PEP and Programs of Study: Secondary Learning Update Dr. Barbara Brady School Counseling Coordinator and Office 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 PEP engage staff in a school-wide, systemic, guidance and advisement approach t 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 5.3.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 10 th grade year, the second phase of the PEP is developed. Students identify course selections for grades 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 8 th Grade – 2 Year Plan 10 th Grade – 3 Year Plan Updated Annually Cluster Career Goal Local or CTE Concentration (4 PERSONALIZED Courses) 9-12 Courses Postsecondary Plan Multi-faceted Career Investigation Ongoing Self-discovery Activities Use of Assessments Career Portfolio

PEP Rollout 9 th & earlier grades – New graduation requirements Students who have a current ISTP (10 th – 12th Graders) –Convert to a common language PEP May update Grades 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 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)  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 4 th 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) 4 th Science Additional Math World Languages C TE electives Arts Etc.

Students with Disabilities 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

CTE Concentration Sample Names of locally approved concentrations should not be the same as established state approved CTE concentrations. Names 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 curriculum Policy 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 9 th 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 –Multiple grade level lessons (grades 6 – 8 and 9) – free web-portal for all WV Students career exploration and postsecondary planningwww.cfwv.com WV Strategic Compass MY STATE MY LIFE ACT PROFILE School to Career Real Games

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