Strong Start 2020 High School Student Planning Supports
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Strong Start 2020 High School Student Planning Supports
Session Description
This session will provide an overview of student promotion, planning, and placement
supports; non-core/CTE curriculum and course materials; Jump Start 2.0, Supplemental
Course Allocation Course Choice, and dual enrollment updates. The session will offer a deep
dive into resources and tools and provide participants the opportunity to gain a better
understanding of the high school supports that have been developed.
2Session Outline
● Student Promotion and Planning Support Guidance
● Pupil Progression Plan Updates 2020-2021
○ Credit Recovery Policy and NCAA framework
● Individual Student Planning Supports
○ Individual Academic Improvement Plans
○ Individual Graduation Plans
● High School Planning Guidebook 2020-2021
● Supporting and Mentoring Graduates
● Non-core/CTE Curriculum and Course Materials
○ Strong Start 2020
○ Non-core/CTE Curriculum Guidance
● Jump Start 2.0
● Supplemental Course Allocation/Course Choice
● Dual Enrollment
● Q&A
3Student Promotion and Planning Support Guidance
Student Promotion and Planning Supports
The Department released Student Promotion and Planning Supports Guidance as a part of
the Strong Start 2020 Planning Guide.
The focus of the guidance is to provide detail surrounding pupil progression, individual
learning supports, and supporting and mentoring graduates.
5Pupil Progression Plans 2020-2021
Pupil Progression Plan 2020-2021
The 2020-2021 Pupil Progression Plan (PPP) guidance and template is available in the School
Policy Library. The PPP addresses student placement, promotion, retention, and specific
policy decisions of the school system.
The 2020-2021 template has been updated to include
• credit recovery
• NCAA policy
Each school system should complete the new template and submit it to ppp@la.gov by
September 11.
Please contact ppp@la.gov with questions. 7Credit Recovery Policy
BESE approved policy related to credit recovery at its March meeting. The policy includes the
following for implementation beginning in 2020-2021:
• The credit recovery program and policy will be included in the pupil progression plan.
• Students may earn a maximum of seven credit recovery units that may be applied
toward diploma graduation requirements and no more than two annually; if a student
earns more than two credits annually or applies more than seven total credit recovery
Carnegie units toward graduation, the school system must provide a rationale in annual
report to the Department.
• Enrollment in credit recovery coursework should occur after a student has previously
taken and failed the course, and it should be included on the academic record of the
student.
• Completed credit recovery coursework should be recorded and clearly labeled on the
transcript.
Please contact ppp@la.gov with questions. 8Credit Recovery Policy
Additional policy updates
• Instructional minute requirements are waived for credit recovery coursework.
• Credit recovery coursework must be aligned to content standards and include a
standards-aligned pre-assessment to identify unfinished learning and a post-assessment
to demonstrate proficiency.
• Online credit recovery courses must have an assigned Louisiana teacher of record or a
certified teacher of record recognized through reciprocity.
• The end-of-course exam weight in a student’s final grade determined by the LEA must
be the same for a traditaionl course and a credit recovery course.
Please contact ppp@la.gov with questions. 9NCAA Policy
The NCAA has implemented policies and standards for prospective student
athletes pursuing non-traditional coursework (e.g., distance learning, blended
learning).
The PPP template includes the policy for school systems to include in their plan.
Please contact ppp@la.gov with questions. 10Individual Student Planning Supports
Individual Student Planning Supports
The Department has two tools to support students with the most significant
learning gaps.
The Individual Academic Improvement Plan (IAIP) is utilized to create a plan of
action for struggling students. Due to assessment waivers, an IAIP is
recommended for struggling students, though no mandate will be enforced to
require school systems to create such a plan.
The Individual Graduation Plan provides a guide for academic coursework of
students in grades 9-12.
12Individual Graduation Plan (IGP)
One of the most important activities for student success is the development and annual
review of an individual graduation plan (IGP). An IGP document helps middle and high school
counselors demonstrate the support they have provided to students and their families
throughout the planning process. The Department IGP fillable form is updated to reflect
policy changes, assessment titles, etc.
The 2020-2021 IGP fillable form includes the following:
● Assessment results
● Career goals
● Coursework
● Diagnostics section
● Extra-curricular activities
● Signatures (8th-12th grades)
● Diploma pathway (10th grade)
● Financial aid completion (12th grade)
13High School Planning Guidebook (HSPG)
High School Planning Guidebook (HSPG)
The 2020-2021 Louisiana High School Planning Guidebook (HSPG) is one of the eleven guide
books published by the Louisiana Department of Education. The HSPG consolidates the
information and resources that are most pertinent to middle and high school leadership
teams.
The 2020-2021 HSPG includes the following updates:
• Jump Start 2.0
• Individual Graduation Plans (IGP)
• LEAP 2025
• Intensive Algebra I
• Dual Enrollment
• Credit Recovery
15Supporting and Mentoring Graduates
Supporting and Mentoring Graduates
School systems are encouraged to utilize a Student Planning Partner to support
updates to the Individual Graduation Plan (IGP) for rising 8th-11th graders. The
IGP should be updated annually and a diploma pathway identified by the end of
10th grade.
The Student Planning Partners can also be utilized with 2020 high school
graduates seeking postsecondary opportunities (assisting with funding
opportunities) or support with transitioning to the workforce (exploring career
options).
17Supporting and Mentoring Graduates
Non-core/CTE Curriculum and Course Materials
Non-core/CTE Instruction is a key priority area of the Strong Start 2020 plan.
SCHOOL SYSTEM PRIORITY PRIORITY FUNDING APPLICATION QUESTIONS
GUIDANCE
The school system will School systems may request Provide the non-core
provide continuous funds to purchase materials courses, including CTE, and
instruction in non-core and other costs related to necessary
subjects, including CTE supporting synchronous, supplements/materials to
courses, during periods of asynchronous, and blended ensure continuous learning.
school facility closure or instruction in non-core
modified operations. courses, including CTE.
19Non-core/CTE Curriculum and Course Materials
Recent events underscore the urgency for providing equitable access to
high quality non-core academic and Career and Technical Education (CTE)
courses. School systems will need to be innovative and act boldly as they
build responsive systems that support uninterrupted education in non-core
academic and CTE courses.
The purpose of the Non-Core/CTE Curriculum and Course Material
Guidance is to provide resources and processes for school systems to use to
support non-core academics and CTE.
20Jump Start 2.0
Jump Start 2.0 Implementation
The Board of Elementary and Secondary Education (BESE) approved 11 Jump Start 2.0
pathways, along with a waiver process for facilitating changes late in students’ progressions.
Jump Start 2.0 pathways are aligned to national clusters, Perkins, programs of study, and the
Workforce Investment Opportunity Act (WIOA)
The 2020-2021 school year will be a transition year for Jump Start 2.0 early adopters, with
Jump Start 1.0 and 2.0 available to all incoming freshmen.
22Proposed Jump Start 2.0 Pathways
For incoming freshmen 2020-2021
1. Agriculture, Food, and Natural Resources
Existing K16 Pathways
2. Architecture and Construction
1. Pre-educator
3. Arts, A/V Technology, and Communication
2. Environmental Protection and Sustainability
4. Business Management and Administration
3. LSU Biomedical
5. Health Sciences
4. LSU Computing
6. Hospitality and Tourism
5. LSU Digital Design and Emergent Media
7. Human Services
6. LSU Pre-engineering
8. Information Technology
7. NICERC Cyber Security
9. Law, Public Safety, Corrections, and Security
8. PLTW Pre-engineering
10. Manufacturing
9. Xavier University Pre-pharmacy
11. Transportation, Distribution, and Logistics
23Jump Start 2.0 Implementation: Dynamic 2.0 Pathways
Jump Start Pathways are dynamic and need to be responsive to the
changing economic and occupational forecasting. As with Jump Start 1.0,
the new Jump Start 2.0 pathways will continue to be enhanced with
applicable universal courses, core pathway courses, and relevant terminal
credentials leading to employment in high-demand sectors.
Requests for enhancements to pathways will be reviewed by a team
composed of small and large school system CTE representatives, the LDOE,
Louisiana Workforce Commission, Economic Development, BESE, and the
Board of Regents.
24Jump Start 2.0 Implementation: Dynamic 2.0 Pathways
Prior to the fall semester, in consultation with the Jump Start Review
Committee, the LDOE will make a recommendation to BESE to identify
additional course and credentials:
• 3-4 universal courses
• core CTE courses to add to specific pathways
• IBCs/exit credentials to add to specific pathways
25Jump Start 2.0 Implementation: Fact Sheets
The LDOE is currently redesigning and updating the portfolio of Industry-
Based Certification fact sheets. The updates include
• identification of STS codes
• links to images of all IBCs
• direct links to accommodation information, if available
• alignment to most recent industry standards
26Supplemental Course Allocation/Course Choice
SCA/Course Choice
Supplemental Course Academy (SCA)/Course Choice gives school systems and other
public schools an MFP allocation related to the cost of high school credit courses.
Funds allocated through SCA will target the following types of courses for high school
credit:
● career and technical preparation
● academic work required to achieve TOPS
● advanced coursework not available at the school due to limited resources
● dual enrollment
● intensive remediation for students struggling to stay on pace for graduation
28SCA/Course Choice
The preliminary Course Choice provider directory is available for 2020-2021.
It includes an overview that shows:
● type of content (non-core, core, CTE)
● type of instruction (face-to-face, online, hybrid)
Updates are made as information becomes available.
The SCA Portal opens July 1.
29Dual Enrollment 2020-2021
Dual Enrollment
The Louisiana Board of Regents approved new minimum requirements for dual
enrollment coursework. Effective January 1, 2020, the new policy addresses course
content and rigor, faculty qualifications, and student eligibility.
This update included minimum score requirements for assessments and the
addition of LEAP 2025 as an option for meeting the DE eligibility requirements.
31Dual Enrollment
In response to COVID-19, the Board of Regents expanded upon the January 1, 2020, updated
policy for the minimum entry requirements for students enrolling in dual enrollment classes
for the 2020-2021 school year.
In addition to the 2.5 GPA and minimum score on identified assessments (including LEAP
2025), the emergency update allows for the following option for qualifying for DE courses in
2020-2021:
• 2.5 minimum GPA
+
• High school counselor recommendation
32Question and Answer
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