PEP and Programs of Study Power Point

PEP and Programs of Study: Secondary Learning Update
Dr. Barbara Brady
School Counseling Coordinator
Office of Secondary Learning Staff
State Board Goal
The West Virginia Board of Education will provide a
statewide system of education that ensures all students
graduate from high school prepared for success in highquality postsecondary opportunities in college and/or
The future quality of life for the citizens of West Virginia is directly linked to the
performance of our students. Today's students are tomorrow's wage earners and
tax payers. Low student achievement levels, decreasing graduation rates and
ranking among the nation's lowest levels of post-secondary transition are all bleak
predictors of West Virginia's future. We must strive to prepare our graduates to
meet the requirements of high quality jobs needed within West Virginia and
nationally. In addition to career preparedness, many systemic public issues like
obesity, drug dependence, teen pregnancy, and crime are statistically linked to the
overall level of education. Thus, unless our education system improves and our
young people are prepared to be productive and responsible members of our
society, the state will have decreasing resources to support the infra-structure and
services essential to attracting economic growth and elevating the overall quality of
life of its citizens.
Middle School PEP
5.3.b. In grades 6-8, the school will engage staff in a school-wide, systemic,
guidance and advisement approach to ensure Personalized Education Plan
(hereinafter PEP) planning and career exploration is multi-faceted and individualized,
guiding students and their parent and/or guardian to thoughtfully explore individual
interests and aptitudes in relation to academic and career planning. A PEP guides
each student’s course selections based on individual career aspirations and
postsecondary plans. The PEP covers grades 9-12 and the first year beyond
graduation from high school. The PEP is developed for every student in consultation
with the students’ parent and/or guardian and school counselor or advisor.
Development of the PEP is a thoughtful process that includes identifying each
student’s aptitude, interests and learning needed through review of past student
work, academic assessments results, and interests and learning inventories. The
PEP is used to guide, personalize and maximize each student’s learning experience,
ensuring each student has the opportunity to develop academic skills, identify
interests, maximize strengths, minimize weaknesses, set and
reach academic and personal goals, and realize their career aspirations.
High School PEP
5.4.d.2. During the 10th grade year, the second phase of the PEP is
developed. Students identify course selections for grades 10-12 and
postsecondary plans for the first year after high school. To assist with
development of the three-year PEP, the school will provide ongoing opportunities
during the school day for career exploration and self-discovery involving
completing student needs assessments, career and interest inventories,
learning style inventories, self-reflections, and multi-faceted opportunities
for career inquiry. Each student’s individual assessments will be reviewed to
ensure academic planning maximizes individual strengths and interests. Career
exploration and planning and the development of the PEP is a shared
responsibility between the school counselor, teachers, advisors, and parent
and/or guardian.
Evidence- and Standards-based Advisory
Policy 2510 language…
Schools will implement an advisory program that ensures
students have meaningful and supportive relationships with
adult advocates and peers to personalize each student’s
learning experience. Schools will implement a standardsfocused advisory program utilizing evidenced-based
practices during the instructional day.
More Advisory Best Practices
Personalized Education Plans (PEP)
Requirements and Guidelines
8th Grade – 2 Year Plan
10th Grade – 3 Year Plan
Updated Annually
Career Goal
Local or CTE Concentration (4 PERSONALIZED Courses)
9-12 Courses
Postsecondary Plan
Multi-faceted Career Investigation
Ongoing Self-discovery Activities
Use of Assessments
Career Portfolio
PEP Rollout
9th & earlier grades
– New graduation requirements
Students who have a current ISTP (10th – 12th Graders)
– Convert to a common language PEP
• May update Grades 10-12 Plans as needed to ensure on-time
– Personalize electives (local concentration)
– No pathway
– 16 clusters – identify cluster
– May continue to use the current five-year plan form and
remain under that student’s graduation requirements.
Core Academic Requirements
English Language
4 credits
English 9
English 10
English 11 or AP® English
English 12 or AP® English or English 12 CR or Transition English Language
Arts for Seniors*
4 credits
• Math I or Math I Lab (2 credits)
• Math II
• Math III STEM, or Math III Liberal Arts (LA) or Math III Technical
Readiness (TR)
• Math IV or AP® Math or Math IV TR or Transition Mathematics for
Seniors* or any other fourth course option (Chart V)
Core Academic Requirements
3 credits
• Physical Science (Grade 9)
• Biology or Conceptual Biology or AP® Biology (Grade 10)
• One additional lab science course (Chart V)
Social Studies*
4 credits
• World Studies (Grade 9) or AP® Social Studies Course
• United States Studies (Grade 10) or AP® Social Studies Course
• Contemporary Studies or AP® Social Studies Course
• Civics for the Next Generation or AP® Government and Politics.
Core Academic Requirements
1 credit
Physical Education 9-12 (WVEIS course 6609).
At least 50 percent of class time for physical education should be spent
in moderate to vigorous intensity physical activity.
1 credit
Health 9-12 (WVEIS course 6909)
The Arts*
1 credit
Graduation Requirements
οƒ˜ 18 credits in core courses
(English, math, science, social studies, PE, health , the
personalized courses (cannot be any of the core 18 credits)
personalized electives
Total credits
οƒ˜Any additional county requirements
6 Personalized Graduation Requirements
Career and Technical Education (CTE)
Local Concentration or Sequence of
6 additional courses beyond 18 hours of core academic courses that align with
the student’s career aspirations and postsecondary plans.
• 4 CTE Courses
• Identified from approved WVDE
CTE program of study
• 2 Additional personalized electives
(aligned with career and
postsecondary plans)
• Recommended CTE electives
• Any additional core or elective
• 4th Science
• Additional Math
• World Languages
• Arts
• Etc.
• 4 Courses – sequence of courses to
prepare students for their personal postsecondary goals
• 2 additional personalized electives
(aligned with career and postsecondary
• 4th Science
• Additional Math
• World Languages
• C TE electives
• Arts
• Etc.
Students with Disabilities
Always a Continuum of Services
May earn 4 credits in Community Readiness Training
recommended through an IEP Team as a personalized
Locally developed program
– School specific courses
– Community training programs
– Non-CTE courses
CTE Concentration Sample
Names of locally
approved concentrations
should not be the same
as established
state approved CTE
Approved Programs of Study
Advisory Best Practices
• All teachers participate
• Initial and ongoing training is essential
• 20 or fewer students per advisory group
• Standards-based curriculum
Policy 2520.19 Student Advisement Content Standards and Objectives
Uniform, grade specific curriculum
Advisors engage in grade-level curriculum mapping
Process of identifying priority topics
Curriculum materials readily accessible (remove burden of developing,
producing lesson materials)
– Combine curriculum materials to meet school needs
– Grade-level coordinators
– Collaborative team planning
Parent Engagement in PEP / Signature
BEST PRACTICES for engaging parents in the PEP
process and securing signatures.
• Hold parent nights or school-day conferences .
– Advisors meet with parent and student to review plans
– Counselor meet with parents with credit challenges
– IEP Teacher meets with parent/students in their caseloads
– CTE teachers could oversee PEPS of their students and meet with parents
Alternative Means to Award Credit
• High School Courses taken prior to 9th grade
• Embedded credit – receive credit for both courses
• College courses, including dual credit courses
• Proficiency through assessments – county developed tests
• Credit recovery through mastery instead of repeating entire course
• Appropriate credit regardless of enrollment period
• Virtual courses
Alternative Delivery of Education Programs
• Extended student learning may include:
extended day or year
summer school or an alternative calendar
experiential learning that may take place outside of the regular school
– virtual
• Extended student learning may be provided by:
the school system
community agencies
Institutions of Higher education (IHEs)
other entities
Embedded Credit
• For courses that have already been approved for
embedded credit through WVDE policy or a county
waiver, no further action is needed. Students can
still receive one credit and meet course
requirements for the other course.
• In order to offer two credits for a single, embedded
credit course or to establish new courses with
embedded credit, counties will need to establish
policy explicitly outlining how the course
requirements are being met and submit to WVDE for
Career Exploration Resources
• LINKS Student Advisement System
– Multiple grade level lessons (grades 6 – 8 and 9)
– free web-portal for all WV Students career
exploration and postsecondary planning
WV Strategic Compass
• School to Career
• Real Games
OPEN Discussion
Share what is working in your school to make
the PEP process effective in your schools