Understanding the Personal Curriculum. Why it is not a Special Education Thing. Reaching and Teaching All Michigan Students. Reality Check.
Why it is not a Special Education Thing
High school drop outs
High school graduates
Some college, no degree
Source: Autor, Levy, Murnane, 2003; Carnavale (ETS), 2003
Integrated instruction employment share and earnings
College credit opportunities
Work based learning
Project based learning
ElectivesStrategies to Assist Student Success
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)
Courtesy of: Christine Reiff, Office of Career and Technical Preparation
Health and Physical Education and Visual, Performing and Applied Arts
• Section 300.102(a)(3), regarding exceptions to FAPE, has been changed to clarify that a regular high school diploma does not include an alternative degree that is not fully aligned with the State’s academic standards, such as a certificate or a general educational development credential (GED).
MDE - Michigan Department of Education
Go to the “OFFICES” tab on the left side of the page
Follow the School Improvement link
Follow the Personal Curriculum Guidelines link
Generated on January 9th 2008 in preparation for Personal Curriculum presentation to SEAC on February 6th, 2008
Q: When and under what circumstances should a PC be considered for a student? When is it not necessary?
A: Page 39, Questions 1 and 2 of the FAQ section in the Supporting Materials and Examples
Q: What is the school’s obligation to bring up the option of a PC at an EDT or IEP?
A: The school would be responsible for informing the parent of the personal curriculum as part of their general information sharing process regarding the graduation requirements.
Q: What is the role of the IEP with regards to MME? employment share and earnings
A: Identifies which version of the exam the student will be assessed on and any modifications or accommodations that are necessary and permissible.
Q: How does the IEP/504 plan interface with the end of credit exams?
A: Identify accommodations and modifications
Q: Are there other ways besides to PC within the HS curriculum for students with IEPs to demonstrate the competencies required by MMC?
A: The PC has nothing to do with demonstrating competence.
Q: Is the PC framed around the student’s interests and capabilities/competencies?
A: The PC is a tool for making changes to the graduation requirements as identified in 1278a and 1278b. It “individualizes” the rigor of the student’s course of study as identified in the EDP. A good EDP should be based on sources of information that identify preferences, strengths and interests of students and families.
A: Through the SRSD - SDS
Q: What plans are there to develop a user-friendly guide to PC for parents and school staff? (user-friendly meaning <5 pages, not in .4 font, as jargon-less as possible etc.)
A: We are forming a group to do this as we speak.
Q: What provisions are there to balance more rigor in one area with less rigor somewhere else?
A: There are no “official” provisions. This is a decision that must be made and agreed to by the development team.
Q: How will consistency between districts (LEAs) be assured if LEAs each define their own end of credit exams?
Q: How will we deal with the issue of equity between district to district, and between program to program?
A: Data portraits. We must connect the dots between course of study, performance on the MME, graduation and postsecondary outcomes.
Q: What ISDs are coordinating efforts with their local districts with regard to MME? How are they doing that?
A: That’s a good question!
Deborah Clemmons [email protected]
Supervisor for Curriculum and Literacy
517-241-2479 – MDE OSI
Matt Korolden [email protected]
Co-director, Secondary Redesign and Transition
517-241-3509 – MDE OSE/EI