Policy 2510 Powerpoint - Career and Technical Education

Report
Policy 2510 Requirements and Guidelines
for School- wide Implementation
(Pending Board Action)
Administrators Conference
February 5, 2014
Dr. Donna Burge-Tetrick
Dr. Barbara Brady
Policy 2510 Changes
• Move from two pathways to a Personalized Education
Plan
– Includes guidance for taking World Language courses, CTE courses and
choosing elective courses
• Addition of various electives courses (i.e. CTE courses
that have embedded Arts Credit) see guidance document.
• Transitions English Language Arts Course for Seniors
and current Transitions Math Course for Seniors
– use of Compass scores for course placement
• Math 9 Lab will count as a Math Credit towards
Graduation Requirement
Policy 2510 Changes
• Permissive Language for embedded and dual credits
• Review of AC, AP® and Dual Credit Courses
– 5.4.f.1.B County boards of education are encouraged to
establish policy which permits a student who masters the
approved content standards for a second course to receive
credits for both courses.
Policy 2510 Changes
• Math Names remain Math I Math II etc.
• Physical Activity Recommendation
– 50% of physical education class must be moderate to vigorous activity
• Addition of Guidance Documents
• Removal of repetitious policy wording and instead
referring to actual policy where language can be found
Policy 2510 Changes
• Renaming of the programmatic levels
– Early Learning (Divided in to 3 levels)
– Middle Grade Learning
– Adolescent
• More decision making at the local level
– Developing Policy at the local level
– Creating concentrations at the local level
– Service Learning (4 courses for students IEP)
• Student Mentoring Advising
– Required in both middle and high school
Policy 2510 Changes
• ISTP is now Personalized Learning Plan (PEP)
– More prescriptive
– Shared responsibility between staff
• Changes in graduation requirements required with
2014/15 ninth graders
• Policy 2510 requirements related to advisory systems
at the middle and high school level to promote career
exploration and self-discovery
PEP Requirements
Policy 2510
“counselor advisor. Development of the PEP is a thoughtful
process that incudes identifying each student’s aptitude,
interest and learning needed through review of past
student work, academic assessments results, and interests
and learning inventories. The PEP is used to guide,
personalize and maximize each student’s learning
experience ensuring each student has the opportunity to
develop academic skills, identify interests, maximize
strengths, minimize weakness, set and reach academic and
personal goals, and realize their career aspirations.”
Mentoring/Advising Students
Middle Schools will…
Mentoring/Advising Students
High School Language…
Mentoring/Advising Students
High Schools:
• The school will engage student advisors in utilizing each student’s career
awareness activities to develop the PEP. Advisory will assist students and
their parents to utilize their various interest and learning style inventories
and academic assessments to guide educational planning and career
choices.
• Career exploration activities will be documented in each student’s
personalized career portfolios.
School Process in Meeting
PEP requirements
Process not an event and involves…
• School-wide intentional opportunities for during the school day
for
– Career exploration
 Multifaceted opportunities for career inquiry
– self-discovery
 Completing and understanding results of interests, learning-styles,
multiple intelligences inventories and aptitude assessments
 ensuring students understand and utilize inventories and assessments
• A systemic, collaborative, embedded approach
– Efforts from ALL staff not just the school counselors
– Use of multiple resources and varied learning environments
Components of
Personalized Education Plan
(PEP)
•
Core courses and sequence for each year
•
6 Personalized courses
– 4 completer courses (if applicable)
•
List of assessments/inventories used for decision-making
•
Cluster
–
Concentration (if CTE completer)
•
Plans for 1st year after graduation
•
Dates of initial 8th & 10th grade PEP and subsequent revisions
•
Parent/student/counselor or advisor signatures for initial 8th & 10th grade
PEP and subsequent revisions
Designation of student advisor who assisted student with PEP development
(if multiple mentors/advisors, document each and timeframe)
•
Personalized Education Plan (PEP)
PEP (Personalized Education Plan)
2- Year Plan 8th grade
•
Select career cluster (now 16 clusters)
•
Select 9th & 10th grade classes
•
Career exploration activities during the school day prior to development of the PEP …
documented by online career portfolio (www.cfwv.com)
•
Identify Postsecondary plan for year after graduation
•
No pathway identified
•
80% of students must designate a Career/technical education (CTE) foundation course
for either the 8th or 9th grade
•
Discuss various options to complete 6 Personalized Elective Courses
Personalized Education Plan (PEP)
PEP (Personalized Education Plan)
3- Year Plan 10th grade
•
Update career cluster (now 16 clusters)
•
Identify 6 personalized electives
• Select a concentration ONLY IF student chooses to be a CTE completer
•
Select 11th & 12th grade classes & update/document postsecondary plan (no pathway)
•
Ongoing career exploration activities during the school day prior to development/revisions
of the PEP … documented by online career portfolio (www.cfwv.com)
•
No pathway
•
Revise any semester as long as it does not interfere with graduation requirements
Effective Date for
Implementing PEPs
2013 – 14 school year
County Leadership Role
Establish county leadership team to discuss & establish
county policy/protocols and local and county responsibilities in
regard to establishing:
– process for PEP development
– career development process for all students
• How teachers will assist to assure career exploration is a regular
part of the school day
– Student mentoring/advising system
– Student portfolio process/source
– PEP form/process (hard copy or electronic.. If not a county-wide
approach)
– County graduation requirements (credit requirements/targets for each
grade level, process for parent student notifications deficiencies)
– Course substitution process
– Process for engaging parents and securing signatures
– Staff member roles
Staff Member Roles
“Career exploration and planning and the development of
the PEP is a shared responsibility between the teachers,
counselors and advisors.”
Schools must define
– Counselor Role
– Teacher-advisor role
– CTE Role
– IEP Team
School Leadership Team
• Principal and school leadership team to establish:
– process for PEP development
– career development process for all students
• How teachers will assist to assure career exploration is a regular
part of the school day
– Student mentoring/advising system
– Student portfolio process/source
– PEP form/process (hard copy or electronic.. If not a county-wide
approach)
– Course substitution process
– Process for engaging parents and securing signatures
– Staff member roles
Counselor Role
• Review and ensure graduation requirements are met for
caseload
• Annually review & understand state and local programs of
study requirements
• Participate in PD to stay up to date on careers, graduation
requirements etc.
• Meet with principal and school leadership team to establish:
– process for PEP development
– career development process for all students
• How teachers will assist to assure career exploration is a regular
part of the school day
– Student mentoring/advising system
– Student portfolio process/source
– PEP form/process (hard copy or electronic)
Counselor Role
• Assist with or train all staff about..
–
–
–
–
–
–
–
–
–
graduation requirements
state and local programs of study requirements
PEP Process and staff responsibilities
Career exploration process, tools, websites, etc.
process for PEP development
Student mentoring/advising system
Student portfolio process/source
Course substitution process
Process for engaging parents and securing signatures
•
Student conferencing
Counselor Role
• Assist with student portfolios
– Training staff, students, parents (source, process, components,
– Establishing portfolio components
– Updating student information (unofficial transcripts,
assessment results, schedules, etc.
• Assist with educating students and parents
– Career exploration process
– Graduation requirements (…programs of study)
– PEP Process
• Annual notification of parents, students not reaching grade
level targets for graduation
– Credit recovery options
Teacher/Advisor Roles
• Serve as mentor/advisor
• Assist with
–
–
–
–
development and maintenance of student portfolios
PEP development of their students (advisees)
Career exploration
Student self–discovery activities and interpret results
(interest and learning styles inventories, academic assessments)
– Parental engagement in PEP process
• Understand graduation requirements including
programs of Study and advise students
CTE Roles
• Participate in course fair to demonstrate/ discuss programs of
study
• Provide orientation opportunities for parents, students and
staff
• (Multi-County CTE Center and CTE Center)
– Advise enrolled students to ensure they understand and attain
‘completer’ requirements and workforce credentialing.
– Provide input on PEP development at home school in respective program
of study and personalized electives.
• Comprehensive High School
– Serve as student advisor.
IEP Team Roles
IEP Team
• Discuss implications for PEP during IEP Team
• Collaborate with teacher, advisor & counselor
to develop/finalize PEP
– Make recommendations in regards to:
• courses
• implications for post-secondary plans
• programs of study (co
Staff Member Roles
Special Education Case Manager
• Ensuring the proper supports are provided
– Place in program of interest
– Understands the relevance between education and
career goals
– Makes connections with outside agencies
• PEP alignment with transition plan
Graduation Requirements
 18 credits in core courses
(English, math, science, social studies, PE, health , the
arts)
 6 personalized elective courses
24 Total credits
Any additional county requirements
Core Academic Requirements
English
Language Arts*
4 credits
English 9
English 10
English 11 or AP® English
English 12 or AP® English or English 12 CR or Transition English
Language Arts for Seniors*
Mathematics*
4 credits
• Math I or Math I Lab (2 credits)
• Math II
• Math III STEM, or Math III Liberal Arts (LA) or Math III Technical
Readiness (TR)
• Math IV or AP® Math or Math IV TR or Transition Mathematics
for Seniors* or any other fourth course option (Chart V)
Core Academic Requirements
Science*
3 credits
• Physical Science (Grade 9)
• Biology or Conceptual Biology or AP® Biology (Grade 10)
• One additional lab science course (Chart V)
Social Studies*
4 credits
• World Studies (Grade 9) or AP® Social Studies Course
• United States Studies (Grade 10) or AP® Social Studies Course
• Contemporary Studies or AP® Social Studies Course
• Civics for the Next Generation or AP® Government and Politics.
Core Academic Requirements
Physical
Education*
1 credit
Physical Education 9-12 (WVEIS course 6609).
At least 50 percent of class time for physical education should be
spent in moderate to vigorous intensity physical activity.
Health*
1 credit
Health 9-12 (WVEIS course 6909)
The Arts*
1 credit
6 Personalized
Graduation Requirements
Career and Technical Education (CTE)
Completer
Other Students
• 4 CTE Courses
• 6 additional courses beyond 18 hours
• Identified for approved WVDE CTE
of core academic courses that aligns
programs of study
with the students career aspirations
and postsecondary plans
• 2 Additional Courses that aligns with
• CTE electives
the students career aspirations and
• Any additional core or elective
postsecondary plans
course
• Recommended CTE electives
• 4th Science
• Any additional core or elective
• Additional Math
course
• World Languages
• 4th Science
• Etc.
• Additional Math
• World Languages
• Etc.
16 Career Clusters
• Agriculture, Food and Natural
Resources
• Architecture and Construction
• Arts, A/V Technology and
Communication
• Business Management and
Administration
• Education and Training
• Finance
• Government and Public
Administration
• Health Sciences
•
•
•
•
•
•
•
•
Hospitality and Tourism
Human Services
Information Technology
Law, Public Safety, Correction and
Security
Manufacturing
Marketing
Science, Technology, Engineering
and Mathematics
Transportation, Distribution and
Logistics
Approved Programs of Study
Approved Programs of Study
Mandated CTE Offerings
• 30 % of students in grades 11-12 must have
access to two unites of CTE electives
• 30 % of students in grades 11-12 must have
access to four unites of CTE electives
• 80% of students in grades 9-10 must have
access to at least one CTE foundation course.
• One foundation course must be offered that teaches
parenting skills.
CTE Foundational Courses
Middle School (5-8)
Middle School (6-8)
0290 EXPLORATION IN AGRICULTURE
1893 GATEWAY TO TECHNOLOGY AUTOMATION AND
ROBOTICS
0295 EXPLORING BUSINESS, MARKETING &
ENTREPRENEURIALSHIP
1894 GATEWAY TO TECHNOLOGY DESIGN AND MODELING
0922 BASE LIFE BASICS
1895 GATEWAY TO TECHNOLOGY ENERGY & ENVIRONMENT
1404 BUS PREP BUSINESS PREP
1896 GATEWAY TO TECHNOLOGY FLIGHT AND SPACE
2405 MIDDLE EXPLORING TECHNOLOGY 5th Grade
1897 GATEWAY TO TECHNOLOGY GREEN ARCHITECTURE
2406 MIDDLE EXPLORING TECHNOLOGY 6th Grade
1898 GATEWAY TO TECHNOLOGY MAGIC OF ELECTRONS
2407 MIDDLE EXPLORING TECHNOLOGY 7th Grade
1899 GATEWAY TO TECHNOLOGY SCIENCE OF TECHNOLOGY
2408 EXPLOR TECH 8 MIDDLE EXPLORING TECHNOLOGY 8th
Grade
1900 GATEWAY TO TECHNOLOGY MEDICAL DETECTIVES
CTE Foundational Courses
Middle/High School (5-12)
High School 9-12
0700 EXPLORING HEALTH PROFESSIONS
0901 LIFE CONNECT LIFE CONNECTIONS (12th grade
only)
1441 KEYBOARDING
0929 LIFE LEARNING FOR INDEPENDENCE FAMILY &
EMPLOYMENT (grades 9-11)
7664 TOURING WEST VIRGINIA (5-12)
0903 PARENTING & STRONG FAMILES
0941 APPLIED DESIGN – HOUSING AND INTERIOR
0954 FD FOOD PREP FOUNDATIONAL FOOD
PREPARATION
0961 APPLIED DESIGN: FASHION
2409 EXPLOR TECH 9 MIDDLE EXPLORING TECHNOLOGY
9th Grade
Approved Programs of Study
• Location of plans http://careertech.k12.wv.us/
Students with Disabilities
Always a Continuum of Services
• May earn 4 credits in Community Readiness
Training recommended through an IEP Team
as a personalized concentration.
• Locally developed program
– School specific courses
– Community training programs
– Non-CTE courses
Students with Disabilities
Always a Continuum of Services
Determined by student’s PEP
Determined by IEP Team
Non-CTE Students with Disabilities
 Accommodations
 Support with Foreign Language
 Support in Additional Coursework
 Additional support with Career or
College Planning
Service Delivery
• GEE: General Education Environment
 Consultation, Support Services or CoTeaching
• SEE: Special Education Environment
 Resource or Separate Class
CTE Students with Disabilities
 Accommodations
 Additional support with ACT
WorkKeys® Preparation
 Additional support with Career or
College Planning
IWRC
 Academic deficits of 3 years or more
Community Readiness
 Acquiring independent/ daily living
skills may be an important curricular
focus
If you have any questions about this Policy 2510
Presentation you may contact Donna or Barb.
[email protected]
Or
[email protected]

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