Educ Ed a u t c iona ation l Pla al Plan n n n in igng Educational Development Plan (EDP)

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Personal Curriculum:

School

Counselors Role and

Post-Secondary Planning

April 15, 2008

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Educational Planning

 The first step in developing an individualized approach to learning starts with the

Educational Development Plan

Educational Planning

Educational Development Plan (EDP)



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 and becomes the student’s “course of study”.

– Shall be developed by:

Pupil

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Essential 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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Personal Learning Plan

 Develop post-secondary training, employment, and adult living goals  Identify student preferences, interests,

strengths, and needs

 Review academic performance, learning styles, and effective support strategies  Identify and coordinate credit and support

for personal curriculum consideration  Annual Review

Universal Planning Elements

Personal Learning Plan

 An individualized approach to learning embodies flexibility, innovation, and offers an alternative choice for children who need or desire a more tailored approach to learning to succeed academically

Personal Learning Plan

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School Counselor

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

School Counselor

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School Counseling Programs

 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

School Counseling Programs

 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

School Counseling Programs

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

School Counselor

’

s Role

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

School Counselor

’

s Role

School 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

School Counselor

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School Counselor

’

s Functions

 Advising  Placement  Planning  Assessment  Counseling

 Coordinating  Instructing  Referring  Programming

School Counselor

’

s Functions

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School Counselor and the

Personal Curriculum

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

Counselor:

– Legislatively required member of the PC development team

– Assists with the development of the Educational Development Plan (EDP) – Coordinates and facilitates planning of the

PC modification plan

 The legislative intent of a Personal Curriculum is to increase the rigor and relevance of the educational experience and provide a tool to help all students succeed with the MMC.

Personal Curriculum

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 A documented process initiated by: – the parent/legal guardian,

– student over 18 if no appointed guardian, or

– an emancipated youth

Personal Curriculum

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 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

Personal Curriculum

Guiding Principles

 The PC is one option to help students meet or exceed the MMC.

 A Personal Curriculum allows for

modification of state high school content expectations.

 The PC is an individualized plan for rigor and relevance based on the HSCE.  The PC is the exception and agreed upon

with thought and integrity.

Guiding Principles

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Guiding Principles

 The PC is agreed upon and initiated by the parent/guardian or emancipated student.  Prior to granting a PC, districts should ensure

all efforts have been made to help students successfully complete the requirements.  Educators are obligated to teach a challenging

curriculum and prepare all students for post secondary goals.

Guiding Principles

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 Involves an agreement between the parent/ guardian superintendent, and the student.  Meets as much of MMC subject area content

expectations as practicable/possible for the student.

 Must be aligned with the student’s EDP and IEP for students with a disability.

Personal Curriculum

 Measurable goals.

 Method to evaluate progress.

 Communication of progress with parent.  Allows the board of a LEA or PSA to award a

high school diploma providing the student successfully completes the personal curriculum.

Personal Curriculum

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What’s 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!

What

’

s Practicable Mean?

’

s Practicable Mean?

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 Spreading a credit over two years with a student receiving ½ credit per year.

– Example: Algebra I or II, Physics, etc.

Modifications

NOT

Needing a

Personal Curriculum

 Taking both a credit require-ment and support course.

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

 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.

Modifications

NOT

Needing a

Personal Curriculum

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There are 4 reasons for a student to request a PC.

To add additional math, English, science or world language courses.

Modify credit requirements because he or she has transferred from out of state or from a non-public school.

Four Reasons for a

Personal Curriculum

Modify the Algebra II requirement by spreading the content over two years for two credits.

Modify the credit requirements based on a student’s disability.

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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 Be Modified

School 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 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). [Refer to Administrative Rules that Govern Certification and Licensure of School Counselors for additional criteria] 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 Designee

 The Personal Curriculum Guidelines state that a “counselor or designee” shall be a part of the PC team.

 A school counselor designee:

– A school principal or superintendent must apply for one of three permits on behalf of the designee.

– Designee should only be used if a school counselor is unavailable

School Counselor

A School Counselor is NOT:

 A person who holds the Limited License Professional Counselor (LLPC)

 A Licensed Professional Counselor (LPC)

 Neither the LLPC or LPC are issued by MDE and individuals with these credentials are not certified to work as a school counselor in Michigan.

**Any one not credentialed as a school counselor by the Michigan Department of Education does not hold the proper

certification/license to be legally employed as a school counselor in MI.

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School Counselor

There is a penalty for hiring someone who has not been appropriately credentialed as a school counselor by the state of

Michigan:

– Considered a misdemeanor – $1,500 fine for each incidence

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Approved Counselor Programs

There are twelve higher education institutions within the State of Michigan that have approved School Guidance Counselor Programs.

Approved Counselor Programs

Andrews University Central Michigan University Eastern Michigan University Grand Valley State University

Michigan State University Northern Michigan University

Oakland University Siena Heights University

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34 34 Student Vision Auto Related Engineering/ Drafting Specific Requirements For Achieving Vision Diploma College Job and Work

Experience

EDP

Pathway HS Courses Requirements

to meet the Vision Transition IEP Accommodations Supports Services Mild Support Requirements

Alignment of EDP and IEP With

Post-Secondary Vision and Goals

Secondary Vision and Goals

35 35 Student Vision Auto Related Auto Body Specific Requirements For Achieving Vision Diploma Independent Living Skills College/Training

Job and Work Experience

EDP

Pathway HS Courses Requirements

to meet the Vision Transition IEP Accommodations Supports Services Specific Transition Planning Documentation of Attempts to support

AND failure to achieve MMC Requirements

Targeted Supports

Personal Curriculum

Alignment of EDP and IEP With

Post-Secondary Vision and Goals

Secondary Vision and Goals

Student Vision Auto Related Work at Quick Lube Specific Requirements For Achieving Vision No Diploma Independent Living Skills Job and Work

Experience EDP Pathway Defined learning Experiences Defined point of exit Transition IEP Accommodations Supports Services Specific Transition Planning Documentation of Defined End Point Of Instruction

Intensive Supports

Alignment of EDP and IEP With

Post-Secondary Vision and Goals

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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 Cruising

 Interactive career resource designed people of all ages

 Helps students plan their future  Includes

– Assessment tools – Occupation profiles

– Post-secondary education information

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 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)

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

 Includes:

– Interviews with Michigan career professionals

– Educator workshop

– Online career information video workshops

Michigan Virtual High School (MVHS)

 The goals of the MVHS are: – Expand curricular offerings

– Provide students with opportunities to develop new skills and competencies

– Provide opportunities for teachers to learn new skills and strategies

– Serve as a model for the use of interactive multimedia tools

– Help the state respond to emerging educational demands

– Offer courses and services to all audiences – Offer college level courses and at-risk programs

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Michigan Virtual University (MVU)

 Works with middle and high schools across the state to provide online courses for students

 Provides online professional development opportunities for educators

 Provides online career development and exploration tools

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Resources

Administrative Rules for certification and licensure of Michigan school counselors

http://www.state.mi.us/orr/emi/admincode.asp?AdminCode=Single&Ad min_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

Resources

Contact Information

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/EIS

Beatrice M. Harrison

[email protected]

Office of Professional Preparation Services