Personal Curriculums :
YES! They DO Exist!
Jason Towler Ypsilanti Public Schools
Disclaimer
 All information provided in this PowerPoint is for
informational purposes only and does not confer or
assign approval or endorsement of the policies or
practices described herein by the Michigan Department
of Education. The information provided in this power
pint is a service to the Personal Curriculum Liaisons in
promoting conversation and collaboration across the
state regarding the development and implementation of
local policies and procedures aligned with section
380.1278b(5) of the Revised School Code.
That being said…
 All information has come from the following Michigan
Department of Education websites, and other local school
district presentations.
 http://personalcurriculum.ning.com/ (Run by MDE, you have to
request permission to join.)
 http://www.michigan.gov/mde/0,1607,7-1406530_30334_49879---,00.html3
 Bay-Arenac ISD Personal Curriculum
www.baisd.net/curriculum/teacheropportunities/baisdperson
alcurriculum
 http://www.misd.net/MT/PersonalCurriculum.htm
 http://remc.adobeconnect.com/p6ur0q73m2k/ ( Presentation
from Nov 17th 2011)
Scary Alg II
 Scary Alg II
So what is a Personal Curriculum?
Purpose of the Personal Curriculum
The PC is a process to modify specific credit requirements
and/or content expectations based on the individual learning
needs of a student. It is designed to serve students who want
to accelerate or go beyond the MMC requirements and
students who need to individualize learning requirements to
meet the MMC requirements.
http://www.michigan.gov/documents/mde/PC_Guide_Final_5_
12_09_277958_7.pdf
Life After High School
The PC is an option any student or family can explore as a
way to modify certain graduation requirements and earn
a diploma. The purpose of secondary education is to
prepare students for life after high school. Any
modification to a student’s graduation requirements
needs to be consistent with this purpose. The high
school diploma is documentation that the student has
met the expectations and possesses the knowledge and
skills necessary for postsecondary success.
http://www.michigan.gov/documents/mde/PC_Guide_Fin
al_5_12_09_277958_7.pdf
Districts MUST offer the PC
option and respond to PC
requests, but are NOT
required to approve all PC
requests.
 - Parents guide to Personal Curriculum - MDE
9
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”
10
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
Modifying, if Necessary, the
Credit Requirements of a
Student with an IEP
When Can a PC Be Requested for a
Student with a Disability?
 A request for modification's) for a student with a disability
may be made at any time, but the modification(s) cannot
take effect until the student begins high school.
 We wait to try many different interventions before calling for
a personal curriculum
Personal Curriculum
 Must be consistent with the student’s EDP (and IEP for
students with a disability).
 Meet as much of the MMC subject content expectations as
practicable for the student.1
“Practicable”
 “Practicable” is an inclusive term meaning as much of the
subject area content expectations as possible during high
school instruction for the student.
 Students with disabilities operate under this same
context.1
PC Development and Identification of
Practicable Content Begins With:
 Identification of the student’s career pathway
 Requirements for achieving postsecondary goals
 Analysis of the student’s current and past levels of
performance (i.e., transcript and informal and formal
assessment data)
 Identification of the courses and other educational
experiences the student needs to progress along the career
pathway and achieve postsecondary goals1
PC Eligibility
Before granting a Personal Curriculum, school districts
should make certain all efforts have been made to help
students successfully complete the MMC requirements.1
PC Modification
For a student with a disability the PC must:
 Be consistent with both the EDP and IEP.
 Incorporate as much of the subject area content
expectation as practicable for the student within
the context of the MMC requirements.
 Show modifications which are specific and
targeted , and NOT based solely on eligibility.
PC Modifications
For a student with a disability:
The PC decisions rest with a district level team that has the
authority to make modifications “to the extent necessary”.1
PC Modification
For a student with a disability the PC:
 Should be granted on a limited basis.
 Must incorporate as much of the HSCE’s in areas that are
being modified as practicable.
 Must maintain the legislative intent of increased rigor
for all. 1
PC Communication
Law provides that the pupil’s parent or legal guardian
shall be “in communication” with with each of the
pupil’s teachers at least one each calendar quarter
 Think about using established communications
methods.
 IEP Progress Reports
Here is what one school did…
 Taken from presentation on Nov 17th, 2011
PC Modification Bay-Arenac ISD
For a student with a disability:
The alternate cut score for special education students is a 60% average on
a minimum of 60% of identified high school content expectations as
determined by the personal curriculum team.
Recommendation of BAISD
Curriculum Council and Personal Curriculum Team
Procedure for identifying a “PC” course
content and calculating proficiency levels
for a special education student:
1) Identify the total number of content
expectations (CE’s) of the course to be
addressed by the PC as determined by the
PC team. (Example: Algebra I=59 CE’s)
Recommendation of BAISD
Curriculum Council and Personal Curriculum Team
2) Identify the minimum number of
CE’s by multiplying the total content by
60%. (Example: Algebra I 59 CE’s x
60%=37 CE’s minimum)
3) Incorporate as much of the Algebra I
CE’s as practicable for the student
within the context of the MMC
requirements.
Recommendation of BAISD
Curriculum Council and Personal Curriculum Team
• One does not necessarily need to go by
the minimum percentage of CE’s.
• In order to maintain the rigor of the
MMC, as many CE’s as practicable
should be identified for each individual
special education student, with the
minimum being 60% of the total.
Recommendation of BAISD
Curriculum Council and Personal Curriculum Team
•This new list of content expectations
becomes the student’s new course.
•In order to receive credit, the student
must achieve a minimum average of 60%
on the CE’s identified in the PC.
•The list of individual content expectations
identified may be different for each
special education student.3
Recommendation of BAISD
Curriculum Council and Personal Curriculum Team
HSCE for Alg II / Common Core
 http://michigan.gov/documents/mde/Al
gebra_II_9-3-09_edits_292004_7.pdf
 http://www.corestandards.org/thestandards/mathematics/hs-statisticsand-probability/introduction/
 http://itunes.apple.com/us/app/commo
n-core-standards/id439424555?mt=8
State says:
All Students are Eligible For This…
Can a student with an IEP develop a personal
curriculum that exempts him or her from Algebra II
altogether?
 A: A student with an IEP may have a PC that modifies Algebra
II beyond the standard 0.5 credit modification allowable with
a PC for general education students. The student’s PC may
reduce the number of Algebra II content expectations on
which the student must demonstrate proficiency. It is the
responsibility of the PC committee to determine what is
practicable for the student, while maintaining the rigor of
Algebra II and the MMC. Using information about the
student’s current ability in the area as well as limitations
determined by the disability, and other information in the
EDP and IEP, the committee must determine which, if any, of
the Algebra II HSCE the student can reasonably be expected
to master if provided appropriate and targeted supports and
interventions.
Continued..
 The PC committee is also responsible for determining the
course placement that will best offer the opportunities for
meeting as many of the expectations or as much of the
content as practicable. For some students, the practicable
Algebra II content (e.g., the equivalent of less than half of
the Algebra II content) may be best accessed through other
courses (e.g., statistics, a special support class, or in a CTE
program). The PC should indicate how/where the reduced
number of Algebra II expectations will be met and should
provide rationale for how the placement supports
postsecondary goals.

http://www.michigan.gov/documents/mde/PC_FAQs_5_12_0
9_277981_7.pdf
Dept of Education Scenario
Foreign Language
 Can have PC to waive Foreign Language requirement for
class of 2016
 Same as other classes for MMC
So what do we do?
 Most important: IEP Transition Vision, EDP goals, need to
match towards the PC
 Disability must effect the learning of the curriculum
Here is what we do…
 Every student is looked at individually, there is no
“cookie cutter” PC process
 Looks like an IEP meeting – Must have school
psychologist involved for ANY special education personal
curriculums.
 90% attendance standard
 All subjects have been discussed BUT at this time only
Math PC’s have been written for Algebra II.
 WE ONLY DO PC’s AFTER TRYING EVERY INTERVENTION
POSSIBLE!
Class Swap Options
 Change Alg II to statistics
 Switch out Alg II for financial literacy
 These alternate classes do incorporate HSCE for Alg II
 Is every science class appropriate for student?
 What is best for the student?
 What will help the student succeed after high school?
Especially if they are not going to college.
 Student’s still leaving with 3.5 to 4 credits of Math.
No Math?
 With an IEP and PC, could a student get out of taking a
MMC Math class?
 Technically, Yes, BUT, is it right for the student.
Alternate Math…
 What if Kids has all the Money? H&R Block
EDP
 Part of the new state bill (757), EVERY student must
start their EDP by 7th grade.
 Great program that is FREE!!!!!!!!
 www.mydreamexplorer.org
 State of Michigan Focused
 Pairs up with:
 http://www.mivhs.org/CareerPlanning/CareerForward/
tabid/273/Default.aspx
PC Forms and Programs
 There is not “one” form.
 State asks:
 Is consistent with the student’s IEP.
 Is aligned with the student’s educational development plan.
 Incorporates as much content as is practicable for the
student.
 Includes measurable goals.
 Provide method's) of evaluation to determine whether or not
the goals have been met.
Personal Curriculum Planner
 http://www.misd.net/technology.htm
 Free / Windows Based
http://www.actpoint.com/mi/renew
/
The tool is intended to be used by school personnel to
assist them with implementing the PC process. This site
also has updated PC guidance documents.
 Personal Curriculum ActPoint RoadMap link to obtain a
district login and password
 $350 Per District $0.10 per student
Adapting to the Michigan Merit
Curriculum (MMC)
Diploma vs. Certificate
Q: What are the implications of completing
high school without earning a diploma?
 A: The significance of completing high school without
earning a diploma depends on career choice, future
employment requirements, and plans for education
beyond high school. For example, students who
complete high school without earning a diploma may
enter trade schools, community colleges, and the armed
forces. A student may not enroll in a four-year college
or university without a diploma, however, and eligibility
for scholarship programs may be compromised. Further,
a certificate of completion has no legal standing and
does not end a student’s right to a Free Appropriate
Public Education (FAPE)
With Diploma
 With a high school diploma a student may be eligible for:
 Entering any branch of the U.S. military and armed forces.
 Attending a community college or four-year university.
 Entering a trade or vocational school.
 Applying for scholarships and financial aid (certain test scores
such as the MME, ACT, and SAT are also considered). Tuition
Incentive Program (TIP). GEAR UP Michigan Scholarship
(federal funds). Robert C. Byrd Honors Scholarship (federal
funds).
Without Diploma

Without a diploma a student may:

Enter trade or vocational school (“Ability to Benefit” admission method which is usually
based on the results of a standardized test such as the ACT, SAT, Work Keys, etc.).

Attend most community colleges (“Ability to Benefit” admission method which is usually
based on the results of a standardized test such as the ACT, SAT, Work Keys, etc. Most
community colleges also require students to take placement exams)

Enter certain branches of the U.S. armed forces—◊ The U.S. armed forces will accept
applicants who possess a “Certificate of Attendance.” These are sometimes called
certificates of competency or completion, but they are based on course completion
rather than a test such as the GED or CHSPE. These applicants are called Tier II
candidates.◊ Less than 1% Air Force enlists are Tier II candidates each year.
Approximately 10% of Army and Navy enlistees are Tier II candidates. Approximately 5%
of Marines enlistees are Tier II candidates.

Apply for scholarships and financial aid such as:◊ Michigan Competitive Scholarship ◊
Michigan Tuition Grant ◊ Michigan Nursing Scholarship ◊ Children of Veterans Tuition
Grant ◊ Adult Part-Time Grant◊ Michigan Educational Opportunity Grant ◊ Michigan
Work-Study ◊ Federal Title IV Student Aid (Pell Grant, Supplemental Grant, Perkins Loan,
Stafford Student Loan, Federal Work-Study)
Proactive Steps
 In process working with Chamber of Commerce /
Community members – to help build “Work Ready”
certification
 Inform community stakeholders of new MMC and
implications of work force coming without Diplomas
 Young adult programs to build skills of non-diploma
students. (Not just low incidence students)
HB 5446
 Rep. Johnson (Clare)
 joeljohnson@house.michigan.gov
Questions?