• Personalized Education Plans


    teacher helping student   WHAT ARE THEY?

    ·   North Carolina law requires that students have a personalized education plan (PEP) if they are at risk for academic failure and/or are not successfully progressing towards grade promotion and graduation.

    ·   Identification shall occur as early as can reasonably be done but must occur no later than the end of the first quarter or after a teacher has had up to nine weeks of instructional time with a student or at any point during the school year if a student is no longer on a trajectory to pass the course and/or grade level.

    ·   Identification can be made based on grades, observations, state assessments, or other factors, including reading on grade level.


    ·   PEPs should be written by the classroom teacher who is most familiar with the student. They should be written in collaboration with other stakeholders who have knowledge of student and/or who will be responsible for implementing interventions and monitoring student progress.



    ·   A PEP should be developed as soon as the school/teacher recognizes that a student is failing and will not likely meet the accountability standards. The PEP ensures that assistance is provided to help the student reach proficiency.

    ·  They must be developed “no later than the end of the first quarter, or after a teacher has had up to nine weeks of instructional time with a student” (G.S. 115C-105.41).



    ·   A PEP is an important tool to outline and document interventions that will be used to improve student performance. It is designed to match the individual student’s need to appropriate intervention(s) and should, therefore, be unique.



    ·   Students who are at risk of academic failure or below grade level should have a PEP in the area of concern. A student may have both a PEP and an IEP. However, a student would not have a PEP and an Individualized Education Plan (IEP) within the same domain. For instance, a student with an IEP who is not proficient in an area outside of their disability (ex. Student has a learning disability in reading and scores level II on math EOG test) will need a PEP in math. If the student is not proficient in the area of the disability, their IEP will include research-based strategies/interventions and these do not need to be duplicated on the PEP.