Local school administrative units have the option to implement a PEP process. Wayne County Public Schools will continue to use this process to identify and address the needs of students at risk of academic failure. Identification will occur as early as possible and will be based on grades, observations, State assessments, and other factors that impact student performance that teachers and administrators consider appropriate, without having to await the results of end-of-grade or end-of-course tests. No later than the end of the first quarter, or after a teacher has had up to nine weeks of instructional time with a student, a personal education plan 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, as identified by the State end-of-grade test and other factors noted above. 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.
School staff will 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.
Wayne County utilizes a timeline which provides the teachers with dates on the development, implementation, signing, and monitoring of Personalized Education Plans. The timeline is based on nine weeks of instructional time. The PEP is monitored and revised each nine weeks.
PEPs should be written by the teacher of record, with input from parents as well as other staff who have some information about the child, academically, socially, and/or behaviorally. The purpose is to bring all of those people together to share that information as well as what each one knows about what strengths the child has. The PEP can then be written to use the student's strengths to improve the weaker areas. That team can include counselors, teachers, social workers, administrators, parents, etc. It is important that parents be included. They should have responsibilities for activities at home to help the student improve, and these activities can be included in the PEP. Wayne County does include all personnel involved with the student in developing the PEP. Parents are contacted and invited to participate in the development also. Teachers must make three attempts in contacting the parent for involvement in the PEP development. Wayne County does require documentation of these three attempts.
Likewise, middle and high school students should also have specific responsibilities written into the PEP. This will give them ownership and involvement in the strategies and interventions that will be available. Students at these grade levels do sign their PEP.
When Is It Developed?
The PEP should be developed as soon as the school/teacher recognizes that a student is failing and will not likely meet the accountability standards. Wayne County utilizes a county timeline in the development of PEPs.
What Are the Components?
A PEP must contain specific diagnostic information, intervention strategies and monitoring strategies and process. The strategies contained must be supplemental to and different from the regular instruction the student receives in the classroom.
Who Monitors the Implementation of the Plan?
The key to the success of a PEP is dependent upon designing appropriate interventions that are different than what the student received in the regular classroom and frequent monitoring of that plan. It is not sufficient to just develop the PEP and let it stand for the year. Otherwise, the student could reach the end of the school year and not have made any progress. To avoid this situation, those who develop the PEP should be the ones to monitor its implementation and to determine if the interventions are working. If there has not been an increase in the student's performance, the original authors of the plan should come back together and revise the plan accordingly. A simple adjustment of strategies may not require the parent's involvement, though you would certainly want to at least notify them of the changes. Monitoring should occur no less than once each marking period, however, monitoring occurs throughout the nine weeks to determine if the interventions are working. There is a monitoring component of the PEP that is completed after each nine weeks by the teacher (s).