The 2010 Session of the General Assembly amended legislation that pertains to Personal Education Plans (PEP).

Session Law 2010-162/Senate Bill 1248: AN ACT TO REQUIRE LOCAL SCHOOL ADMINISTRATIVE UNITS TO IDENTIFY STUDENTS AT RISK OF ACADEMIC FAILURE AND NOT SUCCESSFULLLY PROGRESSING TOWARD GRADUATION NO LATER THAN THE FOURTH GRADE, TO PROVIDE PERSONAL EDUCATION PLANS FOR THOSE STUDENTS, TO REQUIRE LOCAL SCHOOL ADMINISTRATIVE UNITS TO CERTIFY COMPLIANCE ANNUALLY TO THE STATE BOARD OF EDUCATION, AND TO REQUIRE THE STATE BOARD OF EDUCATINO TO PERIODICALLY REVIEW DATA ON THE PROGRESS OF IDENTIFIED STUDENTS AND REPORT TO THE JOINT LEGILATIVE EDUCATION OVERSIGHT COMMITTEE.

A new PEP and directions have been developed for Stanly County Schools. The same PEP form will be used for all students, K-12. The PEP and directions can be accessed on the web page. PEPs must be stored by classroom teachers and guidance counselors electronically or on hard copy.

Directions for PEP Development

Requirements:

  • Any student being retained must have a PEP on file for the school year.
  • Students identified as being at-risk of retention (a D or F at the end of any nine week period).
  • A copy of the PEP must go home with the report card and the teacher must document that a copy has been sent home.

The teacher will (within the first four weeks of the school year):

  • Review existing PEPs at the beginning of the school year. Teachers should revise marked strategies, if indicated.
  • Generate strategies for newly identified at-risk students (students making a D or F at the end of any nine week period).
  • Meet with parent and student to communicate and finalize appropriate strategies
  • Review all strategies for effectiveness with parent and student at least two additional times during the year and mark the strategies’ effectiveness with the appropriate codes in the specific spaces on the PEP strategies sheet
  • Record additional parent contacts or efforts to contact parent on the back of the folder

District office will:

  • Randomly select identified at-risk students to ensure that PEPs have been created.
  • Encourage PEP practices to be reflected in the teacher evaluation process.