personal curriculum: special education advisory committee presentation
DESCRIPTION
Personal Curriculum: Special Education Advisory Committee Presentation. December 3, 2008. SEAC Recommendations. Review policies which may restrict time available to students with IEPs to meet MMC. Districts assess student opportunity to access all areas of MMC. - PowerPoint PPT PresentationTRANSCRIPT
11
Personal Curriculum:Personal Curriculum:Special Education Advisory Special Education Advisory
Committee PresentationCommittee Presentation
December 3, 2008December 3, 2008
22
SEAC RecommendationsSEAC Recommendations1. Review policies which may restrict time available to
students with IEPs to meet MMC.2. Districts assess student opportunity to access all
areas of MMC.3. Deviations from the MMC should be based on the
limiting factors identified as a result of the disability.
4. The SBE should initiate programs which help educators and parents understand how the PC can be used.
5. The SBE should initiate efforts to assist LEAs in moving towards programs which accelerate learning for students who are behind meeting the MMC.
33
SEAC RecommendationsSEAC Recommendations1.Review policies which may restrict time
available to students with IEPs to meet MMC.
2. Districts assess student opportunity to access all areas of MMC.
3. Deviations from the MMC should be based on the limiting factors identified as a result of the disability.
4. The SBE should initiate programs which help educators and parents understand how the PC can be used.
5. The SBE should initiate efforts to assist LEAs in moving towards programs which accelerate learning for students who are behind meeting the MMC.
44
What The MMC DefinesWhat The MMC Defines
The state graduation requirements identify the “what”
There are no prescriptions or limitations from a state legislative perspective or from the MDE on when, where or how the content is delivered or assessed
55
ESEA RegulationsESEA Regulations
The ESEA regulations released in late October allow states to apply for the authority to report graduation rates in a 4, 5 and 6 year “cohort” calculation.
The MDE plans to apply for this authority
66
Seat Time WaiversSeat Time Waivers The Michigan Department of Education is pleased
to announce a 2008-2009 Title II, Part D Enhancing Education Through Technology Grant. Approximately $1,100,000 will be made available for this grant in the 2008-2009 grant cycle. This is a competitive grant program.
Support the exploration and implementation of innovative models of student-centered (focused on the student's needs, abilities, interests, and learning styles with the teacher as a facilitator of learning) instructional design that lead to student success in environments that are not dependent on physical facilities and time.
77
Which Means:Which Means: Students may or may not be on school site on
a daily basis. Students will most often work at their own
pace. Instruction is based on student’s learning
style. Credit based on measuring student’s
competency of the High School Content Expectations (HSCEs).
88
SEAC RecommendationsSEAC Recommendations1. Review policies which may restrict time available to
students with IEPs to meet MMC.2. Districts assess student opportunity to access all areas
of MMC.3. Deviations from the MMC should be based on the
limiting factors identified as a result of the disability.4.The SBE should initiate programs which
help educators and parents understand how the PC can be used.
5. The SBE should initiate efforts to assist LEAs in moving towards programs which accelerate learning for students who are behind meeting the MMC.
99
Personal Curriculum Personal Curriculum WorkgroupWorkgroup
Convened two times in April, 2008 Facilitated by Public Sector Consultants
(PSC) Participants
– MAASE– MASSP– Michigan Alliance for Families– CAUSE– ISD and LEA personnel– Counselors– MDE
1010
Areas of Focus/PriorityAreas of Focus/Priority Administrator’s guide Clarification on cut scores and diploma Parent’s guide LearnPort “class” Clarification of roles Revisions to Guidance Document Improved scenarios
1111
When can you see them?When can you see them?
Goal is to start disseminating them before the holidays
Should be going out to review groups over the next couple of weeks
1212
All Means AllAll Means All
Guidance that impacts all students
1313
Educational Development PlanEducational 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
1414
Essential Elements for EDPsEssential 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
1515
Universal Planning Elements 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
1616
EDP GuidanceEDP Guidance
Development team has been meeting since October
Text of an initial document is completed
There will be an announcement from the department when it is ready
1717
Learning Through SharingLearning Through Sharing
Recognized early on that the MDE does not have the resources to individually support LEAs and ISDs in developing and implementing processes around the PC
1818
Electronic Shared LearningElectronic Shared Learning
The MDE PC Wikihttp://mdepersonalcurriculum.wikispaces.com/
1919
The Personal Curriculum (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.
Personal Curriculum PlanPersonal Curriculum Plan
2020
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.
Personal Curriculum Personal Curriculum
2121
Personal Curriculum Personal Curriculum The Personal Curriculum team
consists of the following:–Student –Parent/guardian –Counselor/designee –School psychologist–Teacher(s) with content expertise
2222
Measurable goals Method to evaluate progress Communication of progress
with parent
Personal Curriculum Process Personal Curriculum Process
2323
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.
Personal Curriculum Personal Curriculum
2424
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 practicable for the student.
Prior to granting a PC, districts should ensure all efforts have been made to help students successfully complete the requirements.
Personal Curriculum Personal Curriculum
2525
What Does “Practicable” Mean?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!
2626
AccountabilityAccountability
Core Academic
AreasAYP ASSESSMENTRESEARCH
BASED STRATEGIES
NCLB
2727
SWD MEASURED ON STATE STANDARD
AccountabilityAccountabilityID
EA
ACHIEVEMENT IN GenEd
DIPLOMA ALIGNED TO STATE STANDARD
RESEARCHBASED
STRATEGIES
Core Academic
AreasAYP ASSESSMENTRESEARCH
BASED STRATEGIES
NCLB
2828
In this context, the MDE and local or intermediate school districts cannot override the accountability framework required under NCLB and IDEA.
AccountabilityAccountability
2929
SWD MEASURED ON STATE STANDARD
AccountabilityAccountabilityID
EA
ACHIEVEMENT IN GenEd
DIPLOMA ALIGNED TO STATE STANDARD
RESEARCHBASED
STRATEGIES
Core Academic
AreasAYP ASSESSMENTRESEARCH
BASED STRATEGIES
NCLB
MMC
16/18MANDATORY
CREDITS CONTENT EXPECTATIONS
MME
3030
AccountabilityAccountabilityNCLB
Core Academic
AreasAYP ASSESSMENTRESEARCH
BASED STRATEGIES
IDEA
ACHIEVEMENT IN GenEd
DIPLOMA ALIGNED TO STATE STANDARD
SWD MEASURED ON STATE STANDARD
CURRICULUM DEVELOPMENT
PROFICIENCY
PC
DISTRICTWIDE ASSESSMENT LE
A PO
LICY
LEA CREDIT
RESEARCHBASED
STRATEGIES
MMC
16/18MANDATORY
CREDITS CONTENT EXPECTATIONS
MME
EDP
3131
MMC “Mortgage” CalculatorMMC “Mortgage” Calculator
0%
20%
40%
60%
80%
100%
0% 25% 75% 100%
ContentProficiency
70%
65%
.65 x .70 = .455PROFICIENCY
CON
TEN
T
3232
Systems Checks and BalancesSystems Checks and Balances
Post School
Outcomes
EducationTraining Work
3333
Systems Checks and BalancesSystems Checks and Balances
Post School
Outcomes
EducationTraining Work
Course Of
Study
MMCCredit
LEA Credit
OtherLearning
Experiences
EDPCareer
Pathway
3434
Systems Checks and BalancesSystems Checks and Balances
Post School
Outcomes
EducationTraining Work
Course Of
Study
MMCCredit
LEA Credit
OtherLearning
Experiences
EDPCareer
Pathway
MME
ACT
MI-ACCESS
WorkKeys
3535
Systems Checks and BalancesSystems Checks and Balances
Course Of
Study
MMCCredit
LEA Credit
OtherLearning
Experiences
MME
ACT
MI-ACCESS
WorkKeys
End Point of
Instruction
AYP
Diploma
Certificate
Otherincludingdropout
Post School
Outcomes
EducationTraining Work
EDPCareer
Pathway
3636
Drop Out PreventionDrop 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.
3737
Four Reasons forFour Reasons for A Personal CurriculumA Personal Curriculum
There are four reasons for a PC.1. To add more mathematics, English,
science, or world language courses.
2. To modify credit requirements because he or she has transferred from out of state or from a non-public school.
3838
3. To modify the Algebra II requirement (i.e., by spreading the content over two years for two credits).
4. To modify the credit requirements based on a student’s disability.
Four Reasons for a Four Reasons for a Personal Curriculum Personal Curriculum
3939
Math ModificationMath Modification 1 Credit 1 Credit 1 Credit 1 Credit Total
Credits
Algebra II to be taken over 2 years
Geometry and Algebra I Algebra II 4
Modification of .5 Algebra II credit
Geometry and Algebra I
½ Algebra II credit
1 ½ Math or math-related
credits4
Modification of .5 Algebra II credit through CTE
Algebra I and Geometry
½ Algebra II credit in CTE
1 ½ Math or math related
credits4
4040
English Language Arts Science World Languages Civics Online Learning Experience Exception – Students with a disability
and transfer students.
Subjects That Can NOT Subjects That Can NOT Be ModifiedBe Modified
4141
What about What about students with students with disabilities?disabilities?
4242
SEAC RecommendationsSEAC Recommendations1. Review policies which may restrict time available to
students with IEPs to meet MMC.2. Districts assess student opportunity to access all areas
of MMC.3.Deviations from the MMC should be based
on the limiting factors identified as a result of the disability.
4. The SBE should initiate programs which help educators and parents understand how the PC can be used.
5. The SBE should initiate efforts to assist LEAs in moving towards programs which accelerate learning for students who are behind meeting the MMC.
4343
Students With DisabilitiesStudents With Disabilities The state statute uses the definition
of a child with a disability found in IDEA 2004.
The term ‘child with a disability' means a child who needs and is eligible for special education and related services.
4444
Varvel, Gary, “Lance Armstrong cartoon” used with permission from the author for Educational purposes only. Obtain permission for any other purposes through Creators Syndicate. (www.creators.com/editorialcartoons.html)
4545
Carly Fleischmann’s StoryCarly Fleischmann’s Story
“Carly Fleischmann has severe autism and is unable to speak a word. But thanks to years of expensive and intensive therapy, this 13-year-old has made a remarkable breakthrough.”
http://abcnews.go.com/health/story?id=4311223&page=1
JOHN MCKENZIE, ABC NewsFeb. 19, 2008
4646
Students With Disabilities Students With Disabilities
A school district or PSA may, at the parent’s request, consider modifications to the MMC not otherwise allowable.
4747
Students With Disabilities Students With Disabilities Created so that the MMC would not
present an absolute barrier for students with an IEP.
The intent is to create an educational bridge to cognitive barriers similar to an architectural bridge to physical barriers.
4848
Modification Requirements Modification Requirements The modification is determined to be
necessary due to the student’s disability. – Translation – it is the student’s disability and
not the instructional environment that creates the barrier to access or proficiency. The student’s response to supports and interventions need to be taken into account.
Limits the modification to the extent made necessary by the disability. – Translation – modifications should be specific
and targeted and not based solely on eligibility.
4949
Students With Disabilities Students With Disabilities The PC Team
– PC decisions rest with a district level team that has the authority to make modifications “to the extent necessary”
– This creates tremendous local discretion at the PC team level. The number of credits remain the same (16
credits). The credits must be based on high school level
content (HSCE).
5050
Students With DisabilitiesStudents With Disabilities A Personal Curriculum (PC) for a student
with a disability should be granted on a limited and individualized basis and must incorporate as much of the high school content expectations (HSCE) in areas that are being modified as is practicable, while maintaining the legislative intent of increased rigor for all.
5151
Students With DisabilitiesStudents With Disabilities
The MMC notes that the IEP shall identify the student’s “course of study”.
IDEA 2004 defines secondary transition requirements– Defines transition services– Which includes “course of study”
5252
Students With DisabilitiesStudents With Disabilities “Course of study” as required within
IDEA may be addressed in the “plan of study” which is part of the EDP.
The EDP is a secondary/postsecondary planning tool that directs the education and career plans for the final six years of each student’s K-12 learning experience.
5353
Students With Disabilities Students With Disabilities
Modifications to academic expectations made through the PC option, should support progress along the career pathway and achievement of postsecondary goals.
5454
Students With Disabilities Students With Disabilities
Must be aligned with the student’s EDP, and IEP for students with a disability.
An EDP (course of study) is developed by students under the supervision of counselors and outlines the students’ education and career goals.
5555
Students With DisabilitiesStudents With Disabilities The pupil's IEP:
– Identifies supports, services, accommodations, and modifications necessary for achievement in the general curriculum.
– It is not the purpose of the IEP to determine or modify the student’s graduation requirements.
5656
Students With Disabilities Students With Disabilities
Let’s review some scenarios on how various students plans, i.e. EDP, IEP, postsecondary plans align to facilitate the student meeting their postsecondary goals.
5757
Problems inMath or Reading
(LD category?)
Transition IEP:AccommodationsSupports*ServicesSpecific Transition Planning•To assure student meets course of study requirements
*(universal, targeted and intensive)
EDP:HS Course(s)
of study•To meet specific
requirements needed
to achieve the student’s vision
Student’s Vision/goals:
Auto Related
Ex: Machine operator/DraftingSpecific
RequirementsFor
Achieving Vision•Diploma•College
•Job and Workexperience •Adult life
5858
EDP:Defined Learning
Experiences•To meet
requirements needed
to achieve the student’s vision
• Point of exit defined by
acquisition of essential skills
/transition goals
High level of needfor support
(CI category?)
Student Vision/goals:
Auto Related
Ex: Work at Quick Lube
Specific Requirements
ForAchieving
Vision•Diploma not
an option•Curriculum based
on student needs
•Independent Living Skills•Job and Work
experience•Community
supports
Transition IEP:Accommodations
SupportsServices
Broad-based Transition planning(PCP/with intensive
Communitysupports)
•Documentation of anticipated end
point of instructionbased on defined
readiness
5959
ResourcesResourcesAdministrative Rules for certification and licensure of
Michigan school counselorshttp://www.state.mi.us/orr/emi/admincode.asp?
AdminCode=Single&Admin_Num=39001301&Dpt=ED&RngHigh=
Career Cruising http://www.careercruising.com
Career Forward http://www.mivhs.org/index.cfm
Choices Planner http://www.bridges.com/us/prodnserv/choicesplanner_hs/index.html
Mydreamexplorer http://www.mois.org/content.cfm?ID=413
6060
ResourcesResourcesCollege graduation rate - www.collegeresults.org Transforming school counseling - www.edtrust.org
6161
Contact InformationContact InformationDeborah Clemmons [email protected] for Curriculum and Literacy517-241-2479 – MDE OSI Matt Korolden [email protected], Secondary Redesign and
Transition517-241-3509 – MDE OSE/EIS