1. Dr. Donna Burge-Tetrick Dr. Barbara Brady
Policy 2510 Requirements and Guidelines for School- wide Implementation (Pending Board Action) Administrators Conference February 5, 2014
Dr. Donna Burge-Tetrick
Dr. Barbara Brady

2. 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

3. Policy 2510 Changes Permissive Language for embedded and dual credits
Review of AP® and Dual Credit Courses
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

4. 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

5. 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

6. PEP Requirements Policy 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.”

7. Mentoring/Advising Students
Middle Schools will…

8. Mentoring/Advising Students
High School Language…

9. 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.

10. 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

11. 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)

12. 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 (
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

13. 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 (
No pathway
Revise any semester as long as it does not interfere with graduation requirements

14. Effective Date for Implementing PEPs
2013 – 14 school year

15. 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

16. 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

17. 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

18. 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)

19. 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

20. 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

21. 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

22. 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.

23. 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

24. 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

25. 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

26. 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*
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)

27. 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.

28. 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*
Health 9-12 (WVEIS course 6909)
The Arts*

29. 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

30. 16 Career Clusters Agriculture, Food and Natural Resources
Hospitality and Tourism
Human Services
Architecture and Construction
Information Technology
Arts, A/V Technology and Communication
Law, Public Safety, Correction and Security
Business Management and Administration
Manufacturing
Marketing
Education and Training
Science, Technology, Engineering and Mathematics
Finance
Government and Public Administration
Transportation, Distribution and Logistics
Health Sciences

31. Approved Programs of Study

32. Approved Programs of Study

33. Mandated CTE Offerings
30 % of students in grades must have access to two unites of CTE electives
30 % of students in grades 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.

34. CTE Foundational Courses
Middle 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

35. CTE Foundational Courses
Middle/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

36. Approved Programs of Study
Location of plans

37. 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

38. Students with Disabilities Always 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
Additional support with ACT WorkKeys® Preparation
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

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