Module 5dLearning & Teaching

PERSONALISED LEARNING PLANS (PLPs)

Also known as Individual Learning Plans (ILPs)

CECV Intervention Framework

Purpose of this Module

As a result of participating in this module, you will:

• Increase your understanding of the role and purpose of a Personalised Learning Plan (PLP)

• Review components of the Intervention Framework to assist in planning the PLP (i.e. use of data, the three- tiered model of support, SMART goals, scaffolding)

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Foundations of The Framework

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Core Principles

1. All students can succeed

2. Effective schools enable a culture of learning

3. Effective teachers are critical to student learning success

4. Teaching and learning are inclusive

5. Inclusive schools actively engage and work in partnership with the wider community

6. Fairness is not sameness

7. Effective teaching practices are evidence-based

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Who requires a PLP?

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Cyclic Process

Set goal (Long Term)

Set outcome target

(Short Term Goal)

Implement program and measure

progress against target

Use data to set future goals

Establish entry skills

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Entry Skills

What has the student achieved (i.e. evidence base)?

To inform the PLP, various types of assessment & information gathering are needed: • Background information• Assessment data (from formal and informal testing

sources)• Observation

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Identify Challenges

Identify Learning Priorities

These can be categorised according to the core

strands as deemed appropriate to student’s needs: Physical, personal and social learning Discipline-based learning Interdisciplinary learning

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Long Term Goals (LTG)

‘Long term goals are broad statements of expected learning outcomes reflecting the social, academic and life skills required by the student’.

Program for Students with Disabilities 2012, ,DEECD, Student Support Group Guidelines

For reporting purposes, these goals will be set on either a term or semester basis.

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Short Term Goals

Short term goals aim to:• reflect the student’s current ability (entry level)• be inclusive where possible• be SMART (Specific, Measurable, Achievable, Relevant,

Time-framed)• follow the ABCD rule of thumb

• pass the ‘Stranger Rule’ test

and ideally, they are set and/or reviewed at PSG

meetings.

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SMART- Specific Goals Describe specifically the behaviour that will be observed (e.g. demonstrates the following sound/symbolAssociations)

Describe the context in which the behaviours orskills will occur (e.g. selects a named item from 3 alternatives, giveS correct dollars at the supermarket checkout) Specify modifications - include any adaptations, aids, special equipment or modifications used to assist the student (e.g. …using a walking frame)

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SMART- Measurable Goals State the manner in which the goal will be measured or quantified. Common methods are frequency, duration and accuracy.• Frequency: Danny makes four suggestions for how…

can be used. Peta adds at least five items to her list of…each day

• Duration: Melanie gives a 2-minute demonstration of… • Accuracy: Shaun checks all items in one invoice in five

minutes with 4/5 items correct… to 4 decimal places… writes a story with 3 original ideas

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SMART - Achievable Goals

Achievable goals are:• based on task analysis (i.e. a break down of skills

needed to perform the long term goal)• sometimes based on the same LTG but cover different

levels of difficulty

4 Levels of DifficultyRecognition – Matching - Odd-One-Out - Creation

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SMART - Relevant Goals

Relevant goals can be achieved by:

• planning targeted teaching (based on information gained from ongoing assessment)

• selecting learning priorities that build and extend on current skills and interests

• Being relevant to the classroom theme, integrated topic ...

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SMART - Time-framed Goals

• STG: Any time from 1 week to 10 weeks• LTG: term or semester• Is the time-frame realistic considering

student’s current capacity?

SMART = Specific, Measurable, Achievable Realistic and Time-framed

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Long Term/Short Term Goals

LTG = Maddy will orally segment consonant-vowel-consonant (cvc) wordS into individual sounds

STG = Using an Elkonin box, Maddy will orally segment a cvc word into individual sounds

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ABCD - Rule of ThumbA = active learner = Tom

B = behaviour = count forward to 100

C = condition of support = use of numeral roll (with pegs tagging decade numbers)

D = degree of performance = 90 % accuracy

Example

STG = When supported by use of numeral roll (with pegs tagging decade numerals), Tom will count forward to 100 with 90 % accuracy.

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ABCD = SMART GoalsActive learner = student’s name

Behaviour to be targeted = relevant & measurable- a curriculum based measure (CBM) approach to monitoring is a

reliable and valid measure of student progress (Hosp, M.; Hosp, J. & Howell, K. (2007).

Conditions of scaffolded support should be specific to student’s capacity = scaffolding

Degree of performance needs to be achievable within time frame (e.g. 10 week term):

- list the criteria for the attainment of the skill (e.g. 4/5 trails, 90 % accuracy) = monitoring and evaluating

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Stranger Rule

The STG needs to be clear so that another teacher/aide can teach it.

If not clear, then re-work the STGs.

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ACTIVITY: Writing Short Term Goals Supported by the ABCD Rule of Thumb

Samantha will orally answer 4/5 literal questions following reading aloud a Level 25 passage of text.

Identify ABCD by circling and labelling: A B & C DSamantha will orally answer 4/5 literal questions following reading aloud a Level 25 passage of text. C D

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With an accuracy of 8/10 trials, Kalmin will look at three pictures (a cat, a bird, a bat) then point to the two words that rhyme.

Identify ABCD by circling and labelling:

D AWith an accuracy of 8/10 trials, Kalmin will look at three pictures (a cat, a bird, a bat) then point to the two words that rhyme. B C

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ABCD - Conditions of SupportScaffolding

• Scaffolding is largely based on Vygotsky’s theory of learning and development.

• The zone of proximal development (ZPD) is the space between a child’s level of independent performance and the child’s level of maximally assisted performance.

What the child is able to do in collaboration

today he will be able to do independently

tomorrow (Vygotsky, 1987).22

ABCD - Scaffolding Rationale

When a student is given prolonged,appropriate scaffolding, they are more likelyto achieve more developmental growth than

when they are left to their own devices.

As the level of assistance is withdrawn and the student’s skills improve, responsibility oflearning shifts to the student (fading) = independence (Vygotsky, 1987)

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ABCD - Systematic Monitoring + Support

Ongoing reflection and manipulation of methods of scaffolding (i.e. conditions of support), when combined with close monitoring of degree of performance, enables the student to shift their performance towards the LTG, resulting in effective learning.

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ABCD - Appropriate Levels of Challenge

Source

Mariani 1997, Teaching Style Framework

ABCD- High Support/High Learning

Using trials for degrees of performance (D):

• 5 out of 10 successful attempts may indicate a

student is working within their ZPD• Conditions (C) of support need to be provided

for developmental learning to occur and for progress towards LTG to be made

• LTG = 9/10 trials independently (rule of thumb)

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ABCD - Monitoring Progress via STGs

• A well written STG provides a way of demonstrating how the student is making progress.

• Monitoring a student’s progress via STGs provides an opportunity to acknowledge and celebrate their efforts and provides positive feedback to PSG.

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Key DocumentsKey documents used to design this module:• DEECD, 2012, Program for Students with Disabilities: Student Support

Group Guidelines 2012.• Hammond, J & Gibbons, P 2001, What is Scaffolding? Scaffolding:

teaching and learning in language and literacy education, editor J Hammond, Primary English Teaching Association (PETA), Newtown, NSW.

• The Collected Works of L. S. Vygotsky, 1987.• Hosp, M; Hosp, J; & Howell, K 2007, The ABCs of CBM: A practical guide to

curriculum-based measurement, New York: Guilford Press.• Mariani, L 1997, ‘Teacher support and teacher challenge in promoting

learner autonomy’, Perspectives: A Journal of TESOL, Italy 23 (2).

PLEASE NOTE: Every endeavour was made to locate the original source for the SMART goals and ABCD rules of thumb, without success.

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