Personalized Learning Plans that stay dynamic to enhance student agency¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The paper recommends creating a Personalized Learning Plan (PLP) for each student, containing strengths, challenges, motivations, goals, behavioral information, social-emotional competencies, achievement data, and progress toward standards, with regular access for teachers, learners, and parents. Quoting Michael Horn, it stresses that PLPs "be and remain dynamic in order to be effective," with daily or at least weekly mapping so learners constantly know their progress. The paper argues that with PLPs, students own their learning.

Design Implications¶

Context¶

Requirements¶

• Teachers, learners, and parents must have regular and easy access to PLPs; PLPs must be updated frequently (daily or weekly per Horn); PLPs must not supplant legally required IEPs

Constraints¶

• Vermont's Agency of Education distinction: PLPs articulate the path to graduation while IEPs outline specialized instruction for students with disabilities; both are necessary

Target Learners¶

• K-12 students; Vermont requires PLPs for each student in grades 7-12

Target Learning Goals¶

• Goal-setting, self-monitoring of progress toward standards, and student agency

Related Strategies¶

• Policy strategies to personalize learning: competency-based progressions, phased implementation, networks, and interoperability
• Reflecting on Student Strengths and Challenges

Examples¶

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Key Sources¶

• Barbara Pape and Tom Vander Ark. (2020). Policies and Practices That Meet Learners Where They Are. Digital Promise Global. https://global.digitalpromise.org