PEP and Programs of Study: Secondary Learning Update

Dr. Barbara BradySchool Counseling Coordinator

andOffice 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 high-quality postsecondary opportunities in college and/or careers.

Rationale

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.

AGREED-UPON DEFINITION

STATE BOARD ADOPTED

Middle School PEP5.3.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 standards-focused 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 Plan10th Grade – 3 Year Plan

Updated Annually

ClusterCareer Goal

Local or CTE Concentration (4 PERSONALIZED Courses)9-12 Courses

Postsecondary PlanMulti-faceted Career InvestigationOngoing Self-discovery Activities

Use of AssessmentsCareer 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

graduation– 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 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)

4 personalized courses (cannot be any of the core 18 credits)

2 personalized electives

24 Total credits

Any additional county requirements

6 Personalized Graduation Requirements

Career and Technical Education (CTE) Concentration

Local Concentration or Sequence of Courses

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 – sequence of courses to prepare students for their personal post-secondary goals

• 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

CTE Concentration SampleNames of locally approved concentrations should not be the same as established state approved CTE concentrations.

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 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

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– mini-courses– summer school or an alternative calendar– experiential learning that may take place outside of the regular school

calendar– virtual

• Extended student learning may be provided by:– the school system– community agencies– Institutions of Higher education (IHEs)– Businesses– 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 approval.

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

• WV Strategic Compass http://westvirginia.strategiccompass.com/• MY STATE MY LIFE http://www.mystatemylife.com/ • ACT PROFILE http://www.act.org/profile/

• School to Career http://www.careers.iptv.org/

• Real Games http://www.realgame.org/games/TPRG/objectives.html

OPEN Discussion

Share what is working in your school to make the PEP process effective in your schools