Personal Graduation Plan PGP

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Personal Graduation Plan (PGP)

• An Overview of the Requirements for SB1108,
  Section 7

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Personal Graduation Plan (PGP) SB1108, Section 7

• Develop and implement a personal graduation plan
  if
• A student in junior high, middle school, or
  high school does not perform satisfactorily on a
  Subchapter B, Chapter 39 assessment instrument.
• OR
• A student will not likely graduate before the
  fifth year in high school.

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Personal Graduation Plan (PGP)

• The PGP should represent a collaborative effort.
• Implications for Grade 6
• Sixth graders in elementary schools do not need
  PGPs.
• Eligible sixth graders in middle school do
  require PGPs.

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Minimum Requirements Five Components of a PGP

• Educational goals
• Diagnostic, mentoring, and evaluative information
• Intensive instruction program
• Parent/guardian participation
• Ways to promote student advancement and learning

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Special Education Populations

• The individual education program (IEP) may serve
  as the PGP.
• The ARD committee should ensure that the IEP
  includes all PGP requirements.

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Intensive Program of Instruction

• School districts must implement an intensive
  program of instruction so that
• Students perform at grade level by the end of the
  next school year.
• OR
• Students attain a district-specified standard of
  annual growth.

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Intensive Program of Instruction

• Review the gap between the level at which the
  student performs and the actual level of
  performance
• For students who are more than one year below
  grade level, one years growth is not sufficient.

8
Evaluation of Academic Progress

• Determine the timeframe for intervention and
  monitoring activities and other evaluation
  strategies
• Evaluation should be frequent and ongoing.

9
Parent/Guardian Participation

• Address parent/guardian participation and
  educational expectations
• Document the signatures of all persons involved
  in decision making

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Considerations for Program Implementation

• Identify resources to support intensive/accelerate
  d learning
• How does the PGP affect the instructional
  program?
• What is the current regular program?
• What supplementary services are available?
• What else do we need to consider?

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Compensatory, Intensive, and Accelerated
Instruction 29.081

• Instruction must enable students to perform at
  grade level by the end of the next year.
• (b) Students who did not pass the exit-level
  assessment or are at-risk of dropping out must
  receive intensive instruction.

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Compensatory, Intensive, and Accelerated
Instruction 29.081

• (c) Evaluate and document the effectiveness
• of the accelerated instruction
• (d) Proactive intervention for students at-
• risk of dropping out of school

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Compensatory, Intensive, and Accelerated
Instruction 29.081

• (e) Dropout prevention and recovery
• programs may be private or public
• community-based programs that
• Provide at least 4 hours of instructional time
  daily
• Employ staff with bachelors or advanced degree
• Have at least 1 instructor per 28 students
• Meet Commissioners standards for alternative
  education programs
• Comply with this title and rules

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Optional Extended Year Program

• May set aside an amount from the district
  allotment for a period no greater than 30
  instructional days for
• K-11 students who are likely not to be promoted
  to the next grade
• Grade 12 students who are likely not to graduate
  before the next school year

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Additional OEYP Rules

• Less than 16 students per class
• Teacher must be trained to teach under this
  section.
• Students who attend 90 of the program days and
  meet district promotion requirements are to be
  promoted.
• District policy must address eliminating student
  retention.
• Transportation

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High School Completion and Success Grant Program

• All students must have an Individualized
  Graduation Plan (IGP).
• The IGP may be an extension of the PGP.
• Students must
• Receive services from highly qualified staff
• Have access to online diagnostics/assessments
• Receive accelerated instruction in areas of
  academic weakness

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Additional PGP Considerations

• What happens to the completed PGPs?
• Who needs copies?
• What are the confidentiality issues?
• Who is responsible for monitoring?
• Where do we keep the original in the short term?
  In the long term?

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FAQs

• Q Should a district policy support PGPs?
• A Law does not require a district policy.
• However, this is a local decision.

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Next Steps District Decisions

• Determine policies that need to be in place to
  support PGP requirements
• Identify campus points of contact
• Schedule campus training/information sharing
  about PGP implementation

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Next Steps Campus Decisions

• Designate a person responsible for ensuring that
  all eligible students receive a PGP
• Determine how to implement PGPs
• Designate a point of contact or program
  coordinator

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Next Steps Campus Decisions

• Build on available resources
• Identify additional resources
• Determine monitoring schedule and process

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PGP Software

• Developed by ESC 13
• Available through the ESCs
• Utilizes FileMaker Pro
• Allows for electronic management of plans and
  importing of records

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ESC Contact Information

• Sheila Collazo
• sheila.collazo_at_esc20.net
• [phone]
• Jeff Goldhorn
• jeff.goldhorn_at_esc20.net
• [phone]
• Ed Vara
• ed.vara_at_esc20.net
• [phone]