Transcript You can always amend a big plan, but you can never expand

Durham Public Schools
PEPs
Personal Education Plans
“A Legal Requirement”
Ann Majestic  Tharrington Smith
October 13, 2011
Updated by Dr. Carol White August 15, 2013
The Current Law for PEPs
• Requires school administrative units to identify students at risk of
academic failure and not successfully progressing towards grade
promotion and graduation no later than the fourth grade.
• Identification shall occur as early as can reasonably be done and can
be based on grades, observations, State assessments, and other
factors, including reading on grade level, that impact student
performance.
• No later than the end of the first quarter, or after nine weeks of
instructional time with a student, a PEP for academic improvement
with focused intervention and performance benchmarks shall be
developed or updated for any student at risk of academic failure who
is not performing at least at grade level.
• Focused intervention and accelerated activities should include
research-based best practices that meet the needs of students and
may include coaching, mentoring, tutoring, summer school, Saturday
school, and extended days.
• Local school administrative units shall provide these activities free of
charge to students.
• Local school administrative units shall also provide transportation free
of charge to all students for whom transportation is necessary for
participation in these activities.
• Local school administrative units shall give notice of the personal
education plan and a copy of the personal education plan to the
student's parent or guardian.
• Parents should be included in the implementation and ongoing
review of personal education plans.
• Local school administrative units shall certify that they have complied
with this section annually to the State Board of Education. The State
Board of Education shall periodically review data on the progress of
identified students and report to the Joint Legislative Education
Oversight Committee.
• No cause of action for monetary damages shall arise from the failure
to provide or implement a personal education plan under this
section.
Personal Education Plans
All students must have opportunities
for success and for receiving
assistance in the areas in which they
need improvement.
Policy 3240 : PERSONAL EDUCATION PLANS
The Durham Public Schools identify students at
risk of academic failure based on grades,
observations, state assessments, and other factors
that impact student performance that teachers
and administrators consider appropriate. Students
who are at risk of academic failure shall be
identified and provided with academic
interventions.
Legal Reference: G.S. 115C-105.41
Adopted Effective: June 17, 2010
Policy 3240: PERSONAL EDUCATION PLANS
• Any student in grades K-11 not promoted shall be
provided with a personal education plan (PEP) the
following school year.
• Immediately after (or before) a teacher has had nine
weeks of instructional time with a student, a PEP
shall be developed or updated for any student at risk
of academic failure, not performing at grade level.
• Each PEP should include focused interventions,
accelerated activities and performance benchmarks
for academic improvement.
Policy 3240: PERSONAL EDUCATION PLANS
• Schools shall notify parents that a PEP has been
developed, provide them with a copy of the PEP, and
include them in the implementation and ongoing
review of the PEP.
• The superintendent or designee is authorized to
develop procedures to implement this policy.
A PEP must be completed for:
• Students who were retained the grade level prior to
the current grade and who do not have an Individual
Education Plan (IEP) that addresses the specific
area/subject of academic concern.
• Students who have an Achievement Level of ‘1’ or ‘2’
or failing mark/grade in an academic area at the end
of the grade or course. This includes students whose
IEP does not address specific area/subject of
academic concern.
A PEP must be completed for:
•Students who are at-risk of failing, or have failed a
specific subject area on their most recent report
card. This includes students whose IEP does not
address that specific area/subject of academic
struggle.
•Students identified as being at-risk of retention (a
PEP should be developed no later than the end of
first semester
Recommended Process for PEP
Development
Grade level, content area
teachers or other
selected personnel will
identify students who
failed to meet
Accountability Standards
and/or are at risk.
Examine the data and
information about the
student and thoroughly
analyze the strengths and
weaknesses.
Determine the targeted
concern and reason the
student needs a PEP
PEP Development
• Meet with the parent(s) and/or guardians to develop
the PEP.
• Send an invitation to conference letter.
• Make at least 2 more attempts (letter, email or
phone call ) and document attempts if no response.
• If no response, proceed to complete plan of support.
• Send copy to parent noting the parent as “not
present” for the PEP development.
PEP Development
• All teachers who have the student for the
designated areas of weakness must attend
the meeting
• Write intervention plan (PEP) to support the
student in the specific area of need
• Implement intervention plan and monitor for
progress
PEP Development
• Copies maintained by the classroom teacher (some cases , the
counselor) in the student’s cumulative folder
• The PEP must be signed and dated by all parties involved
• A signed copy must be provided to the parent/guardian
• Information from teachers on the students in their class
reported to the principal for PEP data tracking on
PowerSchool.
PEP Development
• After 4-6 weeks, interventions are reviewed
• If strategies were successful, teacher(s) continue
and evaluate quarterly
• If strategies were unsuccessful and show little or
no acceptable academic growth or improvement
the teacher can:
– Change, increase and continue interventions
with the support of PLC feedback or refer the
student to the school’s Student Assistance
Program (SAP) Chair.
If the PEP Concern is Behavior
Consult with support personnel familiar with behavioral
interventions
 Start to document and track behavior issues
 Complete a Functional Behavior Assessment (FBA)
 Develop a Behavior Intervention Plan (BIP) based on
the FBA
 Implement the BIP for a minimum of six weeks
 Document intervention results through collected data
PEP Intervention Plan Must Answer:
Interventions Based On
• What are we going
to do differently?
• How often will this
occur?
Academic
Data
Observations
&
Performance
Student
Work
Analysis
AFL Data
PEP Interventions:
• Must increase intensity by providing
intervention in a small group (after school,
recess, before school, lunch, electives,
enrichment)
Provide small group direct instruction using
(no more than three students)
•
•
•
•
Learning strategies
Grade level concepts
Advance organizers and other tools
Prerequisite skills
Interventions
• Skill based mini lessons with resource teacher
• Guided computer activities (i.e. Study Island,
Education City, AOR, etc.)
• One-on-One drill and practice with teacher
• Parental tutoring (guided activities)
• Peer tutoring
• Review games
• Strategy instruction
• Differentiated Instruction
PEP Documentation
“Documentation of intervention efforts are a must.”
PEP documentation should include strong
evidence of intervention efforts. The data and
information should support the case of
progress being made or the student’s lack of
progress and academic growth.
PEP Documentation
 Unit /Chapter or Cumulative
Tests
 CA Data
 NC Class, Extend 2 , Vocats, or
Spanish EOC
 Reading records
 SRI/SMI/mClass Data
 Writing test scores
 Project grades
 Records of class participation
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Exams
Lexile scores
Progress reports
Writing samples
Pop quiz grades
EOG/EOC Scores
Benchmark records
Behavior tracking data
Teacher anecdotal notes
from observations
 Teacher-made assessments
Monitoring the PEP
• Teacher review of intervention efforts to
determine effectiveness and/or need for
intervention(s) continuation or changes’
• Effectiveness carefully monitored, documented,
and evaluated throughout the year
• Every grading period, teacher meets with
parents to discuss progress and effectiveness of
Interventions
Intervention Resources
• www.interventioncentral.org
Intervention ideas for Math, Reading
and Behavior
• www.adlit.org National multimedia
project offering information and
resources to the parents and educators
of struggling adolescent readers and
writers
• www.allkindsofminds.org Provides
training and research findings for
teachers, and a database of intervention
strategies.
Intervention Resources2
• www.jimwrightonline.com
Academic and behavioral strategies
• PRIM (Pre-Referral Intervention Manual) State
mandated pre-referral intervention activities
• http://easycbm.com Free resource for teachers to
track reading and math interventions with progress
monitoring
PEP Audits
PEPs can now be monitored online using the
district electronic profile. Identified schoolbased administrators have been provided
rights to access all files in their school.
Identified district level administrators are
able to view all schools. The link to the
ePEP is https://epep.dpsnc.net