Michigan Merit CurriculumMichigan Merit CurriculumHigh School Graduation RequirementsHigh School Graduation Requirements

April 14, 2008April 14, 2008

AGENDAAGENDA Introductions Purpose and outcomes of the meeting Informational PowerPoint and Activities

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

What have you heard?

Purpose and Outcomes

1. Increased familiarity with/knowledge of the MMC credit requirements.

2. Identify the four reasons for which a personal curriculum may be requested.

3. Articulate the procedural steps for initiating and completing the personal curriculum process.

4. Differentiate between what is permissible for all students seeking a personal curriculum vs. students with IEPs.

Purpose and Outcomes

5. Explain the critical connection between the EDP, IEP, and the Personal Curriculum.

6. Develop an understanding of the requirements that must be addressed within each district to comply with the MMC and PC legislation

7. Review strategies for working with your districts to plan for and implement the legislative requirements.

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

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

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

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?

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

School Practices in High/Average Impact Schools

High Impact

Focus on Post Secondary Goals

Academic Driven

Embrace Standards and Assessment

High expectations for all students

Encourage Academic Challenge

Data used for curriculum improvement

Help prepare students for college requirements

Early warning systems

Counselors members of academic team

Teacher assignment based on student needs and teacher expertise

Average Impact

Focus on Graduation

Rules Driven

Tolerate Standards and Assessment

High Expectations for selected students

Barriers to challenging courses

Data used to measure past student performance

Delay entry into grade level courses

Remedial help after students falter

Counselors involved through referrals

Teacher assignment based on seniority and preference

Where do we begin?

The MMC!

Overview of Michigan Merit CurriculumOverview 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

High School Content Expectations

Courses vs. Credits

Course/Credit Content Expectations (CCE)English Language Arts

Mathematics

Science

Social Studies

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)

High School Course/Credit Content Expectations

High School Course/Credit Guidelines

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

Courses vs. Credits, cont’d.

Credit requirement can be met in a 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

School-Wide Support Systems for School-Wide Support Systems for Student SuccessStudent Success

Universal InstructionCore Instruction, all studentsPreventive

Targeted InstructionSupplemental, somestudents, reduce risk

Intensive Instruction Individualized, functional assessment, highly specific

80%

7-15%

1-5%

High School Curriculum Options for All Students

MMC MMC+ MMC/PC

DIPLOMA

“+” Options to Meet MMC Requirements

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

G4

District Obligations - MMC

Opportunities in place by 2007-08 school year to meet all graduation requirements

Graduation credit areas taught by “highly qualified” (NCLB) teachers

Basic technology and internet access in place to support on-line requirement

Educational Development Plan for 7th graders to be completed and reviewed by the time student enters high school

Plan for students receiving alternative certificate vs. diploma Notice to parents of students failing or in danger of dropping

out

District Obligations - MMC

By March 1 of each school year, school districts are legally required to provide to all students in grade 8 or higher general information about postsecondary enrollment opportunities such as:

Advanced Placement (AP), Dual enrollment, Early and middle college high schools, Career and technical preparation enrollment options,

May also include information about PC, Testing Out, and how credit requirements may be met – CTE, CBL, Independent Study, etc., all of which are local district decisions.

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

District Obligations – MMCLegislative Procedures

Michigan Merit Curriculum High School Graduation Requirements

MMC & Personal Curriculum Requirements and Responsibilities of Local Boards of Education

G4-5

Michigan Merit CurriculumMichigan Merit CurriculumHigh School Graduation High School Graduation

RequirementsRequirements

Group processing and planningMMC

But first, a note from our sponsor

What’s this “PC”?

Politically Correct?

PC = Personal Curriculum!

The personal curriculum is a documented process that modifies certain requirements of the MMC.

G1

PC = Personal Curriculum!

The use of a personal curriculum (PC) modification is allowed by state statute for only four reasons:

Modify the mathematics requirement (G5)Add more math, science, English language arts

or world languages (G6)Modify the credit requirements for a student

with an IEP based on his or her disability (G7-8)Transfer students – out-of-state/nonpublic (G8-9)

G1

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

Personal Curriculum

G3-4,11

ExamplesA 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

G3

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

G3

Personal Curriculum Modification Process

1. Initiation

2. PC Development/Review Team

3. Agreementa. Credits and Content

b. Use of EDP

c. Use of IEP

4. Quarterly communication to monitor

5. Revision

G9

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

Personal Curriculum

G9-10

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?

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

Personal Curriculum

G9-10

Sample Requests & Plans

Allegan CISD Generic Kalamazoo MDE Newaygo

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?

* MAASE Clearinghouse * MDE Personal Curriculum Space

MAASE Clearinghouse

MDE Personal Curriculum Space

What Does “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.

“As much as” not “as little as”

G1

What Does “Practicable” Mean?

Modifications should facilitate the achievement of post-secondary goals.

Modifications should not erect barriers to progress and achievement.

Students with disabilities operate under this same context!

G1-2, 11-12

Modifications

Modifications are allowed in the following areas for any student:

Mathematics Health and Physical Education Visual, Performing and Applied Arts Social Studies

G5-6

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 and transfer students

Modifications

G9

MMC and PC ComparisonCredits Subject Area MMC Description Personal Curriculum

(Modification)*

4 Credits English Language Arts

Aligned with subject area content expectations developed by the Department and approved by the State Board of Education

No modification

4 Credits Mathematics Algebra IGeometry Algebra II1 additional math or math-related credit Math or math-related credit in the final year

All students must:•Complete at least 3.5 math or math-related credits

•Complete a math or math-related credit in the final yearAlgebra 2 modification options:

•Complete 2.5 credits including .5 credit of Algebra IIOR•Complete a two year Career and Technical education curriculum which includes .5 credit of Algebra II contentOR•Complete Algebra 2 over 2 years with credit given for each year* Additional modifications allowed

for students with IEP’s

MMC and PC Comparison

3 Credits Science BiologyChemistry or Physics1 additional Science credit

No modification

3 Credits Social Studies .5 Civics.5 EconomicsUS History and GeographyWorld History and Geography

No modification of Civics2 credits must be earnedModified only if student takes additional credit(s) beyond the required credits in English Language Arts, Math, Science, or World Languages

1 Credit Health and Physical Education

Credit guidelines developed by the Michigan Department of Education

Modification only if student takes additional credit(s) beyond the required credits in English Language Arts, Math, Science, or World Languages

Credits Subject Area MMC Description Personal Curriculum(Modification)*

* Additional modifications allowed for students with IEP’s

MMC and PC ComparisonCredits Subject Area MMC Description Personal Curriculum

(Modification)

1 Credit Visual, Performing, Applied Arts

Credit guidelines developed by the Michigan Department of Education

Modification only if student takes additional credit(s) beyond the required credits in English Language Arts, Math, Science, or World Languages

2 Credits World Languages

Begins with the Class of 2016Credits earned in grades 9-12 ORAn equivalent learning experience in grades K-12

No modification

Online Learning Experience

Online course or learning experienceOROnline experience is incorporated into each of the required credits

No modification

* Additional modifications allowed for students with IEP’s

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.

G8-9

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

G9

The 16 Credits

Personal Curriculum and Students with IEP’s

Subsection “k”

MMC

PC

PC “modified further”

ALL STUDENTS

Includes•Section 504•IDEA eligible

STUDENTS WITH IEP’S UNDER IDEA

Main Points

IEP does not override the MMC.

For a student with an IEP seeking a diploma, the personal curriculum modifications do have parameters.

A diploma shall not be awarded unless a student successfully completes all of the MMC credit requirements.

MMC & the Link to IDEA A student’s IEP supports achievement in 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.

G7

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.

The key issue is providing the educational experience that will best enable the student to achieve their career pathway goals and/or postsecondary goals as identified in the Educational Development Plan (EDP) or Individual Educational Program (IEP).

G7, S41,48

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”.

G7

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.

G7, S47

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.

G7

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

G8

So what would we need to know to begin

development of a PC for a student with an

IEP?

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

G8

Acceptable modifications might include:

Modification of math before completing 2 credits

Modification to the method of assessing mastery

Modification to the criteria for determining mastery

Modifying components of the content expectations within each credit requirement including in ELA, Science, on-line, math, etc

Additional credit substitution within the MMC G8, S26

Ensuring a Quality Education Rigor, Relevancy, & Relationship

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.

G8

Accountability

NCLB and IDEA 04 hold State and Public Agencies accountable for the performance of students with disabilities within a structure of state standards.

In this context, nothing from the MDE can counter the accountability framework that NCLB and IDEA create.

A diploma shall not be awarded unless the pupil successfully completes all of the credit requirements.

[Section 300.102(a)(3), regarding exceptions to FAPE]

G7

How much of the MMC = credit a local board decision.

It is not permissible to create an alternative pathway to graduation through an alternate curriculum

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

Accountability

G7, S44

High School Curriculum Options for Students with IEP’s

Alternate

MMC MMC+ MMC/PC Curriculum

DIPLOMAALTERNATIVE CERTIFICATE

Some Things Seem to Be Very Clear The IEP does not “trump” the graduation

requirements.

We cannot substitute alternative curriculum and count achievement within that curriculum towards the 16/18 credit requirements.

We cannot reduce the number of credits.

Some students will receive an alternative certificate which does not end FAPE.

Personal Curriculum Supporting Materials Document

Q & A Document - SWI8. How much of the Michigan Merit Curriculum (MMC) requirements can

be modified for a special education student to ensure a quality education?

9. Does the IEP of a Student with a Disability override the MMC?

11. How do the EDP, PC, and transition IEP work together to support student achievement?

13. Is the MDE going to develop additional guidance on allowable modifications outlined in Section K?

14. Can a student with disabilities receive a PC as early as 8th grade?

15. What is meant by further modified?

24. Does the MMC eliminate the CI population from getting a diploma?

26. What will be the extent of modifications practicable under subsection (k)?

27. Do courses taken as “substitutes” in the personal curriculum for students with disabilities require a set of written content expectations?

Q & A Document - SWI29. What does it mean to modify graduation requirements and content expectations

based on a student’s disability? Are modifications for students with a disability limited to the identified disability area?

30. What types of modifications to the academic requirements might be appropriate for a student with an emotional impairment, where the disability itself would not impair the student’s ability to perform academically, but rather impacts the student’s behavior?

31. What is the message to parents of students with disabilities if we want all students to achieve at higher levels?

32. Who is responsible for developing the PC for a student with a disability? How can special educators help general education colleagues?

37. What additional types of modifications in mathematics are allowed for a student with a disability?

46. In looking at the chart on MDE’s site for the PC under the column “modification”, it currently show no modifications in ELA or science. Does the law now allow students with a disability to modify both subject areas, and if so, what would they look like?

District Obligations – PCProcedural Questions

Who are the members of your PCDT?

What is the process from receiving the request for a PC to convening the team? Who is responsible?

Who needs to be aware of the process?

Who needs to be knowledgeable in the process?

How are EDP’s handled in the Middle School?

How are EDP’s currently incorporated into a student’s four year plan?

District Obligations - PC

For students with IEP’s

How much/many modifications are “practicable” for SWI seeking a diploma?

What 9th grade students do we have that are in jeopardy of not having an opportunity to progress in the MMC?

What content in the HSCE’s can go in the “functional” curriculum?

District Obligations – PCLegislative Procedures

MDE Personal Curriculum Guidelines

MDE Personal Curriculum Supporting Materials and Examples

MMC & Personal Curriculum Requirements and Responsibilities of Local Boards of Education

Michigan Merit CurriculumMichigan Merit CurriculumHigh School Graduation High School Graduation

RequirementsRequirements

Group processing and planningPC

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 and/or SE case manager

should be included if the student has an IEP

G2

An EDP records a plan of action leading to fulfillment of career and educational goals. Students store information on careers, pathways, educational options and experiences in their EDPs.

What is an EDP?

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)

A good EDP meets many of the IDEA Secondary Transition Requirements

Essential Elements for EDP’s

G2

What is My Dream Explorer?

A website created by Michigan Virtual University to assist a student in creating an Educational Development Plan, often know as an EDP.

My Dream Explorer

The student site follows a four-step decision-making model:

1. AssessHelps in understanding how interests, abilities and preferences match up with careers.

My Dream Explorer

2. ExploreProvides in-depth information on careers, colleges and financial aid.

3. DecideResources and reference information will assist in making decisions and setting goals.

My Dream Explorer

4. PlanUse the EDP, schedule planner, portfolio and resume to record a plan of action to get where you want to go.

Local districts have unlimited access to My Dream Explorer and training is available for those that request it.

EDP, PC, and IEP – How do they work together within the MMC?

The personal curriculum is not a stand alone document.

Must be developed and coordinated with any other plans. EDP, IEP or 504

G2

EDP• Course of Study

• Career Pathway and Goals

• Education/Training Goals

Transition IEP• Course of Study

• Post-Secondary Goals• Transition Plan – Needs & plan to

address needs• Supplementary Aides and Services

PC

• Course of Study

• Educational Goals

• Career Pathway

G2

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

Resources

MMC HS Graduation Requirements – complete FAQ

Personal Curriculum – Guidelines

Personal Curriculum Graphic

Personal Curriculum – Supporting Materials and Examples

PC Development Process Grade by Grade

Student Movie - Informational Video

Grade by Grade document

Resources MMC HS Graduation Requirements –

complete FAQ Personal Curriculum – Guidelines

Personal Curriculum Graphic

Personal Curriculum – Supporting Materials and Examples

PC Development Process Grade by Grade

Student Movie - Informational Video

WebsitesMichigan.gov/highschool (with link to HSCE site)http://www.michigan.gov/highschool

Michigan.gov/hsce http://www.michigan.gov/hsce

Michigan.gov/oeaa (MME/ACT information)http://michigan.gov/oeaa

Michigan.gov/mathematics (mathematics resources)http://www.michigan.gov/mathematics

MDE Personal Curriculum Space http://mdepersonalcurriculum.wikispaces.com/

Websites

ACT.org (policy makers) On Course for Successhttp://www.act.org/path/policy/pdf/success_report.pdf

ACT.org (policy makers) Reading Between the Lineshttp://www.act.org/path/policy/reports/reading.html

ACT.org (College Readiness Standards)http://www.act.org/standard/index.html

Preparing Michigan Students for Work and College Successhttp://www.michigan.gov/documents/hs_research_doc_149897_7.pdf

Websites

State Improvement Grant (SIG) – Math and ELA AYPhttp://michiganmathematics.org

Reach and Teach for Learninghttp://www.cenmi.org/ideapartner

Michigan Transition Resourceshttp://www.cenmi.org/tspmi

Michigan’s Integrated Technology Supports (MITS)http://www.cenmi.org/mits/default/asp

CAST – Center for Applied Special Technologyhttp://www.cast.org

Critical JunctureWe are what we are based on where we’ve been.

Being asked to “think differently”

Being asked to redesign for a different world

•Legislation is passed…

•Curriculum is developed…

What else is there to redesign?

Our assumptions about kids.

Our assumptions about kids.

ALL Means ALL

High School Redesign in Michigan is for ALL students Universal Design is a way to provide

broader access to high school content.

Personal Curriculum brings individualized design for RIGOR and RELEVANCY.

Michigan Merit CurriculumMichigan Merit CurriculumHigh School Graduation High School Graduation

RequirementsRequirements

Group processing and planningEDPOther Issues to Discuss

Questions?

Julie McDonald, CISD/DCIA Consultant 269-789-2495 mcdonalj@calhounisd.org

Gail VanDaff, CISD Special Education Supervisor and Educational Consultant 269-789-2489 vandaffg@calhounisd.org

Tony Warren, CISD Counselor Consultant 269-789-2443 warrent@calhounisd.org

Michigan Merit CurriculumMichigan Merit CurriculumHigh School Graduation RequirementsHigh School Graduation Requirements

April 14, 2008April 14, 2008