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Understanding PEPs

NotepadDuring the first few weeks of the school year, we do a great deal of assessing where students are so that we can meet their academic needs.  Over these first few weeks of school, undoubtedly, you have learned a lot about your students’ strengths and areas for growth.  It is during these first few weeks of school that it is important to develop a Personalized Education Plan (PEP) for any student who is at-risk.  Many educators ask questions about what PEPs actually are and why they are important.  This posts provides that information for you.   Click here to access the 2013 NCCS PEP forms.

 

What is a Personal Education Plan or PEP?

A Personal Education Plan (PEP) is a written plan that identifies interventions provided to individual students who are at risk of academic failure and not progressing toward promotion and graduation.

When are PEPs developed?

PEP’s are developed before or by the end of the first quarter for students needing them at the beginning of the school year.  A PEP should be developed later in the school year if student performance indicates the need.  Staff can work with a student for up to nine weeks before developing a PEP.

Which students should have a PEP?

PEPs are developed for students who have not met or who are not meeting the grade-level promotion standards or graduation standards. Typically these are students who are:

  • promoted with intervention at the end of the school year.
  • not promoted to the next grade.
  • being considered for retention during the third quarter (grades k-8).

How long does a PEP last?

A PEP is a one-year plan that ends at the end of each school year.

Things you will see in a PEP:

  • Basic Student Information – Name, address, grade level, school, etc.
  • Academic Indicators – Assessments, grades, and other performance indicators that are used to identify the need for a PEP
    • ·    Specific Areas of Concern:  Broad areas of instruction that the student is experiencing difficulty in – such as math, reading, science, or social studies
    • ·    Common Core Standards – Goals that the student needs to master to achieve proficiency
    • ·    Research-Based Interventions – Specific strategies that the teacher is implementing to support the student in attaining proficiency
    • ·    Monitoring Progress – Specific measures that will be monitored to see if the student is progressing

School staff is responsible for:

  • Identifying students who need a PEP
  • Developing, implementing, and reviewing the PEP
  • Notifying parents of the PEP
  • Providing a copy of the most current PEP to the parent

 Parents should be involved in the implementation and ongoing review of the PEP?

How can parents help support the PEP:

  • Check homework and sign HW agenda/contracts.
  • Make sure the child attends school regularly.
  • Attend parent/teacher conferences.
  • Monitor report cards, interim reports, and other papers that come from school.
  • Request conferences to get answers to questions they may have.
  • Work with the child at home (read daily, provide educational support through workbooks, and educational websites, and offer extra practice).

 

 

About Heather Mullins

Heather Mullins is the Chief Academic Officer in Newton-Conover City Schools. She is a North Carolina Teaching Fellow who spent 12 years as a high school English Teacher. She received her B.S.Ed. in Secondary English Education from Western Carolina University. Heather completed her National Board Certification in Adolescent Young Adult English Language Arts in 2002. She holds an M.Ed. in Academically and Intellectually Gifted from UNC-Charlotte. Heather has served as a Curriculum Specialist in Hickory City Schools, an adjunct professor at Lenoir-Rhyne University, and a Professional Development Consultant for the North Carolina Department of Public Instruction. She completed her Ed.D. in Educational Leadership through Western Carolina University. Heather is one of the co-founders of #NCed Chat, North Carolina’s first Twitter chat for teachers. She is passionate about innovative practices, instructional technology, student ownership of learning, and supporting teachers. Heather serves on the advisory board for the North Carolina Digital Learning Plan, North Carolina School for the Deaf and Catawba Science Center. She is a recipient of the 2015 NCMLE Central Office Administrator to Watch Award. She also received the 2016 Don Chalker Award for Excellence in Educational Leadership. Heather is the proud mother of one son, Jackson.

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