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Implementation Plan

The document outlines an implementation plan for personalized learning plans (PLPs). It discusses having students play an active role in their PLP by identifying their strengths, skills, values, and goals. Initial planning meetings will focus on students' areas of weakness and setting learning goals, with guidance from teachers. Progress will be checked weekly and revisions made quarterly with stakeholders. Assessments will be tailored to students' goals and benchmark progress. Communication with key stakeholders will occur through an online platform where assessments and the PLP can be accessed and comments made.

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46 views

Implementation Plan

The document outlines an implementation plan for personalized learning plans (PLPs). It discusses having students play an active role in their PLP by identifying their strengths, skills, values, and goals. Initial planning meetings will focus on students' areas of weakness and setting learning goals, with guidance from teachers. Progress will be checked weekly and revisions made quarterly with stakeholders. Assessments will be tailored to students' goals and benchmark progress. Communication with key stakeholders will occur through an online platform where assessments and the PLP can be accessed and comments made.

Uploaded by

api-392613490
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Implementation Plan

Components Your Plan

Role of the Student Students will play an active role in their PLP alongside the
stakeholders. They will work on identifying their strengths, skills,
values, and goals. Allowing students to be involved in their plan
for achievement lets them see what they need to do in order to
achieve their goals and feel the responsibility on how to be
successful. With the stakeholders, the student will help create
their plan and set their learning plan. “We suggest that what is
best for the student is most important—and best for the student
is relevance to their current and future lives” (Reigeluth, 2019).
With these suggestions, the student can determine what is best
for them. I think it’s important to allow the student to decide what
they want to ultimately achieve, but provide guidance, especially
for the younger students. This will help them see the choices
they have and make wise decisions on their educational
journey.  

Initial Planning The initial planning meeting needs to be administered with the
Meeting student to discuss what the student has determined to be their
areas of weakness. This will be the time to go over baseline
assessment scores, what is expected by the end of the school
year, what their goals are, and what the next steps will be. The
role of the teacher throughout this meeting is to guide and
answer questions, but to allow the student to make independent
decisions about their learning goals. “Much of what is involved in
cultivating individual talents lies in exposing students to different
endeavors (music, art, sports, writing, mathematical thinking,
and so forth)”, (Reigeluth, 2019). Getting to know the student
should be the main focus of this meeting so as to be able to
guide and suggest ideas for the student to make informed
choices based on their interests and talents.”Teachers can
actively improve student thinking about where they are and what
they need to learn by maintaining involvement in the student
choice process (for example, allowing choice while providing
feedback on the process).” (Reigeluth, 2019).

Check-Ins & Check-ins should happen weekly, preferably on Fridays. During


Revision this time the teacher can discuss any challenges the student
may be having or commend them for their accomplishments.
Essentially, this is the time to discuss progress or lack thereof.
The teacher or the student should have physical data to prove
progress. This will also be the time for benchmark assessments,
reflections, and progress monitoring. Revisions will happen at
the end of each quarter. All stakeholders will be present to
continue, adapt, or change the goal the student has set. 

Assessment Assessments will be determined by the teacher. However, these


should be benchmark assessments that accurately depict the
progress the student has made. Benchmarks should be relevant
to the student’s goal. This is the time for the student to show you
what they have retained and how they have grown. This is
essential for progress monitoring. I will ensure that each
assessment, whether it be district or teacher generated, is
tailored to the goal of the student and to show me that they are
growing. Progress monitoring will always be available to all
stakeholders. We will compare the progress to the baseline
assessments and allow the student to be an active participant in
knowing results of assessments. 

Communication As stated above, stakeholders will be able to see all


with Key assessments the student has completed. The PLP will be
Stakeholders uploaded to an LMS platform for stakeholders to access. Using
this platform, parents can communicate with the teacher and
have weekly check-ins. This is a great way to show parents that
student success is a team effort. Cobb County uses the CTLS
Parent platform as a means of communication between teachers
and administration. This tool would be implemented throughout
this PLP for parents to review past communication and edits to
the PLP.

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