Learning Plans For Students
Imogen Petrusky
Creating unique student profiles, known as personalized learning plans or PLPs, for each of your students has obvious benefits. It allows you to customize the learning experience for each student based on their individual characteristics, needs, and goals.
Creating Personalized Learning Plans (PLP) provides students the opportunity to reflect upon their learning and shape their future, and enables the adults in their lives to better understand each student as a unique individual. However, the actual documentation of the PLP - in any selected format - is only as good as the process that supports its development. The resources provided below support a process much more so than a product. While a clear and thoughtful product is key to ultimate success, students, schools, SUs/SDs must have the freedom to innovate and adapt formats and platforms to meet the changing needs of learners over time.
This course, designed by the Vermont Professional Learning Network, in collaboration with Center for Collaborative Education, will provide an overview of a set of key practices in personalized, proficiency-based learning; invite reflection and discussion about considerations for key practices in personalized, proficiency-based learning; and provide examples and opportunities to engage with key practices in personalized, proficiency-based learning. You can also review other PBL-related courses.
The Flexible Pathways Initiative, created by Act 77 of 2013 and found in 16 V.S.A. 941, has charged Vermont secondary school educators to create personalized learning environments that offer flexible pathways to graduation and a planning process by which students and educators can reflect on and document student learning over time. We encourage all educators to access, modify and adapt these resources to provide a personalized experience for all students.
With support from the Vermont School Counselor Association, the Vermont AOE and the American School Counseling Association, a formal ad hoc committee of school counselors, representative of K-12 schools across the state, developed the current version of the Vermont Comprehensive School Counselor Model. In developing this resource for educators, counselors and administrators, the ad hoc committee reviewed frameworks from several states, and actively solicited feedback through surveys, including via the Agency of Education website, and focus groups with school counselors across Vermont to hear their stories, incorporate their feedback, and learn of the successes and challenges in school counseling. This framework is meant to be a support and guide.
CPS provides a wide range of high-quality educational programs and engaging learning environments that meet the individual needs of all students and prepare them for success in college, career, and civic life.
(1) provide a comprehensive plan to prepare for and complete a career and college ready curriculum by meeting state and local academic standards and developing career and employment-related skills such as team work, collaboration, creativity, communication, critical thinking, and good work habits;
(2) emphasize academic rigor and high expectations and inform the student, and the student's parent or guardian if the student is a minor, of the student's achievement level score on the Minnesota Comprehensive Assessments that are administered during high school;
(6) integrate strong academic content into career-focused courses and applied and experiential learning opportunities and integrate relevant career-focused courses and applied and experiential learning opportunities into strong academic content;
(7) help identify and access appropriate counseling and other supports and assistance that enable students to complete required coursework, prepare for postsecondary education and careers, and obtain information about postsecondary education costs and eligibility for financial aid and scholarship;
(8) help identify collaborative partnerships among prekindergarten through grade 12 schools, postsecondary institutions, economic development agencies, and local and regional employers that support students' transition to postsecondary education and employment and provide students with applied and experiential learning opportunities; and
(9) be reviewed and revised at least annually by the student, the student's parent or guardian, and the school or district to ensure that the student's course-taking schedule keeps the student making adequate progress to meet state and local academic standards and high school graduation requirements and with a reasonable chance to succeed with employment or postsecondary education without the need to first complete remedial course work.
(b) A school district may develop grade-level curricula or provide instruction that introduces students to various careers, but must not require any curriculum, instruction, or employment-related activity that obligates an elementary or secondary student to involuntarily select or pursue a career, career interest, employment goals, or related job training.
(c) Educators must possess the knowledge and skills to effectively teach all English learners in their classrooms. School districts must provide appropriate curriculum, targeted materials, professional development opportunities for educators, and sufficient resources to enable English learners to become career and college ready.
(d) When assisting students in developing a plan for a smooth and successful transition to postsecondary education and employment, districts must recognize the unique possibilities of each student and ensure that the contents of each student's plan reflect the student's unique talents, skills, and abilities as the student grows, develops, and learns.
(e) If a student with a disability has an individualized education program (IEP) or standardized written plan that meets the plan components of this section, the IEP satisfies the requirement and no additional transition plan is needed.
(f) Students who do not meet or exceed Minnesota academic standards, as measured by the Minnesota Comprehensive Assessments that are administered during high school, shall be informed that admission to a public school is free and available to any resident under 21 years of age or who meets the requirements of section 120A.20, subdivision 1, paragraph (c). A student's plan under this section shall continue while the student is enrolled.
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Self-regulated learning theory suggests that individualized learning plans can benefit medical trainees by providing a structured means of goal setting, self-monitoring, and self-evaluation. External feedback also plays an important role in affecting learner motivations, perceptions, and self-evaluations. Accordingly, having learners share individualized learning plans with preceptors might promote self-regulated learning by helping align the feedback they receive with their learning goals. Hypothesis: We hypothesized having medical students share individualized learning plans with attendings and residents would improve the quality of the feedback they received, increase the likelihood that feedback correlated to their learning goals, and improve their perceptions of feedback received. Method: In this multisite study, third-year medical students on their pediatric clerkship created individualized learning plans and shared them with residents and attendings by writing a learning goal on at least one of their required faculty feedback forms. The quality of feedback on forms with versus without a learning goal written on top was scored using a validated scoring tool and compared using a Wilcoxon signed-ranks test, and the frequency with which feedback directly correlated to a student learning goal on forms with versus without a learning goal written on top was compared using a chi-square test. Students completed a post-clerkship survey rating the quality of feedback and teaching they received, perceptions of the individualized learning plans, progress toward achieving learning goals, and whether or not they received teaching and/or feedback related to learning goals. Results: Thirty-six students completed a total of 108 learning goals and 181 feedback forms, of which 42 forms (23.2%) had a learning goal written on top. The mean (SD) feedback score between forms with [3.9 (0.9)] versus without [3.6 (0.6)] a learning goal written on top was not different (p = .113). Feedback on forms with a learning goal written on top was more likely to correlate to a student learning goal than feedback on forms without a learning goal (92.9% vs 23.0% respectively, p < .001). Student perceptions of the usefulness of learning goals did not differ between students who reported receiving teaching or feedback related to a learning goal and those who did not. Conclusions: Sharing individualized learning plans with preceptors helped align feedback with learning goals but did not affect the quality of feedback. Further research should examine the bidirectional relationship between individualized learning plans and feedback in light of other contextual and interpersonal factors.
In January 2014 the Kansas State Department of Education went to the State Board of Education strongly recommending that all districts implement individual plans of study for students in grades 8 through 12 for the following reasons:
As students navigate through high school and into career and college, it is imperative that students set educational goals and create a roadmap for success in high school and beyond. This roadmap, or individual plan of study, includes development of a flexible career focus and an education plan that is clearly-defined, rigorous, and relevant to assure a successful and efficient transition to postsecondary education and/or the workforce.
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