West Virginia Code of State Rules › Agency 126 - Education › Title 126 - LEGISLATIVE RULE BOARD OF EDUCATION › Series 126-042 - Assuring the Quality of Education: Regulations for Education Programs (Policy 2510) › Appendix D - Personalized Education Plan (PEP) Development and Requirements

Current through Register Vol. XLI, No. 28, July 12, 2024
Personalized Education Plan
							 Development
The Personalized Education Plan (PEP) guides
							 students' course selections based on individual career aspirations and
							 post-secondary plans. The PEP is developed for each student in consultation
							 with the student's parent/guardian, school counselor, and advisor. The PEP is
							 used to guide, personalize, and maximize each student's learning experience.
							 Students continue to develop, update, and revise their PEP yearly using a
							 thoughtful process that includes career investigation and self-discovery
							 activities (e.g., interest, work values inventories) that assist students in
							 identifying a career post-secondary education goal. Each student's individual
							 assessment will be reviewed to ensure academic planning maximizes individual
							 strengths, addresses weaknesses, and aligns with interests.
6th -
							 8th Grades
School staff will provide a school-wide, systematic
							 guidance and advisory approach to ensure that PEP planning and career
							 exploration are multi-faceted and individualized, guiding students and their
							 parent/guardian to thoughtfully explore individual interests and aptitudes in
							 relation to academic and career planning. Beginning in
							 6th grade the advisor ensures each student has
							 multiple opportunities to investigate careers in each of the 16 career
							 clusters, explore post-secondary training options related to various careers,
							 and complete a variety of self-discovery inventories.
8th
							 Grade
During the 8th grade year,
							 the first phase of the student's PEP is developed to identify a career cluster
							 program of study, and course selections for Grades 9 and 10 utilizing
							 information gained from self-discovery and career investigation occurring in
							 Grades 6-8. Each student, in consultation with the student's parent/guardian
							 and the school counselor, advisor, and/or Individualized Education Program Team
							 (IEP Team), will have the opportunity to select a state-approved, broad career
							 cluster and a program of the area of interest for future exploration in high
							 school. School counselors and/or student advisors actively engage the
							 parent/guardian and student to discuss and finalize the PEP. Upon agreement to
							 the final PEP, signatures of the student and parent/guardian are secured and
							 the advisory and counselor sign to verify their input. The student and
							 parent/guardian are provided a copy of and/or digital access to the PEP.
10th
							 Grade
During Grade 10, the second phase of the PEP is
							 developed. Students identify course selections for Grades 11 and 12 and
							 determine post-secondary plans for the first year after high school.
9th - 12th
							 Grades
Students review, update, and revise their PEP in
							 collaboration with the school counselor, teachers, advisors, and
							 parent/guardian. Review of the PEP will include academic offerings, career
							 plans, review of various interests, learning styles, career inventories, and
							 academic assessments to guide changes to course selections.
Students may review, update, and revise their PEP at
							 the end of any semester as long as it does not interfere with the completion of
							 graduation requirements based on the availability of on-site and virtual
							 courses, and other alternative means for earning high school credit per this
							 policy.
If there is a course substitution, a notation must be
							 made on the student's PEP indicating that the process has been followed and
							 that the parent/guardian and students have clearly understood the impact of the
							 course substitution. The parent/guardian and student each have signed and
							 received a copy of the modified PEP.
For students with disabilities, the PEP and the
							 transition section of the IEP should align to ensure that the student is
							 working on a consistent set of goals that will facilitate movement from school
							 to post-school activities in accordance with Policy 2419.
The PEP may include co-curricular activities and
							 extracurricular activities.
Ensure that students have the opportunity to complete
							 the FAFSA as part of the senior year PEP review.
For an eligible gifted student, a four-year education
							 plan is developed during Grade 8 by an IEP Team. The PEP can replace the
							 four-year education plan. Also refer to Policy 2419.