Personalized Education Plans (PEP) Requirements and Guidelines

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Personalized Education Plans (PEP)
Requirements and Guidelines
for School-wide Implementation
2014 WVDE School Counselor Conference
Dr. Barbara Brady
Coordinator, Office of Secondary Learning
Personalized Education Plan (PEP)
2-Year PEP (Personalized Education Plan) – 8th Grade
Develop 2 - Year Plan
Select career cluster (now 16 clusters)
Identify career goal
Select 9th & 10th grade classes
Career exploration - annual ongoing activities during the school day prior to
development of the PEP - PEP development is a process not an event
Career portfolio Best Practice - electronic/portable (www.cfwv.com)
Hard copy of certain items – Advisor folders
No pathway identified
Discuss various options to complete 6 Personalized Courses
Locally approved (non –CTE) and state approved CTE (four specified courses)
80% of students must designate a Career/technical education (CTE) foundation course for
either the 9th or 10th grade
Personalized Education Plan (PEP)
3- Year PEP (Personalized Education Plan) – 10th Grade
Develop 3 year plan
Update career cluster (16 clusters)
Career Concentration (CTE Approved Programs of Study) or Non CTE
Identify 6 personalized electives
Select 11th & 12th grade classes & update/document postsecondary plan (no pathway)
Annual, ongoing career exploration activities during the school day prior to
development/revisions of the PEP … (www.cfwv.com and www.strategiccompass.com)
Career portfolio Best Practice - electronic/portable (www.cfwv.com)
Hard copy of certain items – Advisor folders
No pathway
UPDATE ANNUALLY: Revise any semester as long as it does not interfere with graduation
requirements
Effective Date for
Implementing PEPs
2014 – 15 school year
PEP Rollout
• 9th & earlier grades
– New graduation requirements
• Students who have a current ISTP (10th – 12th Graders)
– Convert to a common language PEP
• New PEP requirements
– Personalize electives
– No pathway
– 16 clusters – identify cluster
– May continue to use the current five-year plan
form and remain under that school’s graduation
requirements.
Personalized Education Plans
• ISTP is now Personalized Education Plan (PEP)
– PEPS are more personalized for all students
– Shared responsibility between staff
• Evidence- and standards-based advisory system in all
middle and high schools
• Process NOT an event.
• Systemic approach to career exploration, selfdiscovery and individualized student support.
• Personalized career portfolios.
Core Academic Requirements
English
Language Arts*
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*
Mathematics*
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
Science*
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
Physical
Education*
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.
Health*
1 credit
Health 9-12 (WVEIS course 6909)
The Arts*
1 credit
Graduation Requirements
 18 credits in core courses
(English, math, science, social studies, PE, health , the
arts)
 6 personalized elective courses
24
Total credits
Any additional county requirements
6 Personalized
Graduation Requirements
Career and Technical Education (CTE)
Completer
Non-CTE Students
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 course
• 4th Science
• Additional Math
• World Languages
• Arts
• Etc.
• 4 Courses from County approved
concentrations
• 2 additional personalized electives
(aligned with career and postsecondary
plans)
• 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 concentration.
• Locally developed program
– School specific courses
– Community training programs
– Non-CTE courses
Parent/student/teacheradvisor/counselor 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
Mandated CTE Offerings
• 30 % of students in grades 11-12 must have
access to two units of CTE electives
• 30 % of students in grades 11-12 must have
access to four units of CTE electives
• 80% of students in grades 9-10 must have
access to at least one CTE foundation course.
• One foundation course must be offered that teaches
parenting skills.
Approved Programs of Study
16 Career Clusters
• Agriculture, Food and Natural
Resources
• Architecture and Construction
• Arts, A/V Technology and
Communication
• Business Management and
Administration
• Education and Training
• Finance
• Government and Public
Administration
• Health Sciences
•
•
•
•
•
•
•
•
Hospitality and Tourism
Human Services
Information Technology
Law, Public Safety, Correction and
Security
Manufacturing
Marketing
Science, Technology, Engineering
and Mathematics
Transportation, Distribution and
Logistics
CTE Foundational Courses
Middle School (5-8)
Middle School (6-8)
0290 EXPLORATION IN AGRICULTURE
1893 GATEWAY TO TECHNOLOGY AUTOMATION AND
ROBOTICS
0295 EXPLORING BUSINESS, MARKETING &
ENTREPRENEURIALSHIP
1894 GATEWAY TO TECHNOLOGY DESIGN AND MODELING
0922 BASE LIFE BASICS
1895 GATEWAY TO TECHNOLOGY ENERGY & ENVIRONMENT
1404 BUS PREP BUSINESS PREP
1896 GATEWAY TO TECHNOLOGY FLIGHT AND SPACE
2405 MIDDLE EXPLORING TECHNOLOGY 5th Grade
1897 GATEWAY TO TECHNOLOGY GREEN ARCHITECTURE
2406 MIDDLE EXPLORING TECHNOLOGY 6th Grade
1898 GATEWAY TO TECHNOLOGY MAGIC OF ELECTRONS
2407 MIDDLE EXPLORING TECHNOLOGY 7th Grade
1899 GATEWAY TO TECHNOLOGY SCIENCE OF TECHNOLOGY
2408 EXPLOR TECH 8 MIDDLE EXPLORING TECHNOLOGY 8th
Grade
1900 GATEWAY TO TECHNOLOGY MEDICAL DETECTIVES
CTE Foundational Courses
Middle/High School (5-12)
High School 9-12
0700 EXPLORING HEALTH PROFESSIONS
0901 LIFE CONNECT LIFE CONNECTIONS (12th grade
only)
1441 KEYBOARDING
0929 LIFE LEARNING FOR INDEPENDENCE FAMILY &
EMPLOYMENT (grades 9-11)
7664 TOURING WEST VIRGINIA (5-12)
0903 PARENTING & STRONG FAMILES
0941 APPLIED DESIGN – HOUSING AND INTERIOR
0954 FD FOOD PREP FOUNDATIONAL FOOD
PREPARATION
0961 APPLIED DESIGN: FASHION
2409 EXPLOR TECH 9 MIDDLE EXPLORING TECHNOLOGY
9th Grade
Approved Programs of Study
Roles, Responsibilities and
Best Practices for
PEP Implementation
County/School Leadership Role
County/school leadership team will discuss & establish
county policy/protocols and local and county responsibilities in
regard to establishing:
– process for PEP development
– career development process for all students
• How teachers will assist to assure career exploration is a regular
part of the school day
– Student mentoring/advising system
– Student portfolio process/source
– PEP form/process (hard copy or electronic)
•
County or school specific form??)
County/School Leadership Role
Establish county leadership team to discuss & establish
county policy/protocols and local and county responsibilities in
regard to establishing:
– County graduation requirements (credit requirements/targets for each
grade level, process for parent student notifications deficiencies)
– Course substitution process
– Development and adoption of Non-CTE concentrations
– Process for engaging parents and securing signatures
– Staff member roles
Staff Member Roles and Best
Practices
“Career exploration and planning and the development of
the PEP is a shared responsibility between the teachers,
counselors and advisors.” Policy 2510 Language
Schools must define
– Counselor Role
– Teacher-advisor role
– CTE Role
– IEP Team
Counselor Role
• Review and ensure graduation requirements are met for
caseload
• Annually review & understand state and local programs of
study requirements
• Participate in PD to stay up to date on careers, graduation
requirements etc.
• Meet with principal and school leadership team to establish:
– process for PEP development
– career development process for all students
• How teachers will assist to assure career exploration is a regular
part of the school day
– Student mentoring/advising system
– Student portfolio process/source
– PEP form/process (hard copy or electronic)
Counselor Role
• Assist with training all staff ...
–
–
–
–
–
–
–
–
–
graduation requirements
state and local programs of study requirements
PEP Process and staff responsibilities
Career exploration process, tools, websites, etc.
process for PEP development
Student mentoring/advising system
Student portfolio process/source
Course substitution process
Process for engaging parents and securing signatures
•
Student conferencing
Counselor Role
• Assist advisors with student portfolios
– Training staff, students, parents (source, process, components,
– Establishing portfolio components
– Updating student information (unofficial transcripts,
assessment results, schedules, etc.
• Assist with educating students and parents
– Career exploration process
– Graduation requirements (…programs of study)
– PEP Process
• Annual notification of parents, students not reaching grade
level targets for graduation
– Credit recovery options
Teacher/Advisor Roles
• Serve as mentor/advisor
• Assist with
–
–
–
–
development and maintenance of student portfolios
PEP development of their students (advisees)
Career exploration
Student self–discovery activities and interpret results
(interest and learning styles inventories, academic assessments)
– Parental engagement in PEP process
• Understand graduation requirements including
Programs of Study and advise students
IEP Team Roles
IEP Team
• Discuss implications for PEP during IEP Team
• Collaborate with teacher, advisor & counselor
to develop/finalize PEP
– Make recommendations in regards to:
• courses
• implications for post-secondary plans
• programs of study (co
Staff Member Roles
Special Education Case Manager
• Ensuring the proper supports are provided
– Place in program of interest
– Understands the relevance between education and
career goals
– Makes connections with outside agencies
• PEP alignment with transition plan (IEP)
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
Advisory Best Practices
• A minimum of 30 minutes – curriculum days
– LINKS – 50 minutes
•
•
•
•
Once a week (avoid overwhelming )
Organized structure
Dedicated time (doesn’t become a catch all)
Clear purpose with all needed resources
• May meet with students regularly to check in with
students
• Shared vision regarding purpose and expected
outcomes
Advisory Best Practices
• Process for connecting with
– other teachers
– Parents
– Counselors (referral process)
– SAT teams
• Regular monitoring and support
– Administrative support must be evident
Career Exploration Resources
• LINKS Student Advisement System
http://wvde.state.wv.us/counselors/links/about.html
– Multiple grade level lessons (grades 6 – 8 and 9)
http://wvde.state.wv.us/counselors/links/advisors/ms-lesson-plans.html
http://wvde.state.wv.us/counselors/links/advisors/lesson-plans.html
• www.cfwv.com
– free web-portal for all WV Students career exploration
and postsecondary planning
• Strategic Compass. http://westvirginia.strategiccopass.com/
Lesson Plans
Resources
WWW.cfwv.com as a resource for:
 Comprehensive Portfolio development
 Career Investigation
Self Discovery (interest & learning styles
inventories, etc.
 Course Planning
Post-secondary Planning
ProCenter – School staff monitoring
WV’s Strategic Compass
 Career Investigation
Connecting to the WV Labor Market
16 Career Clusters
 Self-Discovery
 Career Exploration Portfolio
 Connecting career aspirations to future
lifestyle costs
If you have any questions about this Policy 2510
Presentation you may contact Donna or Barb.
[email protected]
Or
[email protected]
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