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Too Few PC’s Too Many CC’s. A Presentation* by Laurie VanderPloeg Sharon LaPointe 2014 Summer Institute *Complimentary Kent ISD Final Report provided at presentation. PART ONE. INTRODUCTION. Impetus. - PowerPoint PPT Presentation
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A Presentation* byLaurie VanderPloeg
Sharon LaPointe2014 Summer Institute
*Complimentary Kent ISD Final Report provided at presentation
Too Few PC’sToo Many CC’s
INTRODUCTION
PART ONE
Under-representation of students with disabilities graduating with a regular high school diplomaFall 2013 Accountability Score Cards
Under-utilization of MMC Personal Curriculum optionSEAC study conducted by U of MRecent OCR investigation
Impetus
Convening of two Kent ISD workgroupsCertificate of Completion and Diploma (Course of Study issues)
Personal CurriculumMeetings to identify contributing factors and possible solutions
Review of practices in other states
Kent ISD Response
Joint Final Report and RecommendationsDocument from the Course of Study and Personal Curriculum Committees
Referred to as “JFRR” in this PowerPointRoll-out plan
Kent ISD Response
CERTIFICATE OF COMPLETION AND DIPLOMA:COURSE OF STUDY ISSUES
Section One: IEP Course of Study Leading to….?
PART TWO
Failure to provide notice that a purpose of IEP will include COS determination
In IEP invite or on the IEP itselfDrive-by discussion: Mythology
Certificate of Completion by defaultStereotypes re who gets a diploma/who doesn’t
Credit deficit situations
Long Hard Look at Short IEP Question: Problems with “Course of Study” (COS)
Drive-by discussion: MethodologyFailure to understand criteria for and pathways to obtaining a diploma versus a certificateFailure to consider whether PC option might enable opportunity to earn credit toward diploma
Lack of student data for review and consideration
Lack of understanding of import of decision
“Course of Study” Problems, cont.
Michigan’s IEP COS language is currently limited to either the regular high school diploma or the certificate of completion
OCR concerned that only one diploma option and one certificate option
Other states have multiple diploma options and multiple certificate options
Options?Shockingly, yes!
The Current Hobson’s Choice
MMC (Required by law) MMC Plus (Permitted by law. District prerogative.)
Student meets MMC requirements, with or without PC
Student meets MMC requirements, with or without PC, plus any additional district requirements
JFRR recommends that districts offer both diploma options.
What Diploma Options Are There?
Certificate of Performance
Certificate of Academic Achievement
Certificate of Participation
Student completes vocational program and/or worksite based learning.Instructor rates performance on associated vocational skill sets.Instructor rates performance on related skills, e.g., attendance, social skills, self-advocacy, following rules and directions, hygiene.
Student demonstrates a minimum proficiency on ACT WorkKeys in academic skills of reading for information, locating information, and applied mathematics.
Individualized participation and integration into the community.
Certificates are a District decision. JFRR recommends three options:
Recognize that COS requires planful preparationIEP decisions made along the way can impact the COS discussion
Parents need to know early on that graduation with a regular high school diploma requires documented proficiency/mastery of MMC requirements with or without a PC
Use a chart to illustrate potential impact of various exit documents. See, e.g., JFRR, Appendix D.
Keys to Improved COS Decisions
COS decisions Should not be based on stereotypes of proficiency related toeligibility categoryeducational placementcredit status attendance disciplinary status
Should be based on student performance data prepared in anticipation of the IEP COS discussion (see JFRR, Appendix B)
Keys to Improved COS Decisions
Section Two: Course of Study as an IEP Layout
PART TWO
Not just a question of diploma or notTreated as substantive part of the transition IEP
4 year layout of courses supporting the exit outcome and the student’s post-secondary vision. See JFRR, Appendix A for examples
Embeddedness Facilitates the coordination of credit acquisition and transition
Higher probability of meeting diploma and transition needs in a timely fashion
Communication with parents begins early on.
Course of Study in Other States
Personal Curriculum:Backdrop, Barriers, & Recommendations
PART THREE
Requested by SEACConcern when MMC enacted was overutilization of PC
Results of 2013 study to the contraryUnderutilized by students with disabilities
Primary users were students without disabilitiesRigor upModify Algebra II
U of M Study
OCR’s central message Districts must afford students with disabilities an equal opportunity to participate in diploma track and to graduate with a district diplomaDoes not equate to per se right to a diploma Does require an “individualized consideration as to whether students with disabilities would benefit from a personal curriculum before determining whether they would be placed on a certificate track”
OCR Investigation Report
Over-focus on MMC course offerings, HQTs Myth that districts had the option to not offer PCs Under-advertising that PCs were an optionFailure to develop proficiency based MMC/PC decision
rules for the awarding a creditThe percentage of curriculum standards, or alternatively,
which standards (power standards) must be mastered to earn a credit
The level of proficiency that must be demonstrated to say that a standard has been mastered
Alternate decision rules for students with disabilities below which PC Development Teams cannot go in modifying MMC requirements through the PC process.
Committee Identified Barriers to PC Implementation
Failure to consider partial credit or extended time
Lack of timelines appeal procedures protocols for students entering with an existing PC from another district
protocols for resident students taking 21f online classes via other districts
a range of proficiency assessments
Committee Identified Barriers, cont.
See JFRR, p.11 for overall chart of barriers, recommendations, and rationale
See JFRR, Appendix C for an individualized checklist exploring whether PC request would be a feasible strategy for a particular student given the degree of modifications necessary in comparison to the level of mastery and proficiency required under a district’s alternate decision rules for students with disabilities. Note: A request seeking modifications beyond the alternate decision rules would by definition create an alternate curriculum, which cannot be the basis for a regular high school diploma and would exceed the authority of the PC development team.
JFRR Recommendations re PC Barriers
Additional RecommendationsParticipant Questions
PART FOUR
Student levelBuild in ongoing progress monitoring of student mastery and reteaching of standards during the course
Use of electronic learning assessment resources (ELARS) to reassess student proficiency after reteaching
Building and/or district levelAnalyze student performance to see if reliance on a particular model of instructional support (e.g., team-teaching, pull-out, or TC services) may contribute to varying graduation rates.
Consider the granting of partial credits and extended time to earn full credits.
Reexamine General Education Course Design and Instructional Practices