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Understanding Personalized Education Plans (PEPs) for Student Success in Newton-Conover Schools

A Personalized Education Plan (PEP) is a vital tool for supporting students at risk of academic failure in the Newton-Conover City Schools. Developed at the start of the school year or as needed, PEPs aim to help students who struggle with meeting grade-level promotion standards. Key components include academic indicators, specific areas of concern, common core standards, and research-based interventions. Parents play a crucial role in monitoring progress and supporting their children. Collaboration and regular reviews every nine weeks ensure the effectiveness of PEPs.

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Understanding Personalized Education Plans (PEPs) for Student Success in Newton-Conover Schools

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  1. Personalized Education Plans Newton-Conover City Schools 2013-2014

  2. What is a 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 .

  3. When are PEPs developed? • Before or by the end of the first quarter • Can be developed later in the school year if student performance indicates the need • Can work with a student for up to nine weeks before developing a PEP

  4. Which students should have a PEP? • Students who have not met or who are not meeting the grade level promotion standards or graduation standards • Students who were: • promoted with intervention at the end of the school year • not promoted to the next grade • considered for retention during the third quarter (grades K-8)

  5. How long does a PEP last? • One year • Expires at the end of the school year

  6. School staff is responsible for: • Identifying students needing a PEP • Developing, implementing, and reviewing the PEP • Notifying parents of the PEP • Providing a copy of the most current PEP to the parent

  7. Components of a PEP • Basic Student Information – Name, address, grade level, school, etc. • Academic Indicators – Assessments, grades, and other performance indicators that staff has 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

  8. How can parents help support the PEP ? • Check homework and sign HW agenda/contracts • Make sure their 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 their child at home (read daily, provide educational support through workbooks, educational websites, and extra practice) • Be involved in the implementation and ongoing review of the PEP.

  9. Reminders for Writing PEPs • Write specific goals for each individual students. • Must set goals based on student’s specific needs. • (For example, Jacob can only name 5/26 letters. By the end of the school year, Jacob will name 26/26 letters.) • Use data to determine specific goals. • Place all previous testing information on the PEP form. • Treat the PEP as a fluid document. • If you see that your student has mastered an area, then move to a new area of concern.  • Meet with parents every nine weeks to review the PEP. • Make necessary changes on the PEP quarterly. • Ask for parent input.

  10. Intervention Resources • Intervention Central • Interventions for cognitive and academic deficits • Florida Center for Reading Research

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