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Reaching and Teaching All Michigan Students

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Title: Reaching and Teaching All Michigan Students


1
Reaching and Teaching All Michigan Students
2
Reality Check
  • Internationally, the United States does not have
    the highest educational standards. However, we
    have the deepest commitment to equityessential
    to a schools success is absolute commitment to a
    rigorous and relevant curriculum for all
    students.
  • Bill Daggett

3
Practicalities
  • Preparing Michigan Students for Work and College
    Success are the same thing
  • Governors Goal - Double the number of college
    graduates in Michigan
  • Students success in college or the workplace is
    linked to high level courses in English, science
    and math beyond Algebra II
  • Rigorous requirements do not increase dropout
    rates

4
Yeah Right!
  • If you raise the standards too high, kids wont
    succeed and they will leave school.

5
Well
  • Brockton HS Brockton, Massachusetts
  • 4,350 students
  • 6 unemployment
  • Median income 31,712
  • 52 free and reduced lunch
  • 66 of student body is comprised of minorities
  • 1/3 of student body are ELL students
  • 11 students with disabilities
  • Redesign motto High Standards. High
    Expectations. No Excuses
  • 2006 98 total graduation rate

6
And
  • David Douglas HS Portland, Oregon
  • Largest HS in Oregon
  • 21 of students are ELL
  • 15 of Caucasian students are from Eastern
    Europe
  • 70 of students on free and reduced lunch
  • Must have a 2.0 GPA to graduate (25 total
    credits)
  • 2006 3.9 total drop out rate
  • 2 from their alternative education HS (serves a
    total of 239 students)
  • 86 of graduates enrolled in 2 or 4 year
    college/university.
  • Up from 47 in 1991

7
What about Michigan?
  • Coopersville HS, Coopersville, MI
  • 900 students
  • 98 attendance
  • 11 students with disabilities
  • 73 of students to post-secondary education
  • 98 graduation rate
  • Met AYP

8
Why Student Drop Out of School
9
Teaching is Like
10
Teaching is Like
  • What beliefs and value statements have you heard
    in the room about teaching?
  • What successful strategies have you used to reach
    all students?
  • How do you think these value and beliefs
    statements affect how we implement the Michigan
    Merit Curriculum?

11
Teacher Practices that Influence Student
Achievement
  • Instructional strategies
  • Classroom management
  • Classroom curriculum design

12
Schools DO Make a Difference
  • Research of
  • Larry Lazotte,
  • Wilbur Brookover
  • Michael Rutter
  • Conclude that
  • All children can learn
  • Schools control the factors that assure mastery
    of the curriculum

13
Schools DO Make a Difference
  • Robert Marzano, What Works in Schools, 2003
  • An analysis of research conducted over a 35 year
    period demonstrates that schools that are highly
    effective produce results that almost entirely
    overcome the effects of student backgrounds.

14
School Practices that Influence Student
Achievement
  • Guaranteed and viable curriculum
  • Challenging goals and effective feedback
  • Parent and community involvement
  • Safe and orderly environment
  • Collegiality and professionalism

15
Elmont Memorial Junior-Senior High School
16
Elmont Memorial Junior-Senior High
School Elmont, New York
  • 1,966 Students in Grades 7-12
  • 75 African American
  • 12 Latino

Source New York State School Report Card,
http//www.emsc.nysed.gov/irts/reportcard/
17
Elmont Memorial Higher Percentage of Students
Meeting Graduation Requirements than the State,
Class of 2004 Regents English
Source New York State School Report Card,
http//www.emsc.nysed.gov/irts/reportcard/
18
Elmont Memorial Higher Percentage of Students
Meeting Graduation Requirements than the State,
Class of 2004 Regents Math
Source New York State School Report Card,
http//www.emsc.nysed.gov/irts/reportcard/
19
University Park Campus School
20
University Park Campus School Worcester,
Massachusetts
  • 220 Students in Grades 7-12
  • 9 African American
  • 18 Asian
  • 35 Latino
  • 39 White
  • 73 Low-Income

Source Massachusetts Department of Education
School Profile, http//profiles.doe.mass.edu/
21
University Park Results 2004
  • 100 of 10th graders passed MA high school exit
    exam on first attempt.
  • 87 passed at advanced or proficient level.
  • Fifth most successful school in the state,
    surpassing many schools serving wealthy students.

22
School Practices in High/Average Impact Schools
High Impact
Focus on Post Secondary Goals
Academic Driven
Embrace Standards and Assessment
High expectations for all students
Encourage Academic Challenge
Data used for curriculum improvement
Help prepare students for college requirements
Early warning systems
Counselors members of academic team
Teacher assignment based on student needs and teacher expertise
Average Impact
Focus on Graduation
Rules Driven
Tolerate Standards and Assessment
High Expectations for selected students
Barriers to challenging courses
Data used to measure past student performance
Delay entry into grade level courses
Remedial help after students falter
Counselors involved through referrals
Teacher assignment based on seniority and preference
23
Labor Market Projections to 2008
Occupations requiring an associate degree or more
education ...will account for 40 of total job
growth
NYS Education Department, Office of Vocational
and Educational Services for Individuals with
Disabilities, August 2001
Monthly Labor Review, November 1999, US DOL, BLS
24
Workplace Facts for Our Students (2000-2050)
  • 6 out of 10 jobs will require technical skills
  • 9 out of 10 jobs will require education beyond
    high school
  • Only 12 of the jobs will be unskilled
  • 70 of the skilled workforce is retiring in the
    next 10 years

25
Growing Need for Higher Levels of Education
Projections of Education Shortages and Surpluses
in 2012
Shortage
Surplus
Bachelors Degree
Associates Degree
Some College
Source Analysis by Anthony Carnevale, 2006 of
Current Population Survey (1992-2004) and Census
Population Projection Estimates
26
Thats Good, Because Education Pays 2000 U.S.
Median Earnings
Source U.S. Census Bureau, 2000 Public Use
Microdata Samples (based on the 2000 Decennial
Census)
27
In the last 30 years, jobs have been
redistributed employment share and earnings
have shrunk for high school drop outs
  • Until the 1970s the United States economic
    dominance rested on a solid agricultural and
    manufacturing base where workers with high school
    or less could provide a comfortable living for
    their families
  • Today, ideas rather than natural resources
    comprise an increasing share in GDP growth

1973
Employment share Earnings
32 25,900
40 32,000
9 51,000
12 40,000
7 57,700
High school drop outs
High school graduates
Some college, no degree
Associate degree
Bachelors degree
Graduate degree
2001
Employment share Earnings
9 20,700
31 29,600
21 52,600
18 35,800
11 68,200
10 37,100
Source Autor, Levy, Murnane, 2003 Carnavale
(ETS), 2003
28
Getting to Credit
  • Credit must be aligned with subject area content
    expectations

29
Personal Curriculum
30
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
  • Not all or any of the requirements
  • Allows the board of a LEA or PSA to award a high
    school diploma providing the student successfully
    completes the personal curriculum

31
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
  • Modify credit requirements because he or she has
    transferred from out of state or from a
    non-public school

32
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
  • school psychologist should be included for
    students with disabilities
  • Meets as much of MMC (HSCE/CCE) as practicable
  • Must be aligned with the students EDP
  • Measurable goals
  • Method to evaluate progress
  • Communication of progress with parent

33
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!

34
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

35
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
36
The Algebra Connection
37
Modifications
  • Health and Physical Education and Visual,
    Performing and Applied Arts
  • Student takes additional credit beyond the
    required credits in English Language Arts, Math,
    Science, or World Languages
  • Health education and social skills programs
    improve school and test performance, attendance
    and school connectedness
  • Physical education, structured physical activity
    and higher fitness levels impact student
    achievement.

38
Modifications
  • Social Studies
  • The third credit may be modified if the student
    takes an additional credit (beyond the required
    credits) in English Language Arts, Math, Science,
    or World Language
  • 2 credits required, including civics

39
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

40
Modifications
  • No modifications in the following areas
  • English Language Arts
  • Science
  • World Languages
  • Civics
  • Online Learning Experience
  • Exception Students with a disability and
    transfer students

41
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

42
Subsection (k) cont.
  • The modification must be consistent with the
    Educational Development Plan and the
    Individualized Education Program
  • This determination is made by at least
  • student
  • parent/guardian
  • counselor/designee
  • school psychologist should be included for
    students with disabilities

43
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

44
Essential Elements for EDPs
  • 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
45
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.

46
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.

47
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.

48
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

49
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

50
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.

51
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
52
Teaching
53
Strategies to Assist Student Success
  • Integrated instruction
  • Online learning
  • College credit opportunities
  • Work based learning
  • Project based learning
  • Flexible scheduling
  • Spiraled Curriculum
  • Peer coaching
  • Adult mentoring
  • Electives

54
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

55
Drop Out Prevention
  • 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

56
Some Things Seems to Be Very Clear
  • We cannot substitute alternative curriculum and
    count achievement within that curriculum towards
    the 18 credit requirements
  • 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 FAPE.

57
Roles and Responsibilities
  • Select a role and describe how you think that
    role needs to change to support the Michigan
    Merit Curriculum

58
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

59
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

60
Contact Information
  • Personal Curriculum
  • Deborah Clemmons Clemmonsd_at_michgian.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/EIS

61
Resources
  • Michigans Integrated Technology Supports (MITS)
  • http//www.cenmi.org/mits/Default.asp
  • CAST Center for Applied Special Technology
  • http//www.cast.org
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