Student Accountability Standards SAS and Personalized Education Plan PEP

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2004-2005 Student Accountability Standards
(SAS)/ Personalized Education Plan
(PEP) Welcome Overview of Student
Accountability Standards Gateway
Grades Personalized Education Plan Guidelines for
Promotion/Retention Rubric SAS/PEP
Timeline Learning Compact Questions Answers
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THE GATEWAY PROCESSStudent Accountability
Standards (SAS)and Personalized Education
Plan(PEP)
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Outcomes

• At the end of the training sessions, participants
  will
• Have an in-depth knowledge of state and local
  student accountability.
• Understand the components and process for
  developing a personalized education plan.
• Understand the differences and similarities in
  PEPs and IEPs.
• Understand how the SASs and PEPs relate to
  students with disabilities (EC or 504) students.
• Understand how the SASs and PEPs relate to
  limited English Proficient (LEP) students.

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Student Accountability StandardsPhilosophy   
   Higher student/teacher expectations and
standards result in higher student
achievement.      Every student in North
Carolina should be provided an opportunity to
receive a sound, basic education.      
Workplace skills are critical for
students.      Intervention for students not
meeting the present or future higher standard is
a must.
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Personalized Education Plan (PEP) Who Gets
It?     Any student who fails to meet the
Student Accountability Standards.     Any
student who scores an achievement level I or II
on End-of-Grade Tests, does poorly on
End-of-Course Tests or performing below grade
level proficiency. Who Monitors the
Implementation of the Plan?     The developers
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Gateway Standards
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DPI uses the standard error of measure (SEM) to
give a student the benefit of the doubt, when
his/her score is too close to call.
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Three Non-Negotiables for the Student
Accountability Standards  Communicating the
Gateway Standards  Teaching the North Carolina
Standard Course of Study (NCSCOS)  Providing
targeted intervention
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Safeguards of the
Policy 1.          Multiple testing
opportunities 2.          Targeted
Intervention 3.          Parental
involvement 4. Review process
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Multiple Testing Opportunities
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Targeted Intervention

• A specific strategy put in place to
  support/develop a specific skill for struggling
  students
• KEY
• Document and maintain on grade level student work
  samples
• Date work samples Indicate the NCSCOS Goal

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Parental Involvement

• Parental Involvement
• Equals
• Positive Student Achievement

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The Review Process 
Membership Training Documentation
Notification/Involvement of parents
Recommendation to Principal
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Personalized Education Plan (PEP)

• What Is It?
• A plan for targeted intervention that is tailored
  to address a specific students individual needs.
• Who Develops It?
• Classroom Teachers, Counselors, Administrators,
  Social Workers, Parents or Guardians, etc.
• When Is it Developed?
• As soon as it is recognized that a student is
  falling behind.

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Personalized Education Plan (PEP)  What Are
The Components?     Personal/descriptive
information    Objective/Diagnostic Data   
Strengths and Weaknesses    Intervention Plan
Addressing Weakness    Monitoring Adjusting
Coursework when necessary    Signatures
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Personalized Education Plan (PEP)

• Why Is The Plan Important?
• Provides targeted academic support/assistance to
  students who need it.
• Documents the school/teachers efforts to support
  students who are functioning below grade level.
• When Implemented, What Happens To The Plan?
• Placed in students permanent record file for
  future reference.

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Exceptional Children and the PEP
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Exceptional Children   IEP VS. PEP
What is an IEP?
What is a PEP?
What is common to both?
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Heads Up Regarding EC ChildrenNot Meeting
Gateway Standards

• EC students need a PEP for any content area not
  addressed in an IEP
• The IEP and the PEP serve different purposes
• IEPs require prior planning and goal-setting
  according to a students actual learning level
• PEPs provide intervention after grade level goals
  are not met

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Exceptional Children and the PEP
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Limited English Proficient Students and the PEP
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Limited English Proficient Students

• In accordance with federal law, lack of English
  language proficiency cannot be the factor that
  determines that a student has not met performance
  standards.
• A parent, teacher or other school personnel can
  request a waiver from promotion standards for an
  LEP student.

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Waiver Process for LEP Students

• Work Samples
• Local Committee with LEP Representative
• Adequate Progress
• Parent Notification
• Interpretation provided if needed

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LEP Students who may Waive Gateway Standards

• Students who are in their first year in the U.S.
  and below intermediate high on IPT reading
• Students who are on the NCAAAI
• Students who are within 2 years of having lost
  eligibility for the NCAAAI

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Targeted Intervention for LEP Students

• School districts shall provide targeted
  intervention for LEP students until they have
  met promotion standards
• LEP students should have a PEP that includes
  assistance in the development of English language
  proficiency

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Language Intervention

• ESL Services
• Classroom Strategies such as
• --Graphic organizers
• --Hands-on activities
• --Visual Support
• Sheltered Instruction
• Two-way/dual immersion

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Questions?

• State and Local Student Accountability Standards
  (SAS)
• Janice Davidson, Education Services
• janicel.davidson_at_.... , or 980-343-6266
• Betsy Anderson, Assessment Department
• b.anderson_at_.... , or 980-343-6264
• SAS Review Process
• Janice Davidson, Education Services
• PEPs
• - Janice Davidson
• Carolyn Hubbard (c.hubbard/2689), Elementary
  Curriculum and Instruction LaPonda Parker
  (l.parker/2782), Middle School Curriculum and
  Instruction
• SAS and EC Students
• Laura Hamby (l.hamby/2676), Exceptional Children
• SAS and Second Language Students
• Kathy Meads (k.meads/2649), Second Languages
  Department

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2004-2005 Student Accountability Standards
(SAS) Personalized Education Plan
(PEP) Coordinator Janice Davidson
980-343-6266 or janicel.davidson_at_cms.k12.nc.us