Personalized Education Plans (PEP)Requirements and Guidelines

for School-wide Implementation

2014 WVDE School Counselor Conference

Dr. Barbara BradyCoordinator, 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 goalSelect 9th & 10th grade classesCareer 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 identifiedDiscuss 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 GradeDevelop 3 year plan

Update career cluster (16 clusters)

Career Concentration (CTE Approved Programs of Study) or Non CTEIdentify 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, self-discovery and individualized student support.

• Personalized career portfolios.

Core Academic Requirements

English Language Arts*

4 creditsEnglish 9English 10English 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 creditPhysical 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 creditHealth 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 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

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

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 CoursesMiddle 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 CoursesMiddle/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 curriculumPolicy 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 PlanningPost-secondary PlanningProCenter – School staff monitoring

WV’s Strategic Compass

Career InvestigationConnecting to the WV Labor Market16 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.

dtetrick@access.k12.wv.usOr

bashcraft@access.k12.wv.us