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Personal Curriculum Overview

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Title: Personal Curriculum Overview


1
Personal Curriculum Overview
  • Things learned while trying to figure it out!
  • March 2008
  • Larry Stemple
  • Special Education Consultant
  • Wayne RESA
  • stempll_at_resa.net

2
NEW LEARNING
  • Disclaimer
  • We are all learning together
  • We are not experts
  • There are challenges, barriers and opportunities
    associated with the MMC, MME and the Personal
    Curriculum

3
CURRENT ALPHABET SOUP
  • MMC, MME, MEAP, MI-ACCESS,
  • ELPA, PC, EDP, IDEA, CTE,
  • HQ, CCE, BOE, MDE, COS,
  • HSCE, LEA, PSA, AYP,
  • NCLB, ED-YES, FAPE,
  • IEP, SBE, GED, SCAS,
  • NCA/ADVANC-ED.
  • Advancing Excellence in Education-
    Worldwide http//www.advanc-ed.org/

4
IMPLEMENTATION OF THE MICHIGAN MERIT CURRICULUM
REQUIREMENTS
  • Proposed by the State BOE in December 2005
  • Passed by the legislature in April 2006
  • Signed by the governor on April 20, 2006
  • Begins with class of 2011 (9th graders in Fall
    2007)

5
MICHIGAN MERIT CURRICULUM 18 CREDITS
  • 4 English language Arts
  • 4 Math
  • 3 Science
  • 3 Social Studies
  • 1 Health/Physical education
  • 1 Visual/Performing/Applied arts
  • 2 Foreign language (4thgraders Fall 2007)
  • Also one online experience
  • EDP opportunity beginning in 7th grade

6
Credits vs. Courses
  • Student earn credit by
  • Successfully completing the CCEs for the credit
    area
  • Successful completion to be determined, in part,
    by state and local district assessments
  • Testing out allowed based on earning qualifying
    scores on state and local assessments

7
PERFORMANCE MATTERS
  • CURRENT
  • Pass or fail
  • Seat time
  • Individual Courses
  • NEW
  • Meet or exceed content expectations
  • Perform and demonstrate competency
  • Assign credit based on meeting expectations

8
IMPLICATIONS FOR DISTRICTS
  • School/Curriculum design
  • Instruction Design/Delivery
  • HQ
  • Increased Role for Academic guidance/counseling
  • Intervention for unsuccessful students

9
GRADUATION REQUIREMENTS
  • The new requirements set minimums that must be
    observed by local districts boards in the
    granting of diplomas

10
QUESTIONS TO CONSIDER
  • What does your district require besides the MMC?
  • What are the implications?
  • What about students with disabilities?

11
Personal Curriculum
  • A documented process initiated by
  • the parent/legal guardian,
  • student over 18 if no appointed guardian, or
  • an emancipated youth
  • Modifies certain requirements of the Michigan
    Merit Curriculum
  • Allows the board of a LEA or PSA to award a high
    school diploma providing the student successfully
    completes the personal curriculum

12
Personal Curriculum
  • The personal curriculum is primarily for a
    student who wishes to
  • Modify the mathematics requirement
  • Add more math, science, English language arts or
    world languages
  • Modify the credit requirements based on his or
    her disability
  • Transfer Students from out of state or from a
    nonpublic school

13
Personal Curriculum
  • Course of Study (Credits and Content) adding,
    substituting, modifying identify by strand
    and/or content expectation which are aligned
    with EDP (where applicable, use of IEP)
  • Also, for a student with an IEP, the Personal
    Curriculum should address as many of the content
    expectations as is reasonable based on the
    students disability.
  • The Personal Curriculum for any student must
    specify the content expectations that will be
    covered.
  • Quarterly Progress Reviews Parent/legal
    guardian is in communication with each teacher of
    modified curriculum area to monitor students
    progress. These communications must be on at
    least a quarterly basis.

  • (Guidelines p. 21-d)
  • (Supporting Goals, evaluation method,
    mastery criteria,
    status, p. 5)

14
PC can be requested by the
  • Parent
  • Legal guardian
  • Emancipated student

High School Personal Curriculum Guidelines page 1
15
ELIGIBILITY FOR USE OF PERSONAL CURRICULUM
MODIFICATION (PC) A 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 or plan as
determined by the EDP that requires additional or
specialized instruction when there are
limitations in time available for elective
opportunities 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 Eligibility for special education
services and a documented need to make
modifications determined to be necessary because
of the students disability Lack of progress
on the MMC despite 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

16
Personal Curriculum
  • 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 (Guidelines, pages 13, 17-19)
  • school psychologist should be included for
    students with disabilities (Supporting, Question
    9, p 41)
  • Meets as much of MMC (HSCE/CCE) as practicable
  • Consistent with the students EDP and/or IEP
  • Measurable goals
  • Method to evaluate progress
  • Communication of progress with parent

17
Whats 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.
  • Students with disabilities operate under this
    same context.

18
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?

19
Information to bring to PC Planning
  • Information about progress in the MMC,
    Interventions, Supports, Accommodations
  • Current EDP w/ career pathway, interests,
    ability, preferences, strengths, essential
    competencies/skills, and EDP goals
  • IEP (for eligible students) w/ post secondary
    goals for employment, education, training
  • HSCE for classes/courses under PC consideration
  • High School
    Personal Curriculum Supporting Materials p 4-5

20
REMEMBER
  • The personal curriculum meeting and the IEP
    meeting are 2 separate meetings
  • These 2 documents are separate.

21
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.
  • 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

22
How does a PC fit?
  • The personal curriculum is not a stand alone
    document.
  • Should be developed and coordinated with any
    other plans. (EDP, IEP or 504)
  • Modifications should facilitate the achievement
    of post-secondary goals.

23
Summary Question
  • 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

24
  • INDEX OF SOME KEY POINTS
  • Personal Curriculum At A Glance- Aligning the
    Guidelines with Legislation and Guidance
    (Guidelines document, Appendix B- Pages 16-26)
  • Personal Curriculum Sample Scenarios (Pages 13-17
    in Supporting document)
  • Personal Curriculum Development Process Grade by
    Grade (Pages 19-21 In Supporting document)
  • Guidelines for the Use of an Educational
    Development Plan (EDP) (Pages 22-26 In
    Supporting document)
  • Personal Curriculum-What the Michigan Merit
    Curriculum Law Says (Pages 34-35 In Supporting
    document)

25
Sample Instruction and Diploma Attainment
Options for the MI Merit Curriculum
Traditional Options
Intrinsic Motivation
Complete in 4 Years
Traditional Content Sequence
Regular Course Sequence
Follows Regular Day/School Schedule
Typical Classroom Design for Instruction
HSCE/Goals Attainment in a Course/Program setting
HSCE/Goals Attainment in Typical HS Settings
Seat Time
Typical Classroom Instruction Delivery
Flexible Options
Extrinsic Motivation
Extend/Shorten HS Completion Time/
Personal Curriculum
Flexible Sequence
Flexible Day/Week Schedule
Adapted Instruction (Differentiated Instruction, Universal Design)
HSCE/Goals Attainment in Community Settings
HSCE/Goals Attainment in Alternative School Settings (CTE, College, Online)
Demonstrated proficiency of HSCE
Mediated/Direct Instruction
26
Getting to Credit
  • Credit must be aligned with subject area content
    expectations

27
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28
Important to Consider
  • Class of 2011 (9th graders in 2007-08) will need
    16 credits.
  • Class of 2016 (4th graders in 2007-08) will need
    a total of 18 credits the 16 listed in the
    areas above plus 2 credits of World Languages.

29
Modifications
  • No modifications in the following areas
  • English Language Arts
  • Science
  • World Languages
  • Civics
  • Online Learning Experience
  • Exception Students with a disability

30
Modifications
  • Mathematics
  • Students must complete the equivalent of Algebra
    I and Geometry (2 credits) to qualify for a PC to
    modify Algebra II to be taken over 2 years (4
    credits)
  • Students get Algebra II credits based on
    demonstrated proficiency with HSCE for Algebra
    II.
  • All other modifications require students to
    complete the equivalent of Algebra I, Geometry
    and .5 credits of Algebra II in a CTE program or
    integrated math
  • Student must earn 4 credits (the remaining 1.5
    credits in math related) and take a math class in
    the senior year

31
Mathematics Modification
  1 Credit 1 Credit 1 Credit 1 Credit Total Credits
MMC without PC Algebra I, Algebra II and Geometry (no sequence required) Algebra I, Algebra II and Geometry (no sequence required) Algebra I, Algebra II and Geometry (no sequence required) Final year math or math-related credit 4
Modification allowing Algebra II to be taken over two years Algebra I and Geometry (no sequence required) Algebra I and Geometry (no sequence required) Algebra II Algebra II 4
Modification after successful completion of minimum of 2.5 math credits Students required to take Geometry and Algebra I Students required to take Geometry and Algebra I Algebra II ½ credit Math or math-related credit 4
Modification after successful completion of 2 math credits Algebra I and Geometry (no sequence required) Algebra I and Geometry (no sequence required) Algebra II content in CTE Math or math related credit 4
32
Mathematics Questions and Answers Supporting
Document- Begin Page 48
  • 33- Math modifications for GE student
  • 34- PC for students taking Algebra II over 2
    years
  • 35-Using math related courses for 4th credit
  • 36-Modification of Algebra II credit from 1 to
    .5
  • 37-Additional math modifications for student
    with disability
  • 38-Earning credits through CTE and other math
    related courses and HQ teacher issue.
  • 39-Schools assisting students not proficient in
    mathematics

33
World Languages
  • 2 credits
  • Begins with the Class of 2016
  • ? Credits earned in grades 9 12
  • OR
  • ? An equivalent learning experience in grades K
    12
  • ? Credit guidelines have been developed by the
    Michigan Department of Education

34
Subsection (k)
  • Permits consideration of modifications not
    otherwise allowed
  • PC allows some credit swapping and some content
    modification
  • Modification is subject to demonstration that
    the modification is necessary because the pupil
    is a child with a disability
  • Permits the modification to be made to the
    extent necessary
  • (See Supporting document, p.41 Question 8,
    p.46 Question 26, p. 52 Question 46)

35
Subsection (k) cont.
  • The modification should be consistent with the
    Educational Development Plan and the
    Individualized Education Program
  • This determination is made by at least
  • student
  • parent/guardian
  • counselor/designee (Guidelines, pages 17-18)
  • school psychologist should be included for
    students with disabilities
    (Supporting, Question 9, p 41)

36
Students w/ an IEP
  • Federal law requires the IEP to identify the
    course or courses of study that allow the student
    to achieve IEP goals and objectives, not to
    specify individual classes or curriculum
  • High School Personal Curriculum
    Guideline pg7
  • An IEP does not override the MMC
  • High School Personal Curriculum Supporting
    Materials and Examples Q9, pg 41-42

37
Link to IDEA
  • If a pupil receives special education services,
    the pupil's 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.

38
Accountability
  • NCLB and IDEA 04 hold State and Public Agencies
    accountable for the performance of students with
    disabilities within a structure of state
    standards.
  • While it is allowable to account for growth and
    performance for some of these students on
    alternative achievement standards it is not
    appropriate to create a different path to
    graduation.

39
Accountability
  • IDEA defines what is not a diploma and therefore
    defines what is a diploma.
  • 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 States academic standards, such as a
    certificate or a general educational development
    credential (GED).
  • In this context, nothing from the MDE can counter
    the accountability framework that NCLB and IDEA
    create.

40
Options to Meet MMC Requirements
  • 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

41
Strategies to Assist Student Success
  • Integrated content
  • Differentiated instruction
  • Online learning
  • College credit opportunities
  • Professional Development
  • Cooperative learning
  • Peer coaching
  • Flexible scheduling
  • Spiraled Curriculum
  • Adult mentoring
  • Electives
  • Universal design
  • Scaffolding
  • Project Based Learning in Academic Areas

42
Improve Decisions and Practices
  • LRE Decisions at the IEP
  • Universal Design for Learning
  • Assistive Technology
  • Inclusive Education Policies and Procedures
  • Differentiated instruction
  • Co-Teaching
  • Rigor, Relevance, and Relationship

43
Online Requirement
  • Requirement an online learning experience the
    law does NOT require a for credit online learning
    experience
  • Guidelines and Companion Document posted online
  • Credit or non-credit course or learning
    experience OR
  • District has integrated online learning into at
    least one credit area required for graduation
  • (http//www.michigan.gov/mde/0,1607,7-140-38924_4
    1644_42825---,00.html)
  • Source MDE March 2008
    Regional Rollouts MMC updates

44
Promising Practices
  • Believe all students can graduate
  • Accelerate vs. Remediate
  • Instead of providing traditional remedial
    education accelerate instruction so that
    students can transition into a rigorous
    college-prep curriculum
  • Establish early identification and intervention
    systems
  • Create circle of support with parents and
    families
  • Source MDE March 2008 Regional
    Rollouts MMC updates

45
Promising Practices
  • Establish supportive and personalized learning
    environments
  • Combine intensive, individual supports with
    institutional reforms to support students at risk
    of dropping out
  • Team teaching and smaller learning communities
    have shown success
  • Connect relevance and learning
  • Source MDE March 2008 Regional
    Rollouts MMC updates

46
Roles and Responsibilities
  • Select a role and describe how you think that
    role needs to change to support the Michigan
    Merit Curriculum

47
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50
Drop Out Prevention
  • Sec. 1278b(9)
  • 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 pupils parents/guardian of the availability
    of
  • tutoring or
  • other supplemental educational supports and
    counseling services

51
What is an Educational Development Plan?
  • A secondary/postsecondary planning tool that
    directs the educational plan and career planning
    activities for the final six years of a students
    K-12 learning career.

52
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 should be included if the
    student has an IEP

53
Essential Elements for EDPs
  • 1.  Personal Information
  • 2.   Goal(s) Career
  • 3.  Educational/Training Goal(s)
  • 4.  Assessment Results
  • 5.  Plan of Action
  • 6.  Parent Consultation/Endorsement
  • (under age 18)

Personal Curriculum Supporting Materials p25
54
Identifying a Career Goal Career Pathways
  • Natural Resources Agriscience
  • Health Sciences
  • Engineering/
  • Manufacturing Industrial Technology
  • Business, Management, Marketing Technology
  • Human Services
  • Arts Communication

55
Transition IEPs include
  • Identification of the students course of study
  • Consideration of a students strengths,
    preferences, and interests
  • Identification of a students needs including the
    supports and accommodations necessary for success

56
Transition IEPs include
  • Post-Secondary Goals in the areas of
  • career/employment
  • post-secondary education/training,
  • adult living
  • community participation
  • Students present performance on post-secondary
    goals and their functional skills based on
    assessment data

57
Transition IEP include
  • Needed Transition Services and/or Annual Goals in
    the areas of
  • instruction
  • related services
  • community experiences
  • employment
  • adult living
  • daily living skills

58
What does an EDP and Transition IEP have in
common?
  • Both answer these important questions for
    students
  • Who am I?
  • Where am I going?
  • How do I get there?
  • What are my interests and abilities?
  • What are my goals?

59
Intent of the EDP
  • The EDP outlines the students educational/career
    pathway including the course of study that will
    enable them to be successful in their desired
    post-school activities.

60
Intent of the IEP
  • The IEP is the description of services,
    additional supports, accommodations, and
    transition activities that when implemented will
    enable a student with a disability to be
    successful in the general curriculum as well as
    the educational pathway they have identified.

61
Students With An IEP
  • IMPORTANT IDEA 2004 guarantees a FAPE but does
    not establish an entitlement to a diploma.
  • Local Boards of Education can not establish a
    separate diploma and requirements.. They can
    issue alternative certificates (GED and Cert of
    completion) for those not meeting all the req. of
    the MMC
  • High School Personal Curriculum Supporting
    Materials and Examples Q17, pg 44

High School Personal Curriculum Guidelines pg 7
46
62
SUGGESTED ALIGNMENT PROCESS
  • An EDP is for ALL students, so the EDP should be
    considered the lead document when creating
    alignment with an IEP for a student with
    disabilities.

63
Alignment of the EDP and IEP
  • The IEP should refer to the EDP
  • when addressing a student
  • course of study.
  • (See Supporting p.43, Question 11)

64
Alignment of the EDP and IEP
  • Clearly specify a students post-
  • secondary goals in his or her IEP
  • using the same or similar language
  • as that used in the EDP.

65
Alignment of the EDP and IEP
  • Both documents should provide a similar
    picture of the student using current assessment
    information including academic and functional
    skills as well as a students strengths,
    preferences, and interests.

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70
Electronic Career Exploration Tools
  • You may want to check out the following websites
    for some ideas.
  • 1) http//mivhs.org/content.cfm?ID693
  • CareerForward meets new state on-line learning
    requirement and gives students early exposure to
    career planning and entrepreneurship
  • 2) www.careercruising.com
  • An electronic web-based software with
  • Career Development Tools
  • An Electronic EDP
  • Labor Market Information
  • College and Financial Aid Information
  • 3)http//mivhs.org/ My Dream Explorer
  • All Michigan middle school and high school
    students can explore career and education options
    and complete Educational Development Plans using
    the mydreamexplorer (MDX) website. This
    opportunity is available at no charge to Michigan
    schools due to state school aid act funding

71
Improving Educational Planning and Achievement
for All Students
  • The EDP addresses education/training and career
    goals, strategies, and courses of study.
  • For students with disabilities, the EDP begins to
    fulfill many of the secondary transition
    requirements of IDEA 2004.
  • This helps create alignment between the essential
    accountabilities of both general and special
    education.

72
It might be a good idea to have policies and
information in place PRIOR to a Personal
Curriculum request
73
LOCAL BOARDS OF EDUCATION MAY NEED TO DETERMINE
  • The performance parameters that determine whether
    or not a student has demonstrated mastery of a
    sufficient amount of the core content
    expectations to be awarded credit
  • The cut score a student must achieve to
    evidence mastery
  • The number or percentage of content expectations
    a student must demonstrate mastery on to receive
    full credit
  • Which content expectations may make up specific
    courses allowed but not identified by the MMC
    explicitly (i.e. what content makes up a course
    such as integrated math)
  • How the content expectations within strands and
    subject area may be divided into partial credit
  • How far to depart from local standards to award a
    diploma to a student with a PC
  • High
    School Personal Curriculum Guidelines p.4, 11

74
Possible Next Steps
  • Determine or create PC procedures and forms a
    district will use
  • Opportunities for Professional Development w/
    district specific guidelines

75
READ AND REFLECT!
  • MDEs Supporting Materials and Examples Document
  • PAGE 46 25. Q What flexibility do local
    districts have with approving personal
    curriculums?
  • Page 47 29 Q What does it mean to modify
    graduation requirements and content expectations
    based on a students disability? Are
    modifications for students with a disability
    limited to the identified disability area?

76
Some Things Seems to Be Very Clear
  • We cannot substitute alternative curriculum and
    count achievement within that curriculum towards
    the 18 credit requirements
  • Personal Curriculums are to be considered for a
    very small number of general education and
    special education students
  • We cannot reduce the number of credits
  • The IEP supports but does not trump the
    graduation requirements.
  • There are no plans for a Special Education
    curriculum that will lead to a separate diploma.
  • No such thing as a modified diploma.
  • Kids who dont get a diploma are not doomed to
    fail in life.
  • Districts can issue alternative certificates but
    they do not end right to return to school at a
    later date

77
MDEs 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

78
Personal Curriculum Application
  • Select and review scenarios 3, 5, 6, or 9
  • Discuss and decide if the student needs a
    personal curriculum and be prepared to share your
    decision making process and what data you used to
    make your decision.

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83
Personal Curriculum Application
  • Discuss essential Question 4 and 5 and identify
    how educators can work together to meet the needs
    of secondary students and what structures and
    systems need to change to develop a more
    individualized learning approach for each student

84
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85
New Arena and New Requirements
  • Change with Unresolved Issues
  • EDPs
  • System in place for Personal Curriculum Requests
    and associated procedures
  • Testing Out
  • System for Tracking student proficiency with
    course content standards
  • Cut scores and modified cut scores (for students
    with disabilities)
  • Policy language reflecting the MMC requirements
    and earning a diploma or some alternative
    recognition for completion of a designated course
    of study (perhaps a career certificate,
    certificate of completion, other)

86
Resources
  • Preparing Michigan Students for Work and College
    Success
  • www.michigan.gov/documents/hs_research_doc_149897_
    7.pdf
  • MMC FAQ Document (PDF)
  • www.mi/highschool
  • Michigan Department of Education Office of
    School Improvement
  • www.mi/osi
  • Michigan Department of Education Office of
    Special Education and Early Intervention Services
  • www.mi.gov/OSE-EIS

87
Resources
  • State Improvement Grant (SIG) Math and ELA AYP
  • http//michiganmathematics.org
  • Reach and Teach for Learning
  • http//www.cenmi.org/ideapartner
  • Michigans Integrated Behavior and Literacy
    Support Initiative (MiBLSi)
  • http//www.cenmi.org/miblsi
  • Michigan Transition Resources
  • http//www.cenmi.org/tspmi

88
Contact Information
  • Personal Curriculum
  • Deborah Clemmons
  • Clemmonsd_at_michigan.gov
  • Supervisor for Curriculum and Literacy
  • 517-241-2479 MDE OSI
  • Special Education
  • Matt Korolden
  • koroldenm_at_michigan.gov
  • Co-director, Secondary Redesign and Transition
  • 517-241-3509 MDE OSE/EI
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