Personal Curriculum Nuts Bolts 1 Webinar

Personal Curriculum: Nuts & Bolts 1

Webinar Presenters Deb Clemmons, Mary Seldon, MDE Administra Assistant, OSI MDE Supervisor OSI, 2

Webinar Instructions § Meeting Link: http: //picture. mivu. org/picturetalk/meetingattend. jsp? ptkkey=qeht 210 &a=1 § Meeting Key: qeht 210 § Meeting Password: massp BE SURE TO CALL IN AT 3: 00 PM FOR THE AUDIO Conference Call: 1. 888. 272. 7337 Conference Call ID: 219002 3

Meeting Screens TYPE Here Display Console-Click the Blue Diamond People Chat 4 Raise Hand

Tips for a Successful Webinar § Be Sure to Place your Speakerphone on MUTE! § Use the CHAT Box to Ask Questions during the presentation § Use the Explorer (PC)/Safari (Mac) browsers only § Print a hard copy of the presentation/resources if technology fails § Complete the SB-CEU form and online evaluation. 5

Chat Practice § What do you want to learn today about the “Nuts and Bolts” of the Personal Curriculum? 6

Getting to Credit § Credit must be aligned with subject area content expectations 7

Bottom Line on Rigorous Courses § Conventional wisdom about students not wanting challenging courses is wrong and misleading § When students see a clear connection between rigorous classes and future opportunities, they become strong supporters 8

School Practices in High/Average Impact Schools Average Impact High Impact Focus on Graduation Focus on Post Secondary Goals Rules Driven Academic Driven Embrace Standards and Assessment Tolerate Standards and Assessment High expectations for all students High Expectations for selected students Encourage Academic Challenge Barriers to challenging courses Data used to measure past student performance Data used for curriculum improvement Help prepare students for college requirements Delay entry into grade level courses Early warning systems Remedial help after students falter Counselors members of academic team Counselors involved through referrals Teacher assignment based on student needs and teacher expertise Teacher assignment based on seniority and preference 9

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 10

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 – Not all or any of the requirements § Allows the board of a LEA or PSA to award a high school diploma providing the student successfully completes the personal curriculum 11

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 – Modify credit requirements because he or she has transferred from out of state or from a non-public school 12

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 – Must be aligned with the student’s EDP – Measurable goals – Method to evaluate progress – Communication of progress with parent 13

Personal Curriculum Nuts and Bolts § Parent, legal guardian or emancipated student may request a PC § A local board or PSA board of directors may award a high school diploma for a student that successfully completes the PC § Use of a PC is a local board or PSA board option, not a requirement 14

Personal Curriculum Nuts and Bolts § Local board of education once it has decided to offer the personal curriculum option needs to determine the following: – Criteria for content mastery – Allowable modifications – What constitutes credit for specific courses – What constitutes partial credit for mastery of the student’s PC 15

Personal Curriculum Nuts and Bolts § Other local board considerations: – Proficiency levels for content mastery for credit – The “cut score” a student must achieve for content mastery – Alternative cut scores for students with certain barriers to learning – What content expectations make up courses for credit or partial credit 16

Cut Scores § Cut scores are the level that the district has decided demonstrates that the student has met proficiency – What is the achievement standard that all students must meet – cut scores? – What, if any flexibility will be allowed in achievement standards for students with learning challenges – alternative cut scores? 17

Personal Curriculum Nuts and Bolts § Tools that may be helpful to support a PC option: – A process flow chart or checklist for schools – A PC plan or planning document – A form to track content modifications or credit swapping – A parent and student guide that explains the PC option – An appeal process for PCs that have been denied by schools 18

Personal Curriculum Nuts and Bolts § Helpful information for a PC team meeting: – Student’s Educational Development Plan – Student’s current transcripts – Student’s attendance records – Students discipline records – Student’s academic records and test results (district, state, national) – Other student planning documents, i. e. Individualized Educational Program 504 Accommodation, Positive Behavior Support, NCAA Clearinghouse list of Eligible Courses, State Scholars list of courses. 19

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! 20

Modifications 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 21

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) Modification after successful completion of minimum of 2. 5 math credits 1 Credit Total Credits Final year math or mathrelated credit 4 Algebra II ½ credit Math or mathrelated credit 4 Modification after Algebra I and Algebra II successful Geometry (no content in completion of 2 math sequence required) CTE credits Math or math related credit 4 Students required to take Geometry and Algebra I 22

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. 23

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 24

Out of Bounds § No modifications in the following areas: – English Language Arts – Science – World Languages – Civics – Online Learning Experience § Exception – Students with a disability and transfer students 25

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 26

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” 27

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 28 28

Monitoring the Personal Curriculum Law provides that the pupil’s parent or legal guardian shall be “in communication” with each of the pupil’s teachers at least one each calendar quarter § Use established communications methods. § Use various communications modes to fit the subject modified § Use existing district PE waivers § Use early warning systems in conjunction with dropout prevention requirement 29

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 30

Contact Information Personal Curriculum Deborah Clemmonsd@michgian. gov Supervisor for Curriculum and Literacy 517 -241 -2479 – MDE OSI Special Education Matt Korolden koroldenm@michigan. gov Co-director, Secondary Redesign and Transition 517 -241 -3509 – MDE OSE/EIS 31

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