January 15, 2013

Utilization of the Personal Curriculum

Part I: Personal Curriculum (PC) Basics

Part II: Michigan Department of Education (MDE) Personal Curriculum Website

Part III: ActPoint

Arnae SadjakHigh School Title I ConsultantDistrict Instructional Service CoordinatorStandish-Sterling Community Schools

Rashell Bowerman Instructional Intervention Consultant Curriculum and Instruction Unit Office of Education Improvement & Innovation

Michigan Department of Education

Initial Contact-PC is requested by

parent/legal guardian, emancipated student, or school personnel.

The counselor acknowledges receipt of PC request and discusses next step.

The request is reviewed to determine if modifications are consistent with state and district policy.

If eligible, the PC team writes the PC using the Educational Development Plan (EDP) (and Education Program (IEP) for those students in special education).

PC is agreed to in writing by student, parent/legal guardian and Superintendent/Designee.

PC is implemented by the appropriate staff. Student progress is monitored quarterly by

parents with each teacher in the modified area.1

An “individualized approach to learning”. Offers an “alternative choice for a student

who needs a more tailored approach to learning academically”.

“The legislative intent of the PC is to individualize the rigor and relevance of the educational experience and provide a tool to help ALL students succeed with the Michigan Merit Curriculum (MMC).”1

Student Parent/guardian Counselor/designee School psychologist (if

available/appropriate for student with an IEP)

Teacher(s) with content expertise1

Student’s PC must: Align with the EDP, post secondary goals,

and the IEP Establish measurable goals Provide a method to evaluate progress Contain a plan for on-going communication

in which a parent communicates at least quarterly with each teacher in the modified content area(s) 1

Local Education Agencies (LEA’s) must provide the opportunity for students to develop their EDP in the 7th grade and ensure that each student reviews and revises the EDP as appropriate in 8th grade before entering high school.

The EDP must still be developed under the supervision of the student’s school counselor (or designee) and must be based on high school readiness scores and a career pathways or exploration program.1

A documented process initiated by:

The parent/legal guardian Student over 18 (if no appointed

guardian) Emancipated youth School personnel1

Michigan law states that a PC may be requested for a student who has completed grade 9.1

A request for modification(s) for a student with an IEP may be made at any time, but the modification(s) cannot take effect until the student begins high school.1

A request for modification(s) for a transfer student may be made upon enrollment in a Michigan public high school after an assessment of previous credits earned determines that the student has completed the equivalent of two years of high school. 1

Must be consistent with the student’s EDP (and IEP for the student in special education).

Meet as much of the MMC subject content expectations as practicable for the student.1

“Practicable” is an inclusive term meaning as much of the subject area content standards as possible during high school instruction for the student.

Students with an IEP operate under this same context.1

Identification of the student’s career pathway Requirements for achieving postsecondary

goals Analysis of the student’s current and past

levels of performance (i.e., transcript and informal and formal assessment data)

Identification of the courses and other educational experiences the student needs to progress along the career pathway and achieve postsecondary goals1

Before granting a Personal Curriculum, school districts should make certain all efforts have been made to help students successfully complete the MMC requirements.1

A Personal Curriculum is NOT:

“A substitute for good teaching” “…convenient escape door for schools to

shy away from providing access to the MMC for students who are more difficult to reach and teach.”2

What instructional strategies have been used with the student?

What interventions have been implemented with the student?

Integrated and differentiated instruction Interventions and support Spiraled curriculum Online learning Project-based learning Flexible scheduling Peer coaching Adult mentoring Electives College credit opportunities1

If a student is not successfully completing a credit required for graduation or is “at risk” for withdrawing, the school district “shall notify the parent/guardian of tutoring or other supplemental educational supports or counseling services”.1

Personal Curriculum could create another option for students “at risk”, thus decreasing the drop-out rate.

The four types:

To access advanced or specialized content that cannot be met through electives or to succeed in accelerated math, science, English language arts, or world languages

To modify requirements because the student has transferred from an out of state or non-public school

To reduce the Algebra II requirement in the MMC

To modify, if necessary, the credit requirements of a student with an IEP1

Earning additional credits:

A student may earn additional credits in math, science, English language arts, and /or world languages by exchanging up to one credit each of social studies; physical education and health; and or/ visual, performing and applied arts credits.1

Transfer Student Requirements: Student has successfully completed the

equivalent of two years of high school credit at an out of state or nonpublic school.

Districts may use appropriate assessments or examinations to determine what credits were earned out of state or at the nonpublic school.

Transfer Student:

Student must successfully complete at least 1 mathematics credit during the final year of high school.

-Algebra I if enrolled at least 1 year -Next credit above Algebra I if student has demonstrated success in Algebra I

Student must earn .5 credit in Civics.1

Mathematics Modification:

1.0 credit of Algebra II may be modified to 0.5 credit.

Mathematics modification:

A student may also request and receive a PC to modify the 1.0 credit Algebra II requirement by successfully completing 0.5 credit of statistics or 0.5 credit of functions and data analysis.1

Mathematics Modification:

Math or math-related course is still required in the student’s final year.1

For a student with an IEP the PC must:

Be consistent with both the EDP and IEP. Incorporate as much of the subject area

content expectation as practicable for the student within the context of the MMC requirements.

Show modifications which are specific and targeted , and NOT based solely on eligibility.

For a student with an IEP the PC: Should be granted on a limited basis. Must incorporate as much of the content

standards in areas that are being modified as practicable.

Must maintain the legislative intent of increased rigor for all.

For a student with an IEP:

The PC decisions rest with a district level team that has the authority to make modifications “to the extent necessary”.1

The board of a local school district may award a diploma to students completing

requirements of a PC.1

1MDE – Personal Curriculum Documents http://www.michigan.gov/mde/0,1607,7-140-6530_30334_49879---,00.html

2Personal Curriculum Ning http://personalcurriculum.ning.com/

3ActPoint http://www.actpoint.com/mi/

Rashell BowermanInstructional Intervention Consultantbowermanr1@michigan.gov 517-335-3062

Mary HeadDepartmental Analystheadm1@michigan.gov 517-335-3442