PEP Information 2015-2016

About Personalized Educational Plans (PEP's)




School instructional staff and administrators have been instructed to identify students who are "at risk of academic failure" and who are "not successfully progressing toward grade promotion and graduation, beginning no later than the fourth grade." However, we are directed to identify the students as early as possible, meaning before fourth grade if the indicators are present. The identification is not restricted to anticipated failure on state assessments, it is broader than that. In fact, low performance on assessments is listed as one of the indicators of possible academic failure, not a result of that failure. Another indicator identified is not reading on grade level. PEP's are not restricted to failure on just mathematics and reading although reading can be the primary cause of other academic struggles. 

PEP's will be used with high school students as well. Failing a course or lacking sufficient credit would certainly be high school indicators. 

Students with IEPs or second language plans may also need a PEP in certain instances. A student may have a learning disability in mathematics and fail a science course. The disability may not be related to the cause for the failure in science. These circumstances should be evaluated individually.
PEP's should indicate a research-based focused intervention such as coaching, mentoring, tutoring, summer school, Saturday school, and extended days. Credit recovery would be an intervention listed on a PEP.  

PEP's must be in place no later than the end of the first nine weeks for students who can already be identified as "at risk." However, throughout the school year, other students could fall into the category of "at risk" and should have a PEP prepared for them. Parents are to be included in the implementation and ongoing review of the PEP and should be given a copy of the document.


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