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PEP - Personal Education Plans Professional Development

PEP - Personal Education Plans Professional Development

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Page 1: PEP - Personal Education Plans Professional Development

PEP - Personal Education

PlansProfessional

Development

Page 2: PEP - Personal Education Plans Professional Development

SCLT Summer Work

Personal & District Values

Page 3: PEP - Personal Education Plans Professional Development

District Values• Excellence

• Students first• Integrity

• Accountability• Equity

• Collaboration• Fun

Page 4: PEP - Personal Education Plans Professional Development

PEP Overview & Compliance

Page 5: PEP - Personal Education Plans Professional Development

What is it really?The Personal Education Plan is a process that

students participate in, which results in an actual plan.

Process:Grade level required

activities using:1) Naviance

2) CollegeinColorado

3) Guidance Lessons

Plan:1. Career cluster or path

goal2. Post secondary goal3. 4-year high school plan,

including courses

Page 6: PEP - Personal Education Plans Professional Development

What’s new?1. Increased compliance with ICAP

State Requirements2. Increased Lesson Quality3. Increased Training and Support

Page 7: PEP - Personal Education Plans Professional Development

ICAP Compliance

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Because we know it is best for students to make plans for their futures, even if those plans change.

Because the DPS Counseling Standards

include academic and

career planning for all students.

Because the ASCA National

Model has Individual Student

Planning as one of the four

components of the delivery

system.

Because a Personal Education Plan is part

of DPS’ graduation requirements.

Because the DPS School Board has Post Secondary Readiness

goals that we are charged to fulfill.

Because the 2009 state of Colorado’s School

Finance Act requires that sixth grade students

open a College In Colorado account in

order to begin the ICAP process.

Because Colorado’s legislature passed laws

requiring ICAPs for secondary students.

Colorado Department of Education’s rules for the

ICAP law require students in 9th through 12th grade to

explore careers, post secondary education, and

high school success.

Why does it matter?

Because Colorado’s legislature passed the ASCENT legislation

reforming how high school students can participate in

concurrent enrollment programs. In order for a student to

participate in the ASCENT concurrent enrollment program, they must have an ICAP directly relating to the post-secondary

course.

Page 9: PEP - Personal Education Plans Professional Development

DPS School Counseling Standards

ASCA National Model

Best practice

s

Why does it matter?

Personal Education

Plan(PEP)

School Finance Act

(state)

ICAP law(state)

ASCENT law(state)

Graduation requirements

(DPS)

School Board Goals(DPS)

Page 10: PEP - Personal Education Plans Professional Development

ICAP Standards

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Grouped into 4 Categories

Goal Setting:* Career or workforce, post-secondary,

and academic goals 2.01(1)(a)

Career Exploration:* Interest surveys 2.01(1)(a)

* Career exploration 2.01(1)(a)

Academic Planning: * Intentional 4-Year course plan in

alignment with PS and workforce goals 2.01(1)(c)

* Service Learning opportunities 2.01 (1)(e)

* Record of remedial and CE courses taken 2.01(1)b), PS courses taken 2.01(1)

(g), and student assessment scores 2.01(1)(d)

Post-Secondary & Financial Planning:

* College applications or alternative applications 2.01(1)(f)

* Progress toward securing scholarships, loans, grants, etc. 2.01(1)(h)

* Understanding of the financial impact of PS education 2.01(1)(i)

State ICAP (DPS PEP)

Page 12: PEP - Personal Education Plans Professional Development

ICAP/PEP AlignmentPEP Categories

(PEP Last Year)ICAP Categories

(PEP This Year)

• Career Exploration• Academic Planning• College Planning

• Career Exploration• Academic Planning• Post-Secondary &• Financial Planning• Goal Setting

We identified 2 new areas of focus that we were missing: Financial Planning AND Goal Setting

Page 13: PEP - Personal Education Plans Professional Development

6-8th Scope & Sequence

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9-12th Scope & Sequence

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Data & ICAP Compliance

• “District Responsibility”o “The district shall establish specific policies, which must

include a method to evaluate the implementation and effectiveness of the standards set forth.”

• Data reports will be pulled 2-4 times throughout the year and will be collected via CollegeinColorado and/or Naviance (pay special attention to the yellow boxes)

• District and school-specific data is reported to Assistant Superintendents, Instructional Superintendents, and other district personnel, including the school board.

• The DPS Board wants to ensure that ALL students have these experiences in compliance with state law.

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What do all these expectations have in

common?

Personal Education Plan

(PEP)

School Finance Act

(state)

ICAP law(state)

ASCENT law(state)

Graduation requirements

(DPS)School Board Goals(DPS)

Page 17: PEP - Personal Education Plans Professional Development

Student g

rowth objecti

ves

Graduatio

n rates

Applicatio

n rates

Scholarsh

ip applicatio

ns

Senior exit

survey

ACT & te

st sc

ores

Perso

nal

statements

Principals Assistant Principals

Director of

Counseling

Parents and

community

teachers

School board

District Superintendents

Page 18: PEP - Personal Education Plans Professional Development

They are all EXTERNAL motivators• If only focus on the external demands…

o Complianceo Actions, deadlines, requirementso Appearance, o Duty or obligationo What you “should” do or what you’re supposed

to do• Feel controlled, trapped, pressured, overwhelmed• Creates resentment, frustration, & disconnect

between what say and do• Lack the internal drive to meet the demand

Page 19: PEP - Personal Education Plans Professional Development

Student PEP Comments

(Handout)

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Think-pair-share• Read student comments (side A)

o Discuss guiding question

• Read student comments (side B)o Discuss guiding question

• Compare and contrast groups of comments

Page 21: PEP - Personal Education Plans Professional Development

Student CommentsSchool A

• “I don’t know what a PEP is.” • “We haven’t really done a lot with PEP at the

sophomore year. It would be better if our counselor would help us so later on we could apply for scholarships and in order for us to succeed.”

• “It was helpful but haven’t done much with it. I haven’t really talked about it. They sometimes do announce things about it.”

• “I don’t know what this is.”• “I don’t really know.”• “I don’t know what a PEP is.”

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Guiding Question• What assumptions can you make about

this school’s implementation of PEP?

• __________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

Page 23: PEP - Personal Education Plans Professional Development

Student CommentsSchool B

• “The guidance helps keep goals in mind for after high school.”

• “A Personal Education Plan is your plans for after high school and your goals.”

• “I have worked with my teachers and counselors to find out what I need to do to get into the schools I want with the classes I need and it helped a lot.”

• “Yes, it was helpful definitely for my AP classes that I get for college credit.”

• “I think that they did a good job on the PEP. They give us a lot of information on colleges that will fit us. They try to put us in the best classes.”

• “The guidance helps keep goals in mind for after high school.”

Page 24: PEP - Personal Education Plans Professional Development

Guiding Question• What assumptions can you make about

this school’s implementation of PEP?

• __________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

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What do you believe?

The real question is

Page 26: PEP - Personal Education Plans Professional Development

How To Vote via Texting

1. Standard texting rates only (worst case US $0.20)2. We have no access to your phone number3. Capitalization doesn’t matter, but spaces and spelling do

TIPS

EXAMPLE

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Poll: All students capable of learning & becom...

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Poll: Counselor's primary focus should be on c...

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Poll: All students should learn how to access ...

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Students will be able to…

• Career Exploration & Planningo Understand the value, skill requirements, and habits of work in the 21st centuryo Match personal interests with career possibilitieso Identify a personal career, pathway, or Career Cluster goal

• Goal Settingo Learn the process of developing goals and pathways on their journey to career and

postsecondary readiness.o Develop the persistence and motivation to overcome barriers to meet goals.

• Academic Success & Course Planningo Learn the academic beliefs, behaviors, and performance standards required to be

“on-track” for college and career readiness. o Learn the process of intentionally selecting classes to meet high school graduation

requirements and choosing co-curricular experiences that align with career and postsecondary path goals.

• Postsecondary & Financial Planningo Explore the earning and lifestyle potential of postsecondary education.o Learn the process needed to plan and prepare for a career after high school

graduation. This includes understanding how to access and pay for post-secondary education.

Page 31: PEP - Personal Education Plans Professional Development

How important to you believe these outcomes are for

all students?

(Complete Survey))

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My Core Values & Beliefs

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My Values• Excellence• Hard work

• Students first• Integrity

Page 34: PEP - Personal Education Plans Professional Development

My Beliefs1) Belief that all students must graduate college &

career ready, with an understanding of the 21st century college & career reality o Believe that all students can be college–ready

(experience at Cole/DSST)o Believe that there are multiple pathways and

that all students need the same foundational knowledge and skills to be college AND career ready

o Believe the problem is when we fall to one extreme or the other (Not all kids can vs. 4-year college of all)

Page 35: PEP - Personal Education Plans Professional Development

Colleges and Employers want the same qualities and skills in candidates. They also

use similar information to evaluate you.

Care with which you filled out the application (e.g. no mistakes)

Academic Record: courses taken, grades earned

Work and Volunteer History Recommendation letters Interview (if applicable) Personal Statement &

Essays

College Application

Job Application Career with which you filled

out the application (e.g. no mistakes)

Academic Record: courses taken, grades earned

Work and Volunteer History References Interview

35

Page 36: PEP - Personal Education Plans Professional Development

New Reality

Taken from “Defining a 21st Century Education by Craig D. Jerald

Page 37: PEP - Personal Education Plans Professional Development

New Reality

Taken from “Defining a 21st Century Education by Craig D. Jerald

Page 38: PEP - Personal Education Plans Professional Development

New Reality

Taken from “Defining a 21st Century Education by Craig D. Jerald

Page 39: PEP - Personal Education Plans Professional Development

New Reality

Taken from “Defining a 21st Century Education by Craig D. Jerald

Page 40: PEP - Personal Education Plans Professional Development

New Reality

Taken from “Defining a 21st Century Education by Craig D. Jerald

Page 41: PEP - Personal Education Plans Professional Development

Source: Denver Scholarship Foundation

Page 42: PEP - Personal Education Plans Professional Development

Postsecondary includes…• Post-secondary educational Options

o 4-year college or universityo Community Collegeo Trade schoolo Certificateo Apprenticeshipo Internshipo Military

• Choice depends on student and industry• It’s all about completion – multiple pathways

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Taken from report by Colorado

Succeeds, “The Business

Case for Education Reform.”

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Bachelor’s Degree Reality Check • Bachelor’s degree students’ unemployed or underemployed

is estimated at 53.6% (Associated Press, 2012)• “27% of people with post-secondary licenses or certificates-

credentials short of an associate’s degree-earn more than the average bachelor’s degree recipient.” (Pathways to Prosperity, 2011)

• Demand for middle-skilled professionals is exploding in industries likeo Healthcareo Constructiono Manufacturing o Natural resources o Mining and installation/repair

Page 48: PEP - Personal Education Plans Professional Development

Average College Debt

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• ALL students, (including “college-bound” students) need career path guidance, career-readiness skills, and an understanding of the 21st century job market.

• According to survey conducted by Cuuran Consulting Group (2007),o 75% of those who wanted jobs found jobs within six months of

graduation (25% didn’t)o 43% are in a different career field than the one they entered

immediately after graduationo 44% are still not sure they are in the right career field

Source: Curran Consulting Group: Essential Data on Colleges and Careers, May 7, 2012 by Sheila Curran. Five Year Out Alumni Survey, Class of 2001, Duke University, March, 2007 by Sheila Curran.

New Post Grad Reality(they even made a movie about

it)

Page 50: PEP - Personal Education Plans Professional Development

My Beliefs2) The importance of non-cognitive factors in

student success

• Academic Mindset• Academic Responsibility or sense of control• Efforts & Persistence• Academic Behaviors (i.e. Characteristics of

Successful Learners)• Learning Strategies

Page 51: PEP - Personal Education Plans Professional Development

Academic Beliefs

Growth Mindset and Sense of Personal Control are more closely associated with school performance than test scores

(Farrington, Roderick, Allensworth, Nagaoka, Keyes, Johnson, and Beechum, 2012).

Page 52: PEP - Personal Education Plans Professional Development

Academic Beliefs

Research Study by Dweck

Fixed Mindset Group

Growth Mindset Group

Test 1 - 5th Graders were given a puzzle to complete. When they finished, they were told either…

“You must be smart (intelligent).”

“You must have worked really hard.”

Test 2 - Same students were given the choice between a difficult and an easy task.

Most chose the easy task.

90% chose the difficult task.

Test 3 - Same students were given a difficult (8th g.) test.

They gave up quickly. They worked hard at figuring out the puzzle.

Test 4 - Same students then asked if they wanted to see exams of students who did better or worse than them.

Wanted to see exams of students who did worse.

Wanted to see exams of students who did better.

Test 5 - Students were given the original puzzle again to see if they improved.

Scores dropped by nearly 20%.

Raised average score by 30%.

Page 53: PEP - Personal Education Plans Professional Development

Academic Beliefs

Outcome: • One week later – Students in treatment group outscored

control group students on practice GRE questions.• One year later - Students in treatment group had higher GPAs

than control group by .27 points and were 80% less likely to have dropped out of school. (Wilson and Linville (1982, 1985)

Control Group Treatment Group

1st year college students were shown a video with older college students talking about their academic interests, with no discussion of their grades or class performance.

1st year college students were shown a video with older college students talking about their initial difficulty in college and how their performance and GPA improved over time.

Page 54: PEP - Personal Education Plans Professional Development

Academic Behaviors

Attendance, homework, and study habits are more closely related to school performance than test scores.

Page 55: PEP - Personal Education Plans Professional Development

Academic Behaviors• Attendance:

o One study followed the 8th grade students with the lowest standardized test scores as they entered HS in Chicago. The lowest scoring students who had less than a week of absences in a semester passed more of the 9th grade courses than students who entered HS with the highest test scores but who missed just one more week of class (Allensworth and Easton, 2007).

Page 56: PEP - Personal Education Plans Professional Development

Academic Behaviors• Homework:

o Students with the lowest standardized test scores (i.e. bottom third) who spent over 10 hours per week on homework were able to raise their grades to mostly B’s, the same grade as students with the highest standardized test scores who did not do their homework (Keith, 1982).

o Time spent on homework has a positive effect on both grades and standardized test scores.

Page 57: PEP - Personal Education Plans Professional Development

Academic Behaviors• Attendance and study habits strongly predicts

student’s grades, even more than standardized test scores or any other student background characteristics.

• Grades predict high school and college performance and graduation

• Grades even predict people’s future alary.o For each point increase in GPA, men and women

earned 20% more money in their jobs 9 years after high school, even after controlling for educational attainment (Miller, 1998).

o Why might this be? Because students who attend class and complete their work are likely to practice work habits needed in college as well as in the workforce.

Page 58: PEP - Personal Education Plans Professional Development

Beliefs behind the lessons

3) Defining college & career readiness beginning in middle school

o Example: College & Career Readiness Rubric

Page 59: PEP - Personal Education Plans Professional Development

My Beliefs4) The importance of financial planning (beginning

in MS and ending with transition to college)o MS Parent Support and CollegeInvest Grant

Matching Opportunitieso Summer Melt experience

Page 60: PEP - Personal Education Plans Professional Development

My Beliefs5) The importance of planning, goal setting, and

creating pathways toward goals• GOAL + pathway + motivation = Hope• If roadblock, create new pathway (multiple

pathways or routes to goals)

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GOAL + Pathway + Motivation = HOPE

• People who regularly set goals and pathways tend to…o Set learning-based goals within their reach (NOT

performance-based goals that may be outside their control)o Have internal desire to learn new skills and master new taskso Track progress and increase effort with failure or setbacko Create new paths to goals when face obstacles or barrierso Use positive self-talk (e.g. “Keep going!” “You can get this

done.”)o Receive higher scores on achievement tests, higher overall

grade point averages, and higher graduation rates, even when controlling for intelligence

o Have increased self-esteem, confidence, and perceived problem-solving abilities and sense of control

o Have less anxietySnyder, C.R., Shorey, H.S., Cheavens, J., Pulvers, K.M., Adams, V.H., and Wiklund, C. (2002). Hope and Academic Success in College, Journal of Educational Psychology, 94, 820-826.

Page 62: PEP - Personal Education Plans Professional Development

My Beliefs6) The importance of anticipating and overcoming

obstacles or barriers

Taken from report by Colorado

Succeeds, “The Business

Case for Education Reform.”

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College Completion & the Problem of Persistence

From Complete College America, Colorado 2011

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Break Time

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What’s new?1. Increased compliance with ICAP

State Requirements2. Increased Lesson Quality3. Increased Training and Support

Page 66: PEP - Personal Education Plans Professional Development

Lesson Development & Revision

Page 67: PEP - Personal Education Plans Professional Development

In-depth review:

What’s the same?

Different?

Page 68: PEP - Personal Education Plans Professional Development

6-8th Scope & Sequence

Page 69: PEP - Personal Education Plans Professional Development

9-12th Scope & Sequence

Page 70: PEP - Personal Education Plans Professional Development

Wiki Link• www.dpsk12.org Counseling Department

Counseling Resources PEP Information

• http://dps-counseling.wikispaces.dpsk12.org/PEP+Resources

Page 71: PEP - Personal Education Plans Professional Development

Lesson Revision: What’s New?

• Condensed into 4 lessons per grade per year (exception for 8th grade)

• Progressive in nature, not repetitive• Put into ready-to-use classroom PowerPoint

presentations for increased graphics and visual instructions

• Include interactive websites, assessments, and/or games

• Include pre-selected YouTube clips intended to inspire and engage

• Include meaningful and instantaneous pre/post assessments

Page 72: PEP - Personal Education Plans Professional Development

You Tube Examples• Education Pays

o http://www.youtube.com/watch?v=spNDLD2KRuA&feature=relmfu (Ed pays)

• Tips to staying focused on your goalso http://www.youtube.com/watch?v=Gtb5GDkJTig

• Famous Failureso http://www.youtube.com/watch?v=zLYECIjmnQs

• Note-Taking Tipso http://www.youtube.com/watch?v=9gCrslHx7xA

• Intro to Naviance and college optionso http://www.youtube.com/watch?v=V8CFuruP08s

• HSF video comparing/contrasting life with and without a college degreeo http://www.youtube.com/watch?v=FQuR5dMHpPs&feature=youtu.be

• Valedictorian speech highlighting scholarships & overcoming obstacleso http://www.youtube.com/watch?v=Q0Wcr82UOsw

Page 73: PEP - Personal Education Plans Professional Development

Interactive student pre/post assessment

tools• Promethean board clicker technology

o Download CPS at www.einstruction.com • Cell phone voting technology

o www.pollseverywhere.com • Create a Google Docs survey

o www.drive.google.com

Page 74: PEP - Personal Education Plans Professional Development

Middle School: What’s New?

• Middle School (Grades 6-8)o Standards-based report cards and characteristics of

successful learners component added to MS success lesson

o Research-based personal qualities necessary for college/career readiness, including academic beliefs and behaviors

o Goal setting and resume planning componentso College costs and financial aid vocabularyo Other deadlines such as transition survey and

spreadsheet data collection requirements are included

Page 75: PEP - Personal Education Plans Professional Development

High School: What’s New?

• High School (Grades 9-12)o PSWR and/or 21st Century Skill componento New 10th grade interest/career exploration requirementso Ninth grade College EXPO prepo Implications of GPA, ACT, Accuplacer, and remediationo Introduction to credit recovery optionso College transition lesson to introduce final steps to enroll

in college and prevent the “summer melt”o Transcripts and graduation requirements; Naviance

Career and PS Survey; and Naviance 4-year course plan combined into single lesson.

o For 9th & 10th grade, this lesson can be used to support class registration to make it relevant.

o Other deadlines and requirements such as senior contracts and exit surveys are included

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Breakout Groups• Breakout Groups

1. Middle Schools2. 6-12 Schools3. High Schools

• Anticipated Outcomes:o Understand the updates for the 2012-13 Scope &

Sequenceo Know where to get the resourceso Begin to plan for implementationo If not using the lesson plans, what WILL you use?

How will you ensure it is a highly engaging, interactive lesson?

Page 77: PEP - Personal Education Plans Professional Development

What’s new?1. Increased compliance with ICAP

State Requirements2. Increased Lesson Quality3. Increased Training and Support

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Training & Support

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Tools of the Trade• What do you need to know and be able to do in

order to effectively implement PEP curriculum for all students? o www.collegeincolorado.org

• Holland Types & Career Clusterso http://succeed.naviance.com

• MBTI Type Indicatoro www.dpsk12.org Departments Counseling

Services Counseling Resources PEP Infoo www.dpsk12.org Departments Career and

Technology Education Plans of Studyo Pre/post poll site www.polleverywhere.com o Parent Guide Resource Books

Page 80: PEP - Personal Education Plans Professional Development

Tools to Increase Support

1. Time/Task Analysis2. Counselor/Administrator Agreement 3. PEP Action Plan for support and

coordination (Handout)

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Time Task Analysis Use of Time Assessment

 

Direct Student Services

Indirect Student Services

Program Management and School Support

Non- School-

CounselingTasks

School Counseling

Core Curriculum

Individual Student Planning

Responsive Services

Referrals/Consultation/Collaboratio

n

Program Foundation, Management

and Accountabilit

yFair-Share

Responsibility

Non-School-Counseling

Tasks7-7:15 a.m.              

7:16-7:30 a.m.              

7:31-7:45 a.m.              

7:46-8 a.m.              

8:01-8:15 a.m.              

8:16-8:30 a.m.              

8:31-8:45 a.m.              

8:46-9 a.m.              

9:01-9:15 a.m.              

9:16-9:30 a.m.              

9:31-9:45 a.m.              

9:46-10 a.m.              

10:01-10:15 a.m.              

10:16-10:30 a.m.              

10:31-10:45              

10:46-11 a.m.              

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Counselor/Administrator Agreement

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Training & Support Opportunities

• Introduction to PEPs (Thurs, Sept 6th)• Naviance Training (Mon, Sept 10th)• School Counseling PD on PEP (Tues or Wed,

Sept 11th or 12th)• Career Fair Prep Meeting (Thurs, Sept 13th)• CollegeinColorado Training (Thurs, Sept 13th)• Comprehensive PEP Training (Sat, Sept 22nd)• On-going department meetings

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End