2. 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.

3. 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.

4. 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;

5. A Sound Basic Education provides the student... 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 students community, state or nation;

6. A Sound Basic Education provides the student... sufficient academic and vocational skills to enable the student to successfully engage in post-secondary education or vocational training, and;

7. A Sound Basic Education provides the student... sufficient academic and vocational skills to enable the student to compete with others in further education or gainful employment in contemporary society.

8. Student Accountability Standards Standards - Grade 3 –Local Promotion Requirements –Level III or Above on EOG Tests Effective Date: 2001-02

9. Student Accountability Standards Standards - Grade 5 –Local Promotion Requirements –Level III or Above on EOG Tests –Adequate Progress in Writing Effective Date: 2000-01

10. Student Accountability Standards Standards - Grade 8 –Local Promotion Requirements –Level III or Above on EOG Tests –Adequate Progress in Writing Effective Date: 2001-02

11. Student Accountability Standards Standards - High School –Local Promotion Requirements –Proficiency on Computer Skills Test (8th grade) Effective: 2001 –Proficiency on Exit Exam of Essential Skills Effective: 2003

12. Student Accountability Standards Exit Exam (Gateway 4) –Competencies to measure Communication Problem Solving Using Numbers and Data Processing Information

13. Student Accountability Standards Exit Exam (Gateway 4), Cont. –Content to measure English/Reading/Grammar Mathematics (through Algebra I) Other Content Areas (Science & Social Studies)

14. Three Non-Negotiables for the Student Accountability Standards Communicating the Standards Teaching the Standard Course of Study Providing focused intervention

15. Safeguards of the Policy 1.Multiple testing opportunities 2.Focused intervention 3.Parental involvement 4. Review process

16. The Review Process Membership Training Documentation Notification/Involvement of Parents Recommendation to Principal

17. What Is It? A plan for focused intervention that is tailored to address a specific students individual needs. Personalized Education Plan (PEP)

18. 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. Personalized Education Plan (PEP)

19. Who Develops It? Classroom Teachers, Counselors, Administrators, Social Workers, Parents or Guardians, etc. Personalized Education Plan (PEP)

20. When Is It Developed? As soon as it is recognized that a student is falling behind. Personalized Education Plan (PEP)

21. What Are The Components? 4Personal/descriptive information 4Objective/Diagnostic Data 4Strengths and Weaknesses 4Intervention Plan Addressing Weakness 4Monitoring - Adjusting Course, when Necessary 4Signatures Personalized Education Plan (PEP)

22. How Is It Passed From One Teacher To Another? 4Process to be established by LEA/School Personalized Education Plan (PEP)

23. Who Monitors the Implementation of the Plan? 4The developers Personalized Education Plan (PEP)

24. Why Is The Plan Important? 4Provides targeted academic support/assistance to students who need it. 4Documents the school/teachers efforts to support students who are functioning below grade level. Personalized Education Plan (PEP)

25. When Implemented, What Happens To The Plan? 4Placed in students permanent record file for future reference. Personalized Education Plan (PEP)

26. What Should Have Occurred Already? 4Should have identified and intervened for all students who arent proficient in reading and mathematics. Personalized Education Plan (PEP)

27. Exceptional Children and the PEP

28. Exceptional Children and the PEP What is an IEP? What is a PEP? What is common to both? IEP VS. PEP

29. Exceptional Children and the PEP IEP VS. PEP Mandated by Federal Law (IDEA). Developed prior to the delivery of special education and related services. Subject to due process rights. Mandated by State Board of Education. Developed after a student has performed below proficiency. Not subject to due process rights. Individualized Focuses on identified needs. Developed by a team which includes parents. Must report progress.

30. Exceptional Children and the PEP 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.

31. Exceptional Children and the PEP 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.

32. Exceptional Children and the PEP 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 Harris 7/19/00

33. Exceptional Children and the PEP 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:

34. Exceptional Children and the PEP 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

35. Student Accountability Standards and LEP Students

36. 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

37. Student Accountability Standards and LEP Students 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

38. Student Accountability Standards and LEP Students 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

39. Student Accountability Standards and LEP Students Teachers Administrators ESL Teacher The Committee

40. Student Accountability Standards and LEP Students 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

41. Student Accountability Standards and LEP Students Informed Allowed to be present during review Interpreter provided Parental Involvement

42. Student Accountability Standards and LEP Students Diagnostic Evaluation Intervention Strategies Monitoring Strategies Language Assistance Focused Intervention - PEP

43. Student Accountability Standards and LEP Students 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.

44. K – W – L K W L

45. Read the case study individually. Make notes of the students 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

46. 1.Tips for Training Adult Learners 2.Training Tips and Training Room Set-Up 3.Never Evers of Workshop Facilitation 4.Tips for Using Visuals and Tips for Using Handouts Jigsaw Groups