1 Personal Curriculum: School Counselors Role and Post-Secondary Planning December 12, 2008.

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Personal Curriculum:Personal Curriculum:School Counselors Role and School Counselors Role and

Post-Secondary PlanningPost-Secondary Planning

December 12, 2008December 12, 2008

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Educational Planning Educational Planning

School counselors are key players in helping students gain access to rigorous academic preparation and support teachers to make sure that students succeed. The first planning step is assisting students with the Educational Development Plan.

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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

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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

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Career Pathway Plan of StudyCareer Pathway Plan of Study

The Career Pathway Plan of Study serves as a guide along with other planning tools to help students meet educational and career goals. The MDE web site – Career and Technical Education Office provides plans of study for 16 major career clusters:

www.michigan.gov/mde

http://www.michigan.gov/mde

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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

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School Counselor School Counselor

The school counselor and comprehensive school counseling programs are key to the development of educational learning plans for students

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School Counseling School Counseling ProgramsPrograms

The American School Counselor Association (ASCA) endorses comprehensive school counseling programs that promote and enhance student learning in three broad and interrelated areas of student development

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School Counseling School Counseling ProgramsPrograms

Academic Development includes skills, abilities, knowledge for effective learning

Career Development includes skills, abilities, knowledge to help students make a successful transition from school to careers

Personal/Social Development includes skills, abilities, knowledge to help students understand and respect self and others, interpersonal skills, safety and survival skills to develop students into contributing members of society

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School Counselor’s RoleSchool Counselor’s Role

Counseling services to assist students Collaborate with staff to plan

educational interventions, curriculum, behavioral management plans, and teaching strategies

Consult and collaborate with students, families, school personnel and other agencies regarding behavior and education concerns

Certification and Licensure of School Counselors R390.1302Certification and Licensure of School Counselors R390.1302Certification and Licensure of School Counselors R390.1302Certification and Licensure of School Counselors R390.1302

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School Counselor’s RoleSchool Counselor’s Role

Provide guidance to students on career, occupational and educational information to facilitate post secondary goal attainment

Assess students Design, implement and evaluate guidance

and counseling programs focusing on career, academic, personal, social, emotional and developmental needs of all students

Certification and Licensure of School Counselors R390.1302Certification and Licensure of School Counselors R390.1302

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School Counselor’s FunctionsSchool Counselor’s Functions

Advising Placement Planning Assessment Counseling

Coordinating Instructing Referring Programming

Certification and Licensure of School Counselors R390.1302Certification and Licensure of School Counselors R390.1302

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School Counselor CertificationSchool Counselor Certification

Four ways to become a credentialed school counselor in Michigan:

1. Traditional (teaching certificate with a school/guidance counselor endorsement)

2. School Counselor License (in or out of state applicants may be licensed upon completion of all criteria)

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School Counselor CertificationSchool Counselor Certification

Four ways to become a credentialed school counselor in Michigan:

3. Preliminary Employment Authorization to work as a School Counselor (must be enrolled in an in-state approved program).

4. Temporary School Counselor Authorization (exclusively for out-of-state applicants)

[Refer to Administrative Rules that Govern Certification and

Licensure of School Counselors for additional criteria]

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School Counselor DesigneeSchool Counselor Designee

The Michigan Merit law, Section 1278b(5) states that a “high school counselor or another designee qualified to act in a counseling role” shall be included as part of the PC team.

The Michigan Merit Curriculum law states that the school principal has the authority to determine the “counselor designee qualified to act in a counseling role” under section 1233 or 1233a of the school code.

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The School Counselor provides planning and assessment tools to ensure the personal curriculum modifications align with all student educational plans. The School Counselor:

– Is a member of the PC development team

– Supervise and assist with the development of the Educational Development Plan (EDP)

– Coordinates and facilitates planning of the PC modification plan

School Counselor and the School Counselor and the Personal CurriculumPersonal Curriculum

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The 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

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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

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The Personal Curriculum team consists of the following:

–Student –Parent/guardian –Counselor/designee –School psychologist–Teacher(s) with content expertise

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Measurable goals Method to evaluate progress Communication of progress

with parent

Personal Curriculum Process Personal Curriculum Process

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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.


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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.


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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!

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AccountabilityAccountability

Core Academic

Areas

AYP ASSESSMENT

RESEARCHBASED

STRATEGIES

NCLB

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AccountabilityAccountabilityID

EA

ACHIEVEMENT IN GenEd

DIPLOMA ALIGNED TO STATE STANDARD

Core Academic

Areas

AYP ASSESSMENT

RESEARCHBASED

STRATEGIES

NCLB

SWD MEASURED ON STATE STANDARD

RESEARCHBASED

STRATEGIES

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In this context, the MDE and local or intermediate school districts cannot override the accountability framework required under NCLB and IDEA.

AccountabilityAccountability

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AccountabilityAccountabilityID

EA



Core Academic

Areas

AYP ASSESSMENT

RESEARCHBASED

STRATEGIES

NCLB

MMC

16/18MANDATORY

CREDITSCONTENT

EXPECTATIONS

MME


RESEARCHBASED

STRATEGIES

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AccountabilityAccountabilityNCLB

Core Academic

Areas

AYP ASSESSMENT

RESEARCHBASED

STRATEGIES

IDEA




DISTRICTCURRICULUM

PROFICIENCY

PC

DISTRICTWIDE ASSESSMENT L

EA

PO

LIC

Y

LEA CREDIT

RESEARCHBASED

STRATEGIES

MMC

16/18MANDATORY

CREDITSCONTENT

EXPECTATIONS

MME

EDP

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MMC “Mortgage” CalculatorMMC “Mortgage” Calculator

0%

20%

40%

60%

80%

100%

0% 25% 75% 100%

Content

Proficiency70%

65%

.65 x .70 = .455PROFICIENCY

CO

NTEN

T

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Systems Checks and BalancesSystems Checks and Balances

Post School

Outcomes

EducationTraining

Work

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Post School

Outcomes

EducationTraining Work

Course Of

Study

MMCCredit

LEA Credit

OtherLearning

Experiences

EDP

Career Pathway

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Post School

Outcomes


Course Of

Study

MMCCredit

LEA Credit

OtherLearning

Experiences

EDP

Career Pathway

MME

ACT

MI-ACCESS

WorkKeys

3333


Course Of

Study

MMCCredit

LEA Credit

OtherLearning

Experiences

MME

ACT

MI-ACCESS

WorkKeys

End Point of

Instruction

AYP

Diploma

Certificate

Otherincludingdropout

Post School

Outcomes


EDP

Career Pathway

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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.

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Modifications Modifications NOTNOT Needing A Personal CurriculumNeeding A Personal Curriculum

Taking credit requirements through career and technical education courses, humanities courses, industrial education or applied arts.

Earning credit through Advanced Placement, Dual Enrollment, and International Baccalaureate classes.

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Modifications Modifications NOTNOT Needing A Personal CurriculumNeeding A Personal Curriculum

Spreading a credit over two years with a student receiving ½ credit per year–Example: Algebra I or II, Physics, etc.

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Modifications Modifications NOT NOT Needing A Personal CurriculumNeeding A Personal Curriculum

Taking both a credit requirement and support course.

–Example: Geometry and Geometry Prep, Chemistry and Chemistry Support, etc.

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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.

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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

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After all elective options have been exhausted, students may substitute: – Up to 1 credit of Visual, Performing and

Applied Arts credit

– The 3rd social studies credit, excluding Civics

#1-Adding mathematics, #1-Adding mathematics, English, science, or English, science, or

languagelanguage

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A student may substitute: – ½ credit of Physical Education

– (Consideration: A previous law remains in effect requiring students who are physically fit and capable to take a physical education course.)

– (Note: Districts may credit a student’s participation in athletics and other extracurricular activities involving physical activity as meeting the physical education requirement.)

#1-Adding mathematics, #1-Adding mathematics, English, science, or English, science, or

languagelanguage

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A student may substitute: –½ credit of Health (however students are still required to have STD and HIV instruction.)

#1-Adding additional math, #1-Adding additional math, English, science or English, science or

languagelanguage

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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

assessments/examinations to determine what credits were earned out of state or at a nonpublic school.

#2-Transfer Students #2-Transfer Students

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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 earn ½ credit in Civics.

#2-Transfer Students #2-Transfer Students

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Spread Algebra II content over two years for two credits.

OR After completing ½ credit of Algebra II,

taking a different math or math-related subject for the remaining 1½ credits. Prior to requesting this option, a student must have earned credit for both Geometry and Algebra I.

#3-Algebra II Modification#3-Algebra II Modification

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Students must still earn a total of 4 math credits, and, take a math or math-related credit in their senior/final year.

#3-Algebra II Modification#3-Algebra II Modification

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Math ModificationMath Modification

1 Credit 1 Credit 1 Credit 1 CreditTotal

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

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The Algebra ConnectionThe Algebra Connection

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Math Modification Math Modification

Review the math modification scenarios and discuss with a colleague the following questions: – Did any of your assumptions about the MMC and

or PC change? – Did any of your assumptions about the math

requirements for all students change? – Do you have a better understanding of how the

PC option can be used to support the rigor and relevance of the curriculum for all students and maintain the integrity of the diploma.

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Personal Curriculum Personal Curriculum Application Application

Using the modification chart, select one scenario in your folder and discuss with a colleague if the scenario and solution is consistent with the what you heard today about the personal curriculum modification.

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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

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What about What about students with students with disabilities?disabilities?

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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.

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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)

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Carli Fleischmann’s StoryCarli 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

http://abcnews.go.com/health/story?id=4311223&page=1

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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.

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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.

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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 based solely on eligibility.

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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).

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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.

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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”

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“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.

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Modifications to academic expectations made through the PC option, should support progress along the career pathway and achievement of postsecondary goals.

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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.

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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.

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Let’s review some scenarios on students’ plans - EDP, IEP, postsecondary plans – and discuss how they align to facilitate meeting their postsecondary goals.

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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/Drafting

Specific Requirements

ForAchieving

Vision

•Diploma•College

•Job and Workexperience •Adult life

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Transition IEP:AccommodationsSupports (RTI)ServicesSpecific Transition Planning•Documentation ofattempts to support, AND lack of progressin helping student to meetMMC/Requirements

Student Vision/goals:

Auto Related

Ex: Auto BodySpecific

RequirementsFor

Achieving Vision

•Diploma•Independent Living Skills

•College/Training•Job and Work

Experience

EDP:HS Courses

of study•To meet specific

requirements needed


• Diploma required and

capacity to achieve determined

More severe problems in Math or Reading

(LD or other category?)

LEA supports/Personal

Curriculum?

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EDP:Defined Learning

Experiences•To meet

requirements needed


• 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

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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

http://www.state.mi.us/orr/emi/admincode.asp?AdminCode=Single&Admin_Num=39001301&Dpt=ED&RngHigh=







http://www.careercruising.com/

http://www.careercruising.com/

http://www.mivhs.org/index.cfm

http://www.mivhs.org/index.cfm

http://www.bridges.com/us/prodnserv/choicesplanner_hs/index.html

http://www.bridges.com/us/prodnserv/choicesplanner_hs/index.html

http://www.mois.org/content.cfm?ID=413



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ResourcesResources

College graduation rate - www.collegeresults.org

Transforming school counseling - www.edtrust.org

http://www.collegeresults.org/

http://www.edtrust.org/

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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

Beatrice M. Harrison [email protected] Office of Professional Preparation ServicesSchool Counselors Credentials and Licensure (517) 241-0046 – MDE OPPS

mailto:[email protected]



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Career & Technical Education (CTE)Career & Technical Education (CTE)

More than 95% of high school students take at least one CTE course

Career and Technical Education Should:– Engage students in specific, career-related

learning experiences

– Prepare students who may choose to enter the workforce directly after high school

– Support students in acquiring rigorous academic knowledge, technical skills, employability skills, and habits needed for success in the workforce and post-secondary education

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Career CruisingCareer Cruising

Interactive career resource designed for people of all ages

Helps students plan their future Includes

– Assessment tools

– Occupation profiles

– Post-secondary education information

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Career Forward (CFWD)Career Forward (CFWD)

Designed to help Michigan students understand how to plan their work lives, career opportunities, and implications of the global economy

Satisfies MMC requirements for an online course

Developed through a partnership with MDE and the Michigan Virtual University

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Choices PlannerChoices Planner

Online career information delivery system Helps students compare, connect, and

choose from a vast network of work and education options

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Mydreamexplorer (MDX)Mydreamexplorer (MDX)

Online career development tool designed for educators, administrators, parents, and students

Includes:– Interviews with Michigan career professionals

– Educator workshop

– Online career information video workshops

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Transforming School CounselingTransforming School Counseling

The National Center for Transforming School Counseling is dedicated to transforming school counselors into powerful agents of change in their schools and in the lives of their students. The goal is to make school counselors a part of the mainstream of the new mission of schools – to educate ALL students to high levels.

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College Results Online College Results Online

An interactive, user-friendly Web tool designed to provide information about college graduation rates. This free tool allows users to select any college or university in the USA and compare graduation rates serving similar student populations.

1 Personal Curriculum: School Counselors Role and Post-Secondary Planning December 12, 2008.

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Transcript of 1 Personal Curriculum: School Counselors Role and Post-Secondary Planning December 12, 2008.