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Dr. Barbara Brady Coordinator, Office of Secondary Learning

Personalized E ducation Plans (PEP) Requirements and Guidelines for School-wide I mplementation 2014 WVDE School Counselor Conference. Dr. Barbara Brady Coordinator, Office of Secondary Learning. Personalized Education Plan (PEP). Personalized Education Plan (PEP).

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Dr. Barbara Brady Coordinator, Office of Secondary Learning

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  1. Personalized Education Plans (PEP)Requirements and Guidelines for School-wide Implementation 2014 WVDE School Counselor Conference Dr. Barbara Brady Coordinator, Office of Secondary Learning

  2. Personalized Education Plan (PEP)

  3. Personalized Education Plan (PEP)

  4. Effective Date for Implementing PEPs 2014 – 15 school year

  5. 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.

  6. 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, self-discovery and individualized student support. • Personalized career portfolios.

  7. Core Academic Requirements

  8. Core Academic Requirements

  9. Core Academic Requirements

  10. 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

  11. 6 Personalized Graduation Requirements

  12. Students with DisabilitiesAlways 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

  13. Parent/student/teacher-advisor/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

  14. 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.

  15. Approved Programs of Study

  16. 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

  17. CTE Foundational Courses

  18. CTE Foundational Courses

  19. Approved Programs of Study

  20. Roles, Responsibilities and Best Practices for PEP Implementation

  21. 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??)

  22. 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

  23. 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

  24. 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)

  25. 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

  26. 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

  27. 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

  28. 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

  29. 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)

  30. 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

  31. 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

  32. Advisory Best Practices • Process for connecting with • other teachers • Parents • Counselors (referral process) • SAT teams • Regular monitoring and support • Administrative support must be evident

  33. 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/

  34. Lesson Plans

  35. 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

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