of research conducted over a 35 year period demonstrates that schools that are highly effective produce results that almost entirely overcome the effects of student backgrounds.

Getting to Credit • Credit must be aligned with subject area content expectations Getting to Credit • Credit must be aligned with subject area content expectations

Strategies to Assist Student Success • Integrated instruction • Online learning • College credit Strategies to Assist Student Success • Integrated 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 • A PC is not necessarily needed for alternative Options to Meet MMC Requirements • 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

Guiding Principles • The PC is one of many options to help students meet 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

Personal Curriculum • Legislative Requirements: – Agreement between the superintendent, parent/guardian, and the student 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 be included for students with disabilities – Meets as much of MMC (HSCE/CCE) as practicable – Aligned with the EDP – Measurable goals – Method to evaluate progress – Communication of progress with parent

Educational Development Plans • The Board of a LEA or Board of Directors of 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

 • • • Essential Elements for EDPs 1. Personal Information 2. Career Goal(s) • • • Essential Elements for EDPs 1. Personal Information 2. Career Goal(s) 3. Educational/Training Goal(s) 4. Assessment Results 5. Plan of Action 6. Parent Consultation/Endorsement –(under age 18) Courtesy of: Christine Reiff, Office of Career and Technical Preparation

Drop Out Prevention • If a pupil is not successfully completing a credit required Drop Out Prevention • 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

Mathematics Modification MMC without PC 1 Credit Algebra I, Algebra II and Geometry (no Mathematics Modification MMC without PC 1 Credit Algebra I, Algebra II and Geometry (no sequence required) Modification allowing Algebra I and Algebra II to be Geometry (no taken over two years sequence required) 1 Credit Total Credits Final year math or mathrelated credit 4 Algebra II 4 Students required to take Geometry and Algebra I Math or Algebra II math½ credit related credit 4 Modification after Algebra I and successful Geometry (no completion of 2 math sequence required) credits Math or Algebra II math content in related CTE credit 4 Modification after successful completion of minimum of 2. 5 math credits

Modifications Health and Physical Education and Visual, Performing and Applied Arts • Student takes Modifications Health and Physical Education and Visual, Performing and Applied Arts • Student takes additional credit beyond the required credits in English Language Arts, Math, Science, or World Languages • Health education and social skills programs improve school and test performance, attendance and school connectedness • Physical education, structured physical activity and higher fitness levels impact student achievement.

Modifications Social Studies • The third credit may be modified if the student takes Modifications Social Studies • The third credit may be modified if the student takes an additional credit (beyond the required credits) in English Language Arts, Math, Science, or World Language • 2 credits required, including civics

Transfer Students • Student has successfully completed the equivalent of 2 years of high 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 Algebra 1 • Student must take Civics

Modifications • No modifications in the following areas: – English Language Arts – Science Modifications • No modifications in the following areas: – English Language Arts – Science – World Languages – Civics – Online Learning Experience • Exception – Students with a disability and transfer students

Subsection (k) • Permits consideration of modifications “not otherwise allowed” – PC allows some 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”

Subsection (k) cont. • The modification must be consistent with the Educational Development Plan 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

Link to IDEA • If a pupil receives special education services, the pupil's IEP 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.

Accountability • NCLB and IDEA 04 hold State and Public Agencies accountable for the 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.

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

Some Things Seems to Be Very Clear • We cannot substitute alternative content and Some Things Seems to Be Very Clear • We cannot substitute alternative content and count achievement within that content towards the 18 credit requirements. • 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 FAPE.

So where do we get answers? • There are two sets of guidance documents So where do we get answers? • There are two sets of guidance documents posted to the Office of School Improvement website. • Follow this link: http: //www. michigan. gov/mde/0, 1607, 7 -1406530_30334 -178576 --, 00. html

Or…. • Start with the MDE website MDE - Michigan Department of Education http: Or…. • Start with the MDE website MDE - Michigan Department of Education http: //www. michigan. gov/mde Go to the “OFFICES” tab on the left side of the page Follow the School Improvement link Follow the Personal Curriculum Guidelines link

And now … • Answers to your questions And now … • Answers to your questions

SEAC Questions on Personal Curriculum Generated on January 9 th 2008 in preparation for SEAC Questions on Personal Curriculum Generated on January 9 th 2008 in preparation for Personal Curriculum presentation to SEAC on February 6 th, 2008 • The latest versions of MDE’s Personal Curriculum Guidelines and examples documents can be found here: • http: //www. michigan. gov/mde/0, 1607, 7140 -6530_30334 -178576 --, 00. html

Umbrella Question: Q: When and under what circumstances should a PC be considered for Umbrella 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

Additional Questions Q: What is the school’s obligation to bring up the option of Additional Questions Q: What is the school’s obligation to bring up the option of a PC at an EDT or IEP? A: The school would be responsible for informing the parent of the personal curriculum as part of their general information sharing process regarding the graduation requirements.

Q: What is the role of the IEP with regards to MME? A: Identifies Q: What is the role of the IEP with regards to MME? A: Identifies which version of the exam the student will be assessed on and any modifications or accommodations that are necessary and permissible.

Q: How does the IEP/504 plan interface with the end of credit exams? A: Q: How does the IEP/504 plan interface with the end of credit exams? A: Identify accommodations and modifications

Q: Are there other ways besides to PC within the HS curriculum for students Q: Are there other ways besides to PC within the HS curriculum for students with IEPs to demonstrate the competencies required by MMC? A: The PC has nothing to do with demonstrating competence.

Q: Is the PC framed around the student’s interests and capabilities/competencies? A: The PC Q: Is the PC framed around the student’s interests and capabilities/competencies? A: The PC is a tool for making changes to the graduation requirements as identified in 1278 a and 1278 b. It “individualizes” the rigor of the student’s course of study as identified in the EDP. A good EDP should be based on sources of information that identify preferences, strengths and interests of students and families.

Q: How will the state (MDE) monitor the rate of students with PCs? A: Q: How will the state (MDE) monitor the rate of students with PCs? A: Through the SRSD - SDS

Q: What plans are there to develop a userfriendly guide to PC for parents Q: What plans are there to develop a userfriendly guide to PC for parents and school staff? (user-friendly meaning <5 pages, not in. 4 font, as jargon-less as possible etc. ) A: We are forming a group to do this as we speak.

Q: What provisions are there to balance more rigor in one area with less Q: What provisions are there to balance more rigor in one area with less rigor somewhere else? A: There are no “official” provisions. This is a decision that must be made and agreed to by the development team.

Q: How will consistency between districts (LEAs) be assured if LEAs each define their Q: How will consistency between districts (LEAs) be assured if LEAs each define their own end of credit exams? Q: How will we deal with the issue of equity between district to district, and between program to program? A: Data portraits. We must connect the dots between course of study, performance on the MME, graduation and postsecondary outcomes.

Q: What ISDs are coordinating efforts with their local districts with regard to MME? Q: What ISDs are coordinating efforts with their local districts with regard to MME? How are they doing that? A: That’s a good question!

Contact Information Personal Curriculum Deborah Clemmonsd@michgian. gov Supervisor for Curriculum and Literacy 517 -241 Contact Information Personal Curriculum Deborah [email protected] gov Supervisor for Curriculum and Literacy 517 -241 -2479 – MDE OSI Special Education Matt Korolden [email protected] gov Co-director, Secondary Redesign and Transition 517 -241 -3509 – MDE OSE/EI