CORRECTIVE ACTION 2.2 For PCHS--AI product

 

 NONCOMPLIANCE 2.2: Student PEP plans were not completed, and student schedules were not
prepared in advance of the 2024-2025 school year. WVBE Policy 2315, Section 5.4.a.4; WVBE Policy 2510,

Section 6, Appendix D

CORRECTIVE ACTION 2.2: School administrators will develop a process for completing student PEP
plans and scheduling students within appropriate timelines with support from WVDE personnel.

A comprehensive process for completing Student Personal Education Plans (PEPs) and scheduling students within appropriate timelines.

Process for Completing Student PEP Plans and Scheduling:

Phase 1: Preparation and Data Gathering

1. Identify Students Requiring PEPs:
   • Review student records to identify those who need a PEP (e.g., students with IEPs, at-risk students, students requiring academic intervention).
   • Generate a list of students with relevant demographic and academic data.
2. Gather Student Data:
   • Collect current academic performance data (grades, test scores, progress reports).
   • Gather attendance records.
   • Review previous PEPs (if applicable).
   • Gather input from teachers, counselors, and parents regarding student needs and goals.
3. Prepare PEP Templates and Resources:
   • Create or update PEP templates that align with school/district guidelines.
   • Compile resources such as intervention strategies, support services, and community resources.
   • Create a digital location to store all documents such as a shared drive, or dedicated software.

Phase 2: PEP Development

1. Schedule PEP Meetings:
   • Coordinate with teachers, parents, and students to schedule PEP meetings within designated timelines.
   • Send meeting invitations with agenda and relevant information.
   • Ensure that meetings are scheduled at times that are convenient for all parties.
2. Conduct PEP Meetings:
   • Review student data and discuss strengths, weaknesses, and areas for improvement.
   • Collaboratively develop specific, measurable, achievable, relevant, and time-bound (SMART) goals.
   • Identify appropriate interventions and support services.
   • Document the agreed-upon plan, including responsibilities and timelines.
   • Ensure that the student has input into the plan.
3. Finalize and Distribute PEPs:
   • Ensure that the PEP is accurately documented and signed by all participants.
   • Distribute copies of the PEP to students, parents, teachers, and relevant staff.
   • Store the PEP in a secure, accessible location.

Phase 3: Scheduling and Implementation

1. Schedule Interventions and Support Services:
   • Coordinate with relevant staff (e.g., intervention specialists, counselors, tutors) to schedule interventions and support services.
   • Integrate scheduled services into the student's daily or weekly schedule.
   • Utilize school scheduling software when possible.
2. Monitor Student Progress:
   • Regularly monitor student progress toward PEP goals.
   • Collect data on intervention effectiveness.
   • Conduct periodic reviews of the PEP to adjust goals or interventions as needed.
3. Communicate Progress:
   • Provide regular updates to parents and students on progress toward PEP goals.
   • Address any concerns or challenges that arise.
   • Document all communications.

Phase 4: Review and Evaluation

1. Conduct Periodic PEP Reviews:
   • Schedule regular reviews of PEPs to assess progress and make necessary adjustments.
   • Involve students, parents, and relevant staff in the review process.
2. Evaluate PEP Effectiveness:
   • Analyze student data to evaluate the overall effectiveness of PEPs.
   • Identify areas for improvement in the PEP process.
   • Gather feedback from all parties involved.
3. Document and Report:
   • Document all reviews and evaluations.
   • Generate reports on PEP outcomes for school/district administrators.

Checklist for Completing Student PEP Plans:

Phase 1: Preparation and Data Gathering

• [ ] Identify students needing PEPs.
• [ ] Gather student academic data (grades, tests).
• [ ] Collect attendance records.
• [ ] Review previous PEPs (if applicable).
• [ ] Gather teacher, counselor, and parent input.
• [ ] Prepare PEP templates and resources.
• [ ] Create a digital storage location for all documents.

Phase 2: PEP Development

• [ ] Schedule PEP meetings.
• [ ] Send meeting invitations with agenda.
• [ ] Conduct PEP meetings:
  • [ ] Review student data.
  • [ ] Develop SMART goals.
  • [ ] Identify interventions.
  • [ ] Document the plan.
  • [ ] Student input.
• [ ] Finalize and sign PEPs.
• [ ] Distribute PEP copies.
• [ ] Store PEPs securely.

Phase 3: Scheduling and Implementation

• [ ] Schedule interventions and support services.
• [ ] Integrate services into student schedules.
• [ ] Monitor student progress.
• [ ] Collect intervention effectiveness data.
• [ ] Conduct periodic PEP reviews.
• [ ] Communicate progress to parents and students.
• [ ] Document communications.

Phase 4: Review and Evaluation

• [ ] Conduct periodic PEP reviews.
• [ ] Evaluate PEP effectiveness.
• [ ] Analyze student data.
• [ ] Identify areas for improvement.
• [ ] Gather feedback.
• [ ] Document reviews and evaluations.
• [ ] Generate PEP outcome reports.

Timeline Considerations:

• Establish clear timelines for each phase of the process.
• Prioritize students with urgent needs.
• Regularly communicate with parents and students about timelines.
• Allow for flexibility in scheduling to accommodate individual needs.
• Consider school calender, and scheduled breaks when creating timelines.

By implementing this process and using the checklist, schools can ensure that student PEPs are completed effectively and efficiently, leading to improved student outcomes.