1. Dr. Barbara Brady Coordinator, Office of Secondary Learning
Personalized Education Plans (PEP) Requirements and Guidelines for School-wide Implementation WVDE School Counselor Conference
Dr. Barbara Brady
Coordinator, Office of Secondary Learning

2. Personalized Education Plan (PEP)
2-Year PEP (Personalized Education Plan) – 8th Grade
Develop 2 - Year Plan
Select career cluster (now 16 clusters)
Identify career goal
Select 9th & 10th grade classes
Career exploration - annual ongoing activities during the school day prior to development of the PEP PEP development is a process not an event
Career portfolio Best Practice - electronic/portable (
Hard copy of certain items – Advisor folders
No pathway identified
Discuss various options to complete 6 Personalized Courses
Locally approved (non –CTE) and state approved CTE (four specified courses)
80% of students must designate a Career/technical education (CTE) foundation course for either the 9th or 10th grade

3. Personalized Education Plan (PEP)
3- Year PEP (Personalized Education Plan) – 10th Grade
Develop 3 year plan
Update career cluster (16 clusters)
Career Concentration (CTE Approved Programs of Study) or Non CTE
Identify 6 personalized electives
Select 11th & 12th grade classes & update/document postsecondary plan (no pathway)
Annual, ongoing career exploration activities during the school day prior to development/revisions of the PEP … ( and
Career portfolio Best Practice - electronic/portable (
Hard copy of certain items – Advisor folders
No pathway
UPDATE ANNUALLY: Revise any semester as long as it does not interfere with graduation requirements

5. Effective Date for Implementing PEPs
2014 – 15 school year

6. PEP Rollout 9th & earlier grades New graduation requirements
Students who have a current ISTP (10th – 12th Graders)
Convert to a common language PEP
New PEP requirements
Personalize electives
No pathway
16 clusters – identify cluster
May continue to use the current five-year plan form and remain under that school’s graduation requirements.

7. Personalized Education Plans
ISTP is now Personalized Education Plan (PEP)
PEPS are more personalized for all students
Shared responsibility between staff
Evidence- and standards-based advisory system in all middle and high schools
Process NOT an event.
Systemic approach to career exploration, self-discovery and individualized student support.
Personalized career portfolios.

8. 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)

9. 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.

10. 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*

11. Graduation Requirements
18 credits in core courses
(English, math, science, social studies, PE, health , the
arts)
6 personalized elective courses
Total credits
Any additional county requirements

12. 6 Personalized Graduation Requirements
Career and Technical Education (CTE) Completer
Non-CTE Students
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
4th Science
Additional Math
World Languages
Arts
Etc.
4 Courses from County approved concentrations
2 additional personalized electives (aligned with career and postsecondary plans)
C TE electives

13. 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

16. Parent/student/teacher-advisor/counselor 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

19. Mandated CTE Offerings
30 % of students in grades must have access to two units of CTE electives
30 % of students in grades must have access to four units 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.

20. Approved Programs of Study

21. 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

22. 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

23. 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

26. Approved Programs of Study

28. Roles, Responsibilities and Best Practices for PEP Implementation

29. County/School Leadership Role
County/school leadership team will 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)
County or school specific form??)

30. County/School Leadership Role
Establish county leadership team to discuss & establish county policy/protocols and local and county responsibilities in regard to establishing:
County graduation requirements (credit requirements/targets for each grade level, process for parent student notifications deficiencies)
Course substitution process
Development and adoption of Non-CTE concentrations
Process for engaging parents and securing signatures
Staff member roles

31. Staff Member Roles and Best Practices
“Career exploration and planning and the development of the PEP is a shared responsibility between the teachers, counselors and advisors.” Policy 2510 Language
Schools must define
Counselor Role
Teacher-advisor role
CTE Role
IEP Team

32. 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)

33. Counselor Role Assist with training all staff ...
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

34. Counselor Role Assist advisors 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

35. 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

36. 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

37. 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 (IEP)

38. 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

39. Advisory Best Practices
A minimum of 30 minutes – curriculum days
LINKS – 50 minutes
Once a week (avoid overwhelming )
Organized structure
Dedicated time (doesn’t become a catch all)
Clear purpose with all needed resources
May meet with students regularly to check in with students
Shared vision regarding purpose and expected outcomes

40. Advisory Best Practices
Process for connecting with
other teachers
Parents
Counselors (referral process)
SAT teams
Regular monitoring and support
Administrative support must be evident

41. 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 planning
Strategic Compass.

47. Lesson Plans

48. Resources WWW.cfwv.com as a resource for:
Comprehensive Portfolio development
Career Investigation
Self Discovery (interest & learning styles inventories, etc.
Course Planning
Post-secondary Planning
ProCenter – School staff monitoring

51. WV’s Strategic Compass
Career Investigation
Connecting to the WV Labor Market
16 Career Clusters
Self-Discovery
Career Exploration Portfolio
Connecting career aspirations to future lifestyle costs

52. Students receive a rated list of occupations matching each of these profiles AND a generated occupational list that combines the highest score areas for all the self-assessment results instead of the individual assessment.

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