Personalised Learning Plans in NSW

In 2004 the NSW Government conducted a Review of Aboriginal Education

As a result of this review 72 recommendations were documented

The development of Personalised Learning Plans was on of these recommendations

SignificanceBackground knowledge

Cultural knowledge Knowledge integration

Inclusivity Connectedness

Narrative

Quality Teaching

Aboriginal Education Policy

PLPs

Quality learning environment

Explicit quality criteria Engagement

High expectations Social support Students’ self-

regulation Student direction

Intellectual qualityDeep knowledge

Deep understandingProblematic knowledge

Higher-order thinking Metalanguage

Goal of the Review of Aboriginal Education NSW

By 2012, Aboriginal student outcomes will match or better outcomes of the broader student population

Effective LearningEffective Teaching

Workshop Activity

In your table groups list:

On a scale of 1-10 how would you rate where your school is at with the implementation of PLPs?

Three positive things about PLPs

Three challenging things about PLPs

Is there a difference between PLPs and IEP/ILPs?

IEP/ILP Data analysis LST Goals, strategies Health plans Funding Review meetings Parent meetings Ongoing process Stakeholders Evaluation and monitoring Student engagement Learning Support Team

PLP Student engagement Planning process Goals, strategies Parent, student, teacher meetings Ongoing process Stakeholders Culturally appropriate Student ownership of learning Teachers understanding of

Aboriginal Australia Knowledge of student/family

backgrounds Monitoring

A personalised approach to learning will:

• Ensure Aboriginal student engagement in education

• Provide support to personalise learning outcomes for Aboriginal students

• Develop and foster the home/school partnership

• Ensure there is an agreed on-going process between key stakeholders • Foster a strong sense of personal identity as successful learners and

Aboriginal students

• Aboriginal students are engaged in learning that is personally rewarding

• All stakeholders can collaborate and strive to meet the educational needs of Aboriginal students

• Require review meetings on a regular basis

PLPs ensure learning activities are appropriate to the students’

learning needs.

• Teachers and parents know that in education one size does not fit all.

• Students have individual strengths, needs and aspirations, and PLPs will assist us to support and guide students in their learning, achievements and goals.

• The evidence is clear on what works in education: Having high expectations of students High quality teachers Parental engagement

• A school culture that promotes and celebrates student achievements and opens up opportunities for students is essential for the effective learning of all students

• Students are engaged with, and have a real voice in their learning.

Effective PLPs...........

are based on relationships

and engage parents and

carers

Parents and carers of Aboriginal students want….

• Teachers to have an awareness and understanding of cultural issues impacting on Aboriginal students in their class

• High expectations for their children

• Their children engaged in their learning and making connections with learning and life experiences

• A positive school/home partnership

• Their children valued and to learn in a supportive and challenging learning environment

• Learning to be explicit and systematic

PLPs provide Aboriginal students with ownership of their learning and enhance

their ability to achieve high quality outcomes.

• Students need to know why, and have an understanding that, their learning matters

• Students need to see the connections between learning and themselves as an individual

• Teachers need to ensure that lessons are linked to prior knowledge, cultural backgrounds, families and communities

• Teachers need to have a knowledge of the students cognitive, social and cultural background

• There must be positive interaction between the student and the teacher

Things a teacher needs to consider for PLPs

• Student details e.g. family background, attendance, awards, class, home contacts, welfare/discipline issues

• PLPs are an exercise in getting to know students and their families

• The PLP process involves a sharing of intent, expectation and aspiration

• Medical information: allergies, asthma, vision, hearing etc.

• Access to student support e.g. In Class Tutor, Behaviour Support, STL, AEO

• Ensure the PLP is a user friendly document

• Providing parents with prior knowledge of what the PLP process involves and why it is important for their child to have a PLP

• Quality Teaching = Quality results for all

Community

Partnership

Culture

Respect

Leadership

Shared

Classroom

Agency

Improved Improved

Learning Learning

OutcomesOutcomes

Health andHealth and

WellbeingWellbeing

StrategicStrategic

PlanningPlanning

CurriculumCurriculum

PathwaysPathways

TransitionsTransitions

E.C.E.C.

LeadershipLeadership

SharedShared

Walking with Community

Collaborative

Cultural Knowledge

Modelling

Respect – know the students and

their families

Relationships

and

Identity

Community

Partnerships

KnowledgeKnowledge

CurriculumCurriculum

EmploymentEmployment

AgreementsAgreements

Relationships

and

Identity

CultureCulture

RespectRespect

Awareness to Awareness to CompetencyCompetency

Curriculum Curriculum perspectivesperspectives

Traditional/Traditional/

ContemporaryContemporary

ProtocolsProtocols

Relationships

and

Identity

Classroom

Agency

Cultural Competency

High Expectations

Collaborative Curriculum Development

Knowledge of Child and Community

(engagement)

PLP’s

Relationships and Identity

PLP Pre-Implementation Phase! Form a PLP school team to investigate PLP’s Establish commitment of the school community (may need to consider

Aboriginal Cultural Respect Training for stakeholders) Provide professional development training regarding PLP’s for staff,

students and community Professional learning of staff in the interview technique (importance of

‘wait time’), developing trust, team building and the PLP process Investigate and develop organisational structure, focusing on

leadership, sustainability, relief, accommodation, storage systems etc. Canvas and select appropriate learning advisors/mentors Identify where to access support, resources, information, community

personnel The principal needs to believe that PLPs are important – leadership is

pivotal to the success of the PLP process! Don’t rush the introduction of PLPs – take your time and ensure that

they will work!!!!!!!!!!

PLP Implementation Phase! What do we want out of our parent/student/teacher interviews? Where does the qualitative data sit? How do we format the PLPs? (electronically, files, access) How and when will meetings be arranged? PLPs need to focus on positives and strengths of students! How will we deal with students having no goals, strange goals,

unrealistic goals? Develop a code of conduct for students, parents and staff! How public is this document? How often are the PLPs reviewed and how will this be organised? Plan celebration times for students who achieve personal best! Initially take the easiest path e.g. target successful students and

parents who will be involved – you don’t want this to fail!!!! What happens to the PLP? e.g. transitioning to high school etc.

PLP Post-Implementation Phase!

• Identify the associated initiatives that may compliment PLPs:

Reporting formats!Parent/teacher evenings where PLPs can be discussed!3 way conferencing format – reports, P & T eveningsCommunity celebration

• Evaluation format – How do we know PLPs are working?

Qualitative short term observational and survey data Quantitative long term statistics (internal and external trends)

• Plan for sustainability through leadership capacity, resourcing, skills development and a commitment to continual improvement

• Schools need to develop a PLP process that suits their school ‘One size does not fit all’

• PLPs will, and need to, evolve!

In a nutshell…..

The process has to be positive and achievable

It must be non-threatening for parents and students and not a burden for

teachers

Don’t get caught up in to much educational jargon or student data, it’s the

relationship building which is most important

Determine and agree on 2 maybe 3 achievable goals

Document information which is disclosed during the interview/s

Respect cultural perspectives

Identify strategies for parents, the school and the student to strengthen the

partnership/relationship

Document the process

Monitor and evaluate the process

Keep parents informed of what is happening in their child’s learning

The Ashmont Public School

Ashmont PS is a PP3 in Wagga Wagga, NSW

School population of 340 with 138 Aboriginal students

One fulltime AEO and 2 AEWs

Low socio-economic area and the school is on the

Priority Schools Program

Schools in Partnership – 2006 to 2009

Ashmont Public School PLP Experience

PLPs 2006 • Trial implementation• 6 students selected from each class• 3 Aboriginal and 3 non-Aboriginal students

PLPs 2007• Full implementation• All students involved in the process

PLPs 2008• Full implementation• All students involved in the process

Our Successes!Building genuine partnerships with our communityBreaking down barriersMaintaining high expectations of student learningPositive teacher professional dialogue Identifying areas of student needEstablishing student specific teaching and learning

strategiesAligning all key stakeholdersLowering student absence ratesAligning personalised learning with focuses on Quality

TeachingGreater focus on teacher professional development

Our Successes!Providing opportunities on a regular basis to continue

strengthening the rapport between the school and community

Engaging parents at meetings and other school activitiesAboriginal student outcomes in literacy and numeracy

have improved and are above the state average for Aboriginal students (BST 2007 and NAPLAN 2008)

Teachers talking informally to parents outside school hours at extra curricular activities e.g. weekend football

Staff talking more positively about students Improving communication between school and homeFlexibility

Challenges!Convincing all staff that PLPs are worthwhileCommunicating the PLP philosophy to all stakeholdersWhole of staff professional development on the PLP process and

interview strategiesIdentifying and developing the Learning Advisors (high schools)Maintaining the enthusiasm of both the parents and staffRunning to a scheduleTime for teachers to fit it all inMinimising classroom interruptionsEnsuring stage appropriate outcomesFlexibility Transferring PLPs form one educational setting to another e.g.

primary school to junior high school to senior high schoolPrincipal and executive must be involved in the process to ensure

PLPs become part of whole school cultureSenior executive involvement in PLPs will foster sustainability

Sue GennerAssistant Director, National Projects Team Implementation Strategy Branch, Indigenous GroupDepartment of Education, Employment and

Workplace Relations Location C14MT5GPO BOX 9880 Canberra City,  ACT  2601

Phone (02) 6240 9441 Fax (02) 6123 7147 Mobile 0418 670 704

PLPs and DEEWR’s agenda!

Or could it be?

PLP = Partnerships Lifting Performance

Presentation by Mark CrouchPresentation by Mark CrouchNSW Dare To Lead CoordinatorNSW Dare To Lead Coordinator

mark.crouch@pa.edu.aumark.crouch@pa.edu.au

PLP = Personalised Learning PlanPLP = Personalised Learning Plan