Policy 2510 Requirements and Guidelines for School- wide Implementation

(Pending Board Action)Administrators Conference

February 5, 2014

Dr. Donna Burge-TetrickDr. Barbara Brady

Policy 2510 Changes

• Move from two pathways to a Personalized Education Plan– Includes guidance for taking World Language courses, CTE courses and

choosing elective courses

• Addition of various electives courses (i.e. CTE courses that have embedded Arts Credit) see guidance document.

• Transitions English Language Arts Course for Seniors and current Transitions Math Course for Seniors – use of Compass scores for course placement

• Math 9 Lab will count as a Math Credit towards Graduation Requirement

Policy 2510 Changes

• Permissive Language for embedded and dual credits

• Review of AC, AP® and Dual Credit Courses– 5.4.f.1.B County boards of education are encouraged to

establish policy which permits a student who masters the approved content standards for a second course to receive credits for both courses.

Policy 2510 Changes

• Math Names remain Math I Math II etc.

• Physical Activity Recommendation– 50% of physical education class must be moderate to vigorous activity

• Addition of Guidance Documents

• Removal of repetitious policy wording and instead referring to actual policy where language can be found

Policy 2510 Changes

• Renaming of the programmatic levels– Early Learning (Divided in to 3 levels)– Middle Grade Learning– Adolescent

• More decision making at the local level– Developing Policy at the local level– Creating concentrations at the local level– Service Learning (4 courses for students IEP)

• Student Mentoring Advising– Required in both middle and high school

Policy 2510 Changes

• ISTP is now Personalized Learning Plan (PEP)– More prescriptive – Shared responsibility between staff

• Changes in graduation requirements required with 2014/15 ninth graders

• Policy 2510 requirements related to advisory systems at the middle and high school level to promote career exploration and self-discovery

PEP RequirementsPolicy 2510 “counselor advisor. Development of the PEP is a thoughtful process that incudes identifying each student’s aptitude, interest 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 weakness, set and reach academic and personal goals, and realize their career aspirations.”

Mentoring/Advising Students

Middle Schools will…

Mentoring/Advising Students

High School Language…

Mentoring/Advising Students

High Schools:• The school will engage student advisors in utilizing each student’s career

awareness activities to develop the PEP. Advisory will assist students and their parents to utilize their various interest and learning style inventories and academic assessments to guide educational planning and career choices.

• Career exploration activities will be documented in each student’s personalized career portfolios.

School Process in Meeting PEP requirements

Process not an event and involves…• School-wide intentional opportunities for during the school day

for– Career exploration

Multifaceted opportunities for career inquiry– self-discovery

Completing and understanding results of interests, learning-styles, multiple intelligences inventories and aptitude assessments

ensuring students understand and utilize inventories and assessments

• A systemic, collaborative, embedded approach – Efforts from ALL staff not just the school counselors– Use of multiple resources and varied learning environments

Components of Personalized Education Plan

(PEP) • Core courses and sequence for each year

• 6 Personalized courses– 4 completer courses (if applicable)

• List of assessments/inventories used for decision-making

• Cluster

– Concentration (if CTE completer)

• Plans for 1st year after graduation

• Dates of initial 8th & 10th grade PEP and subsequent revisions

• Parent/student/counselor or advisor signatures for initial 8th & 10th grade PEP and subsequent revisions

• Designation of student advisor who assisted student with PEP development (if multiple mentors/advisors, document each and timeframe)

Personalized Education Plan (PEP)PEP (Personalized Education Plan)

2- Year Plan 8th grade

• Select career cluster (now 16 clusters)

• Select 9th & 10th grade classes

• Career exploration activities during the school day prior to development of the PEP … documented by online career portfolio (www.cfwv.com)

• Identify Postsecondary plan for year after graduation

• No pathway identified

• 80% of students must designate a Career/technical education (CTE) foundation course for either the 8th or 9th grade

• Discuss various options to complete 6 Personalized Elective Courses

Personalized Education Plan (PEP)

PEP (Personalized Education Plan)

3- Year Plan 10th grade

• Update career cluster (now 16 clusters)

• Identify 6 personalized electives• Select a concentration ONLY IF student chooses to be a CTE completer

• Select 11th & 12th grade classes & update/document postsecondary plan (no pathway)

• Ongoing career exploration activities during the school day prior to development/revisions of the PEP … documented by online career portfolio (www.cfwv.com)

• No pathway

• Revise any semester as long as it does not interfere with graduation requirements

Effective Date for Implementing PEPs

2013 – 14 school year

County Leadership Role Establish county leadership team to discuss & establish county policy/protocols and local and county responsibilities in regard to establishing:

– process for PEP development– career development process for all students

• How teachers will assist to assure career exploration is a regular part of the school day

– Student mentoring/advising system– Student portfolio process/source– PEP form/process (hard copy or electronic.. If not a county-wide

approach)– County graduation requirements (credit requirements/targets for each

grade level, process for parent student notifications deficiencies)– Course substitution process– Process for engaging parents and securing signatures– Staff member roles

Staff Member Roles

“Career exploration and planning and the development of the PEP is a shared responsibility between the teachers, counselors and advisors.”

Schools must define– Counselor Role– Teacher-advisor role– CTE Role– IEP Team

School Leadership Team

• Principal and school leadership team to establish:

– process for PEP development– career development process for all students

• How teachers will assist to assure career exploration is a regular part of the school day

– Student mentoring/advising system– Student portfolio process/source– PEP form/process (hard copy or electronic.. If not a county-wide

approach)– Course substitution process– Process for engaging parents and securing signatures– Staff member roles

Counselor Role • Review and ensure graduation requirements are met for

caseload

• Annually review & understand state and local programs of study requirements

• Participate in PD to stay up to date on careers, graduation requirements etc.

• Meet with principal and school leadership team to establish:– process for PEP development– career development process for all students

• How teachers will assist to assure career exploration is a regular part of the school day

– Student mentoring/advising system– Student portfolio process/source– PEP form/process (hard copy or electronic)

Counselor Role

• Assist with or train all staff about..– graduation requirements– state and local programs of study requirements– PEP Process and staff responsibilities– Career exploration process, tools, websites, etc.– process for PEP development– Student mentoring/advising system– Student portfolio process/source– Course substitution process– Process for engaging parents and securing signatures

• Student conferencing

Counselor Role

• Assist with student portfolios– Training staff, students, parents (source, process, components,– Establishing portfolio components– Updating student information (unofficial transcripts, assessment results, schedules, etc.

• Assist with educating students and parents– Career exploration process– Graduation requirements (…programs of study)– PEP Process

• Annual notification of parents, students not reaching grade level targets for graduation– Credit recovery options

Teacher/Advisor Roles • Serve as mentor/advisor

• Assist with – development and maintenance of student portfolios– PEP development of their students (advisees)– Career exploration– Student self–discovery activities and interpret results

(interest and learning styles inventories, academic assessments)

– Parental engagement in PEP process

• Understand graduation requirements including programs of Study and advise students

CTE Roles

• Participate in course fair to demonstrate/ discuss programs of study

• Provide orientation opportunities for parents, students and staff

• (Multi-County CTE Center and CTE Center) – Advise enrolled students to ensure they understand and attain

‘completer’ requirements and workforce credentialing.– Provide input on PEP development at home school in respective

program of study and personalized electives.

• Comprehensive High School– Serve as student advisor.

IEP Team Roles IEP Team

• Discuss implications for PEP during IEP Team

• Collaborate with teacher, advisor & counselor to develop/finalize PEP– Make recommendations in regards to:• courses• implications for post-secondary plans• programs of study (co

Staff Member Roles Special Education Case Manager

• Ensuring the proper supports are provided– Place in program of interest– Understands the relevance between education and

career goals– Makes connections with outside agencies

• PEP alignment with transition plan

Graduation Requirements

18 credits in core courses (English, math, science, social studies, PE, health , the arts)

6 personalized elective courses 24 Total credits

Any additional county 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

6 Personalized Graduation Requirements

Career and Technical Education (CTE) Completer

Other Students

• 4 CTE Courses• Identified for approved WVDE CTE

programs of study

• 2 Additional Courses that aligns with the students career aspirations and postsecondary plans• Recommended CTE electives• Any additional core or elective

course • 4th Science• Additional Math• World Languages • Etc.

• 6 additional courses beyond 18 hours of core academic courses that aligns with the students career aspirations and postsecondary plans• CTE electives• Any additional core or elective

course • 4th Science• Additional Math• World Languages • Etc.

16 Career Clusters

• Agriculture, Food and Natural Resources

• Architecture and Construction• Arts, A/V Technology and

Communication• Business Management and

Administration• Education and Training• Finance• Government and Public

Administration• Health Sciences• Hospitality and Tourism

• Human Services• Information Technology• Law, Public Safety, Correction and

Security• Manufacturing• Marketing• Science, Technology, Engineering

and Mathematics• Transportation, Distribution and

Logistics

Approved Programs of Study

Approved Programs of Study

Mandated CTE Offerings

• 30 % of students in grades 11-12 must have access to two unites of CTE electives

• 30 % of students in grades 11-12 must have access to four unites of CTE electives

• 80% of students in grades 9-10 must have access to at least one CTE foundation course.

• One foundation course must be offered that teaches parenting skills.

CTE Foundational CoursesMiddle School (5-8) Middle School (6-8)

0290 EXPLORATION IN AGRICULTURE 1893 GATEWAY TO TECHNOLOGY AUTOMATION AND ROBOTICS

0295 EXPLORING BUSINESS, MARKETING & ENTREPRENEURIALSHIP

1894 GATEWAY TO TECHNOLOGY DESIGN AND MODELING

0922 BASE LIFE BASICS 1895 GATEWAY TO TECHNOLOGY ENERGY & ENVIRONMENT

1404 BUS PREP BUSINESS PREP 1896 GATEWAY TO TECHNOLOGY FLIGHT AND SPACE

2405 MIDDLE EXPLORING TECHNOLOGY 5th Grade 1897 GATEWAY TO TECHNOLOGY GREEN ARCHITECTURE

2406 MIDDLE EXPLORING TECHNOLOGY 6th Grade 1898 GATEWAY TO TECHNOLOGY MAGIC OF ELECTRONS

2407 MIDDLE EXPLORING TECHNOLOGY 7th Grade 1899 GATEWAY TO TECHNOLOGY SCIENCE OF TECHNOLOGY

2408 EXPLOR TECH 8 MIDDLE EXPLORING TECHNOLOGY 8th Grade

1900 GATEWAY TO TECHNOLOGY MEDICAL DETECTIVES

CTE Foundational CoursesMiddle/High School (5-12) High School 9-12

0700 EXPLORING HEALTH PROFESSIONS 0901 LIFE CONNECT LIFE CONNECTIONS (12th grade only)

1441 KEYBOARDING 0929 LIFE LEARNING FOR INDEPENDENCE FAMILY & EMPLOYMENT (grades 9-11)

7664 TOURING WEST VIRGINIA (5-12) 0903 PARENTING & STRONG FAMILES

0941 APPLIED DESIGN – HOUSING AND INTERIOR

0954 FD FOOD PREP FOUNDATIONAL FOOD PREPARATION

0961 APPLIED DESIGN: FASHION

2409 EXPLOR TECH 9 MIDDLE EXPLORING TECHNOLOGY 9th Grade

Approved Programs of Study

• Location of plans http://careertech.k12.wv.us/

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

Students with DisabilitiesAlways a Continuum of Services

Determined by student’s PEP Determined by IEP Team

Non-CTE Students with Disabilities Accommodations Support with Foreign Language Support in Additional Coursework Additional support with Career or

College Planning

CTE Students with Disabilities Accommodations Additional support with ACT

WorkKeys® Preparation Additional support with Career or

College Planning

Service Delivery • GEE: General Education Environment

Consultation, Support Services or Co-Teaching

• SEE: Special Education Environment Resource or Separate Class

IWRC Academic deficits of 3 years or more

Community Readiness Acquiring independent/ daily living

skills may be an important curricular focus

If you have any questions about this Policy 2510 Presentation you may contact Donna or Barb.

dtetrick@access.k12.wv.usOr

bashcraft@access.k12.wv.us