Personal Graduation Plans PGP

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Personal Graduation Plans (PGP)

• Implementing the Requirements of
• SB 1108, Section 7

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Objectives

• Review the law concerning PGPs
• Discuss options for implementation
• Instructional Issues
• Technical Issues
• Questions and considerations for local decision
  makers
• Review the requirements of the High School
  Success and Completion Grant
• Review related laws/programs/support systems
• Preview the PGP Planner

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TEC 28.0212

• Personal Graduation Plan.
• (Senate Bill 1108, 78th Texas Legislature, 2003)
• A principal shall designate a guidance counselor,
  teacher, or other appropriate individual to
  develop and administer a personal graduation plan
  for each student enrolled in a junior high,
  middle, or high school who
• (1) does not perform satisfactorily on an
  assessment instrument administered under
  Subchapter B, Chapter 39 or
• (2) is not likely to receive a high school
  diploma before the fifth school year following
  the student's enrollment in grade level nine, as
  determined by the district.

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TEC 28.0212, Cont.

• identify educational goals for the student
  
• include diagnostic information, appropriate
  monitoring and intervention, and other evaluation
  strategies
• include an intensive instruction program
  described by Section 28.0213
• address participation of the student's parent or
  guardian, including consideration of the parent's
  or guardian's educational expectations for the
  student and
• provide innovative methods to promote the
  student's advancement, including flexible
  scheduling, alternative learning environments,
  on-line instruction, and other interventions that
  are proven to accelerate the learning process and
  have been scientifically validated to improve
  learning and cognitive ability.

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TEC 28.0212, Cont.

• Students served in special education
  
• a student's individualized education program
  developed under Section 29.005 may be used as the
  student's personal graduation plan under this
  section.

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District/Campus Considerations

• Who is the designee?
• Counselor? Teacher? Team?
• Who is required to have a PGP?
• Middle school, junior high, and high school
  students who did not meet the standard on any
  TAKS test in the previous school year
• Grade 6 only if located on a middle school/junior
  high campus
• Students who are not accruing credits on the
  anticipated schedule
• How much time should be allocated to the
  development of the plan?

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District/Campus Considerations

• How will the campus address each element required
  by the PGP?
• How will parents be involved?
• When should the plan be completed?

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Components of the PGP

• Educational Goals
• Graduation
• Success on State Assessment
• Credit Accrual
• Transition Planning to workforce/IHE
• Other

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Components of the PGP

• Diagnostic Information
• TAAS/TAKS/SDAA/LDAA/RPTE
• Online Diagnostic (TRACK)
• Grades
• Formative Assessments
• Informal Data
• Attendance, discipline, ancillary data
• Other

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Components of the PGP

• Intensive Program of Instruction (TEC)
• Enable the student to
• to the extent practicable, perform at the
  student's grade level at the conclusion of the
  next regular school term or
• attain a standard of annual growth specified by
  the school district and reported by the district
  to the agency and
• if applicable, carry out the purposes of Section
  28.0211.

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Components of the PGP

• Participation of parent or guardian
• Consideration of the parent's or guardian's
  educational expectations for the student
• Forms of participation
• parent conference
• telephone conference
• planning input through personal correspondence
  (in the parent or guardians primary language
  when possible)
• other means of ensuring participation
• Documented

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Components of the PGP

• Innovative methods to promote the student's
  advancement
• flexible scheduling
• alternative learning environments
• on-line instruction
• other interventions that are proven to
  accelerate the learning process and have been
  scientifically validated to improve learning and
  cognitive ability

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District/Campus Considerations

• Goals
• School
• Parent or Guardian
• Student
• Intensive Instruction
• Current effective practices
• Acceleration of more than one years learning
  gap analysis between chronological grade level
  and performance level
• Direct and systematic
• Goal Oriented

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District/Campus Considerations

• Monitoring
• Regular and Ongoing
• Formal and Informal
• Communicated
• Intensive Instruction
• Acceleration of more than one years learning
  gap analysis between chronological grade level
  and performance level
• Direct, systematic, flexible, and supplemental
• Varied and Goal Oriented
• Diagnostic Information
• Collection and Interpretation
• Focus

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District/Campus Considerations

• Innovative Instruction
• Review suggestions noted in the code
• Current effective practices
• Role of significant adults and mentors
• Identification of personnel and targeted
  approaches
• Coordinated approaches for highest risk
• Coordination of drop-out recovery methodologies
• Placement in current classes/flexible groupings
• Tutorial models and timing
• Tiered interventions
• Successful resources

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Other laws/programs

• Compensatory, Intensive, and Accelerated
  Instruction 29.081
• Design and implement appropriate compensatory,
  intensive, accelerated instruction to enable the
  students to perform at grade level at the end of
  the next regular school term
• Provide accelerated instruction to students who
  did not pass the exit-level assessment instrument
  or who is at risk of dropping out of school
  (CONSIDER AYP)
• Evaluate and document the effectiveness of the
  accelerated instruction, including the disparity
  between high school completion rates as compared
  to other district students.
• Student at-risk of dropping out of school (SEE
  SCE CRITERIA)

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Other laws/programs

• Compensatory, Intensive, and Accelerated
  Instruction 29.081
• Design and implement appropriate compensatory,
  intensive, accelerated instruction to enable the
  students to perform at grade level at the end of
  the next regular school term
• Provide accelerated instruction to students who
  did not pass the exit-level assessment instrument
  or who is at risk of dropping out of school
  (CONSIDER AYP)
• Evaluate and document the effectiveness of the
  accelerated instruction, including the disparity
  between high school completion rates as compared
  to other district students.
• Student at-risk of dropping out of school (SEE
  SCE CRITERIA)

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Other laws/programs

• Drop-out Prevention/Recovery 29.081
• A school district may use a private or public
  community-based drop-out recovery education
  program to provide alternative education programs
  for students at-risk of dropping out of school.
  The programs must
• Provide not less than four hours of instructional
  time per day
• Employ staff with baccalaureate or advanced
  degrees
• Provide at least one instructor for each 28
  students,
• Perform satisfactorily according to performance
  indicators and accountability standards adopted
  for alternative education programs by the
  commissioner, and
• Comply with this title and rules.

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Other laws/programs

• OEYP 29.082
• A school district may set aside an amount from
  the districts allotment for a period not to
  exceed 30 instructional days for
• K-11th graders who are identified as likely not
  to be promoted to the next grade level for the
  succeeding school year or
• 12th graders who are identified as likely not to
  graduate from high school before the beginning of
  the succeeding school year.
• Enrollment not to exceed 16 students in a class

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Other laws/programs

• OEYP 29.082
• Taught by a teacher who has completed
  successfully a program that provides training to
  teach a class under this section
• A student who attends at least 90 of the program
  days under this program shall be promoted to the
  next grade level at the beginning of the next
  school year, unless a parent presents a written
  request that the student not be promoted.
• District policy must be in place to address
  eliminating student retention.
• Provide transportation to each student required
  to attend and who is eligible for regular
  transportation services.

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High School Completion and Success Grant Program

• Schools receiving funding under this grant must
  ensure that ALL students have an Individualized
  Graduation Plan (IGP).
• This IGP may serve as an extension of the PGP.
• Students must
• receive services from highly qualified staff (as
  defined by NCLB)
• have access to online diagnostic and assessment
  instruments, and
• be provided accelerated instruction in areas of
  academic weakness.

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PGP Template

• Local district determines format
• Sample format with required elements
• IGP compliant

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(No Transcript)
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(No Transcript)
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PGP Additional Considerations

• What happens to the completed PGPs?
• Who needs copies?
• Confidentiality Issues
• Who is responsible for monitoring?
• Where do we keep the original, both short term
  and long term?

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FAQ (ESC Clarifications)

• Q. Should there be a district policy to support
  PGP?
• A. Although a policy is not required by law,
  the district should consider a policy to address
  the PGP. This is a local decision. What is
  important is that the procedures be consistent
  across the district.

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FAQ (ESC Clarifications)

• Q. Is the PGP legally binding like an IEP?
• A. No. A school district's determination of the
  appropriateness of a program for a student under
  this section is final and does not create a cause
  of action.

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FAQ (ESC Clarifications)

• Q. In our junior high, we serve 7th and 8th
  grade students. Do we wait until spring 2004 for
  TAKS results to identify who needs a PGP?
• A. No. The school should use spring 2003
  results to determine who is in need of a PGP at
  this time.

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Next Steps

• District decisions
• Determine what policies and/or procedures need
  to be in place to support campuses in meeting the
  PGP requirements.
• Consider what is already in place.
• Allow flexibility and ensure consistency.
• Identify the campus points of contact.
• Schedule campus training/ information sharing
  sessions on PGP implementation.
• Discuss existing and needed programs and services
  to support PGP efforts.
• Determine monitoring schedule and process.

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Next Steps

• Campus decisions
• The principal needs to designate who is going to
  be responsible for ensuring that PGPs are
  developed for all eligible students.
• Determine how the campus is going to implement
  PGPs for eligible students.
• The principal may designate a point of contact to
  coordinate the effort.

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Next Steps

• Campus decisions
• Build on available resources. (for example,
  accelerated instruction, curricular resources,
  flexible scheduling, etc)
• Identify additional resources, as appropriate.
• Determine monitoring schedule and process.

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PGP Planner 2003

• Database management tool
• FileMaker Pro or runtime
• Allow for import from student management programs
• Updated annually
• Supported by each ESC or by ESC 13
• Preview

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ESC Contact Information
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ervin.knezek_at_esc13.txed.net

• www.esc13.net/pgp/pgp.ppt
• 512.919.5306