Outcomes At the end of the training session, participants will have an in-depth knowledge of state and local student accountability standards, understand

Outcomes

At the end of the training session, participants will

have an in-depth knowledge of state and local student accountability standards,

understand the components of and process for developing a personalized education plan,

be proficient in writing PEPs for focused intervention,

understand the differences and similarities in PEPs and IEPs,

understand how the Student Accountability Standards, PEPs,

and portfolios relate to limited English proficient students, and

be prepared to train other educators in the LEA

on all aspects of the Student Accountability Standards.

Student Accountability Standards

Philosophy Higher student/teacher expectations and standards

result in higher student achievement.

Every student in North Carolina should be provided “an opportunity to receive a sound, basic education.”

Workplace skills are critical for students.

Intervention for students not meeting the present or future higher standard is a must.

A “Sound Basic Education” provides the student . . .

• sufficient ability to read, write and speak the English language and a sufficient knowledge of the fundamental mathematics and physical science to enable the student to function in a complex and rapidly changing society;


• sufficient fundamental knowledge of geography, history and basic economic and political systems to enable the student to make informed choices with regard to the issues that affect the student personally or affect the student’s community, state or nation;


• sufficient academic and vocational skills to enable the student to successfully engage in post-secondary education or vocational training, and;


• sufficient academic and vocational skills to enable the student to compete with others in further education or gainful employment in contemporary society.


• Standards - Grade 3– Local Promotion Requirements– Level III or Above on EOG Tests

• Effective Date: 2001-02


• Standards - Grade 5– Local Promotion Requirements– Level III or Above on EOG Tests– Adequate Progress in Writing



• Standards - Grade 8– Local Promotion Requirements– Level III or Above on EOG Tests– Adequate Progress in Writing



• Standards - High School– Local Promotion Requirements– Proficiency on Computer Skills Test (8th grade)

• Effective: 2001

– Proficiency on Exit Exam of Essential Skills• Effective: 2003


• Exit Exam (Gateway 4)– Competencies to measure

• Communication

• Problem Solving

• Using Numbers and Data

• Processing Information


• Exit Exam (Gateway 4), Cont.– Content to measure

• English/Reading/Grammar

• Mathematics (through Algebra I)

• Other Content Areas (Science & Social Studies)

Three Non-Negotiables for the Student Accountability Standards

• Communicating the Standards

•Teaching the Standard Course of Study

•Providing focused intervention

Safeguards of the Policy

1. Multiple testing opportunities

2. Focused intervention

3. Parental involvement

4. Review process

The Review Process

•Membership

•Training

•Documentation

•Notification/Involvement of Parents

•Recommendation to Principal

What Is It?

• A plan for focused intervention that is tailored to address a specific student’s individual needs.

Personalized Education Plan (PEP)

Who Gets It?

• Priority One: Any student who fails to meet the Student Accountability Standards.

• Priority Two: Any student who scores at achievement level I or II on End-of-Grade Tests or does poorly on End-of-Course Tests.


• Who Develops It?

• Classroom Teachers, Counselors, Administrators, Social Workers, Parents or Guardians, etc.


When Is It Developed?

• As soon as it is recognized that a student is falling behind.


What Are The Components?

Personal/descriptive information Objective/Diagnostic Data Strengths and Weaknesses Intervention Plan Addressing Weakness Monitoring - Adjusting Course,

when Necessary Signatures


How Is It Passed From One Teacher To Another?

Process to be established by LEA/School


• Who Monitors the Implementation of the Plan?

The developers


Why Is The Plan Important?

Provides targeted academic support/assistance to students who need it.

Documents the school/teachers efforts to support students who are functioning below grade level.


When Implemented, What Happens To The Plan?

Placed in student’s permanent record file for future reference.


What Should Have Occurred Already?

Should have identified and intervened for all students who aren’t proficient in reading and mathematics.


Exceptional Children

and the PEP

Exceptional Children and the PEP

What isan IEP?

What is a PEP?

What is

common to

both?

IEP VS. PEP


IEP VS. PEP

Mandated byFederal Law

(IDEA).

Developed prior tothe delivery of

special educationand relatedservices.

Subject to dueprocess rights.

Mandated byState Board of

Education.

Developed after astudent has performed

below proficiency.

Not subject to due process rights.

Individualized

Focuses onidentified needs.

Developed by ateam which

includes parents.

Must reportprogress.


Relationship of the Personalized Education Plan to the Individualized Education Program•The Individualized Education Program (IEP) may not be used as a substitute for the Personalized Education Plan (PEP).

•The IEP and the PEP are two different documents intended to serve different purposes.

•The IEP states the special education and related services to be provided to an individual student, and is to be developed prior to special education and related services being provided.


• The PEP is developed after the student has scored below expected proficiency level.

• If the decision is made to have the PEP combined with the IEP as an attachment, everyone, including the parents, must understand: (1) that the PEP has been combined

with the IEP, and(2) that the PEP, with the required

components of diagnosis, intervention, and monitoring are attached to the IEP as an official addendum.


•All attachments to the IEP would be considered part of the IEP and subject to the federal law and regulations governing the IEP, including due process rights.

•Combining the PEP with the IEP is a local decision.

Lowell Harris7/19/00


• Provide longitudinal achievement information to the PEP Team

• Interpret psychological information found in the confidential folder, if needed

• Share diagnostic information, classroom assessments, preferred learning style, and “whole child” observations

• Provide a copy of the IEP to the PEP Team and explain component parts (level of performance, goals and objectives, and accommodations and modifications needed)

Collaboration in the Development of PEPs - Exceptional Children Staff:


• Seek input from exceptional children staff, as needed, to develop the PEP

• Monitor PEP implementation to ensure that progress is being made and that appropriate accommodations and modifications are being provided

• Share PEP “progress reports” with exceptional children staff

• Mail IEP and PEP progress reports to parents simultaneously, whenever possible (Produced by Chris Jones-Exceptional Children Division)

Collaboration in the Development of PEPs - General Education Staff

Student Accountability Standardsand LEP Students

Student Accountability Standards and LEP Students

• Any student whose primary language is not English and

• Who is insufficiently proficient in the English language to receive instruction exclusively from regular educational programs and function on an academic par with his/her peers

Limited English Proficient Student


• In district for less than two years• Exempt due to English language proficiency• Exempt from promotion standard• Portfolio submitted to a local committee

LEP Students Exempt from Testing


• In district for more than two years• Not scoring at grade level due to English language proficiency

• Waiver requested• Portfolio submitted to local committee

LEP Students Tested


• Teachers• Administrators• ESL Teacher

The Committee


• English Language Proficiency Testing• EOG Scores (if student was tested)• Written statements from classroom teachers, ESL teacher, other school personnel

• Dated student work samples over time• Native language testing, if appropriate

Instructional Portfolio


• Informed• Allowed to be present during review• Interpreter provided

Parental Involvement


• Diagnostic Evaluation• Intervention Strategies• Monitoring Strategies• Language Assistance

Focused Intervention - PEP


• State and Local Requirements• Exit Exam (accommodations will be

available)• Computer Skills Test

GATEWAY 4 – GRADUATION

There is no waiver or review process for graduation requirements.

K – W – L

K W L

Read the case study individually. Make notes of the student’s strengths and needs for improvement. Jot down possible interventions.

As a table group, discuss strengths/needs for improvement. Prioritize student needs.

List possible interventions. As a group, select and prioritize needs for improvement and interventions.

Discuss the monitoring process.

Discuss how parents will be involved in the PEP.

Write the PEP. Share with the full group.

Writing the PEP

1. Tips for Training Adult Learners2. Training Tips and Training Room Set-Up

3. Never Evers of Workshop Facilitation4. Tips for Using Visuals and Tips for

Using Handouts

Jigsaw Groups