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CECV Intervention Framework

Module 5d Learning & 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:

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CECV Intervention Framework

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  1. Module 5dLearning & TeachingPERSONALISED LEARNING PLANS (PLPs)Also known as Individual Learning Plans (ILPs) CECV Intervention Framework

  2. 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) 2

  3. Foundations of The Framework 3

  4. 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 4

  5. Who requires a PLP? 5

  6. Cyclic Process Establish entry skills Set goal (Long Term) Use data to set future goals Implement program and measure progress against target Set outcome target (Short Term Goal) 6

  7. 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 7

  8. 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 8

  9. 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. 9

  10. 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. 10

  11. SMART- Specific Goals Describe specifically the behaviour that will be observed(e.g. demonstrates the following sound/symbol Associations) Describe the context in which the behaviours or skills 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) 11

  12. 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 12

  13. 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 Difficulty Recognition – Matching - Odd-One-Out - Creation 13

  14. 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 ... 14

  15. 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 15

  16. LTG= Maddy will orally segment consonant-vowel-consonant (cvc) wordSinto individual sounds STG = Using an Elkonin box,Maddy will orally segment a cvc word into individual sounds 16 Long Term/Short Term Goals

  17. ABCD - Rule of Thumb A= 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. 17

  18. ABCD = SMART Goals Active 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). Conditionsof 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 18

  19. Stranger Rule The STG needs to be clear so that another teacher/aide can teach it. If not clear, then re-work the STGs. 19

  20. 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: AB & CD Samantha will orally answer 4/5 literal questions following reading aloud a Level 25 passage of text. C D 20

  21. 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: DA 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. BC 21

  22. 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

  23. ABCD - Scaffolding Rationale When a student is given prolonged, appropriate scaffolding, they are more likely to 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 of learning shifts to the student (fading) = independence (Vygotsky, 1987) 23

  24. 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. 24

  25. ABCD - Appropriate Levels of Challenge Source Mariani 1997, Teaching Style Framework 25

  26. 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) 26

  27. 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. 27

  28. Key Documents Key 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, Italy23 (2). PLEASE NOTE: Every endeavour was made to locate the original source for the SMART goals and ABCD rules of thumb, without success. 28

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