NATIONAL CONFERENCENATIONAL CONFERENCEADELAIDE 2008ADELAIDE 2008
March 16,17 & 18March 16,17 & 18
Personalised Learning PlansPersonalised Learning Plans
The Ashmont Public School Experience The Ashmont Public School Experience
Personalised Learning Plans Personalised Learning Plans NSWNSW
In 2004 the NSW Government In 2004 the NSW Government conducted a Review of Aboriginal conducted a Review of Aboriginal EducationEducation
Review teams spoke to students, Review teams spoke to students, school staff, parents, community school staff, parents, community members and other agenciesmembers and other agencies
As a result of this review 72 As a result of this review 72 recommendations were documentedrecommendations were documented
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
A personalised approach to A personalised approach to learning will:learning will:
Ensure Aboriginal student engagement in Ensure Aboriginal student engagement in educationeducation
Provide support to personalise learning Provide support to personalise learning outcomes for Aboriginal studentsoutcomes for Aboriginal students
Develop and foster the home/school Develop and foster the home/school partnership partnership
Ensure there is an agreed on-going Ensure there is an agreed on-going process between key stakeholders process between key stakeholders
A personalised approach to A personalised approach to learning (cont.)learning (cont.)
PLPs foster a strong sense of personal identity as PLPs foster a strong sense of personal identity as successful learners and Aboriginal studentssuccessful learners and Aboriginal students
Aboriginal students are engaged in learning that Aboriginal students are engaged in learning that is personally rewardingis personally rewarding
All stakeholders can collaborate and strive to All stakeholders can collaborate and strive to meet the educational needs of Aboriginal meet the educational needs of Aboriginal studentsstudents
Require review meetings on a regular basisRequire review meetings on a regular basis
Supportive and productive Supportive and productive learning environmentlearning environment
The teacher:The teacher:
Builds positive relationships through Builds positive relationships through knowing and valuing each Aboriginal knowing and valuing each Aboriginal studentstudent
Promotes a culture of respect for Promotes a culture of respect for Aboriginal students, families and their Aboriginal students, families and their communitiescommunities
Supportive and productive Supportive and productive learning environment (cont.)learning environment (cont.)
Uses strategies that promote Aboriginal Uses strategies that promote Aboriginal students’ self esteem and confidencestudents’ self esteem and confidence
Uses strategies that encourage Aboriginal Uses strategies that encourage Aboriginal students to be risk-takers in their learningstudents to be risk-takers in their learning
Ensures each Aboriginal student Ensures each Aboriginal student experiences success through support, the experiences success through support, the valuing of effort and recognition of their valuing of effort and recognition of their workwork
Is there a difference between Is there a difference between PLPs and IEP/ILPs?PLPs and IEP/ILPs?
IEP/ILPIEP/ILP Data analysisData analysis LST LST Goals, strategiesGoals, strategies Health plansHealth plans FundingFunding Review meetingsReview meetings Parent meetingsParent meetings Ongoing processOngoing process StakeholdersStakeholders Evaluation and monitoringEvaluation and monitoring Student engagementStudent engagement Learning Support TeamLearning Support Team
PLP Student engagement Planning process Goals, strategies Parent, student, teacher meetings Ongoing process Stakeholders Monitoring Culturally appropriate Student ownership of learning Teachers understanding of
Aboriginal Australia Knowledge of student/family
backgrounds
Workshop ActivityWorkshop Activity
In your table groups list:In your table groups list:
Three positive things about PLPsThree positive things about PLPs
Three negative things about PLPsThree negative things about PLPs
Three things you would like to know Three things you would like to know more about PLPsmore about PLPs
Personalised Learning Plans ensure learning Personalised Learning Plans ensure learning activities are appropriate to the students’ learning activities are appropriate to the students’ learning
needs.needs.
Teachers and parents know that in education one Teachers and parents know that in education one size does not fit all.size does not fit all.
Students have individual strengths, needs and Students have individual strengths, needs and aspirations, and PLPs will assist us to support and aspirations, and PLPs will assist us to support and guide students in their learning, achievements guide students in their learning, achievements and goals.and goals.
The evidence is clear on what works in education:The evidence is clear on what works in education:
• Having high expectations of studentsHaving high expectations of students• High quality teachersHigh quality teachers• Parental engagementParental engagement
Personalised Learning Plans ensure learning Personalised Learning Plans ensure learning activities are appropriate to the students’ learning activities are appropriate to the students’ learning
needs (cont.)needs (cont.)
A school culture that promotes and celebrates A school culture that promotes and celebrates student achievements and opens up student achievements and opens up opportunities for students is essential for the opportunities for students is essential for the effective learning of all studentseffective learning of all students
Students are engaged with, and have a real Students are engaged with, and have a real voice in their learning. voice in their learning.
Engaging parents and Engaging parents and carers of Aboriginal carers of Aboriginal
students in the students in the PLP processPLP process
What is parental involvement in What is parental involvement in the PLP process?the PLP process?
Why is it important?Why is it important?
How do we get parental How do we get parental engagement in the PLP process?engagement in the PLP process?
PLPs……PLPs……Parents and carers of Aboriginal students want….Parents and carers of Aboriginal students want….
Teachers to have an awareness and Teachers to have an awareness and understanding of cultural issues understanding of cultural issues impacting on Aboriginal students in impacting on Aboriginal students in their classtheir class
High expectations for their childrenHigh expectations for their children
Their children engaged in their learningTheir children engaged in their learning
Their children to make connections with Their children to make connections with learning and life experienceslearning and life experiences
A positive school/home partnershipA positive school/home partnership
Their children valued and to learn in a Their children valued and to learn in a supportive and challenging learning supportive and challenging learning environmentenvironment
Learning to be explicit and systematicLearning to be explicit and systematic
PLPs provide Aboriginal students with PLPs provide Aboriginal students with ownership of their learning and enhance their ownership of their learning and enhance their
ability to achieve high quality outcomes.ability to achieve high quality outcomes.
Students need to know why, and have Students need to know why, and have an understanding that, their learning an understanding that, their learning mattersmatters
Students need to see the connections Students need to see the connections between learning and them as an between learning and them as an individualindividual
Teachers need to ensure that lessons Teachers need to ensure that lessons are linked to prior knowledge, cultural are linked to prior knowledge, cultural backgrounds, families and communitiesbackgrounds, families and communities
Teachers need to have a knowledge of Teachers need to have a knowledge of the students cognitive, social and the students cognitive, social and cultural backgroundcultural background
There must be positive interaction There must be positive interaction between the student and the teacherbetween the student and the teacher
Things a teacher needs to consider Things a teacher needs to consider for PLPs for PLPs
Student details including family background, attendance, Student details including family background, attendance, awards, class, home contacts, welfare/discipline issuesawards, class, home contacts, welfare/discipline issues
The student’s Aboriginal Nation, heritage, skin group, The student’s Aboriginal Nation, heritage, skin group, totem etctotem etc
Student data related to National / State testing, STLA, Student data related to National / State testing, STLA,
Counsellor, Individual student reportsCounsellor, Individual student reports
Medical information: allergies, asthma, vision, Medical information: allergies, asthma, vision, hearing etc.hearing etc.
Access to student support e.g. In Class Tutor, Access to student support e.g. In Class Tutor, Behaviour Support, STLA, AEA etcBehaviour Support, STLA, AEA etc
Ensure the PLP is a user friendly documentEnsure the PLP is a user friendly document
Providing parents with prior knowledge of what Providing parents with prior knowledge of what the PLP process involves and why it is important the PLP process involves and why it is important for their child to have a PLPfor their child to have a PLP
PLPs involve Parents and caregivers….PLPs involve Parents and caregivers….
Make Appointments with the parent/carers Make Appointments with the parent/carers
Send home a letter/information and AWEs can Send home a letter/information and AWEs can assist in this processassist in this process
Organise a venue either at school or offsite Organise a venue either at school or offsite
Phone and organise a date, invite parent/carers to Phone and organise a date, invite parent/carers to bring a support person or the AEA or ACLO to bring a support person or the AEA or ACLO to make them feel more comfortablemake them feel more comfortable
Provide morning or afternoon teaProvide morning or afternoon tea
Offer a child minding service, maybe utilising Offer a child minding service, maybe utilising Stage 3 students or students from a partner High Stage 3 students or students from a partner High SchoolSchool
Have the student show parents some examples Have the student show parents some examples of their workof their work
If this is the first time the parent/carer has been If this is the first time the parent/carer has been to the school give them a tour of the areas their to the school give them a tour of the areas their child frequents day to daychild frequents day to day
During the Meeting….During the Meeting….
Be relaxed and friendly, mention that you may Be relaxed and friendly, mention that you may be taking notes which will form the content of be taking notes which will form the content of the PLPthe PLP
Focus on the strengths, interests, skills and Focus on the strengths, interests, skills and hobbies of the studenthobbies of the student
Collaboratively design some positive, achievable Collaboratively design some positive, achievable goals based on what you have discussed goals based on what you have discussed (flexible)(flexible)
Each person at the interview should take on one Each person at the interview should take on one job e.g. the teacher will communicate student job e.g. the teacher will communicate student successes to parents, the parent to ensure that successes to parents, the parent to ensure that their child attends school whenever possibletheir child attends school whenever possible
Set a time frame with a review date and stress Set a time frame with a review date and stress the importance of the follow-up meeting/sthe importance of the follow-up meeting/s
Reiterate to the parents/carers that the PLP will Reiterate to the parents/carers that the PLP will be an important document which will confirm the be an important document which will confirm the stakeholder’s commitment to improving the stakeholder’s commitment to improving the educational outcomes of the childeducational outcomes of the child
After the meeting….After the meeting….
Contact the parent/carer just to say hello and ask Contact the parent/carer just to say hello and ask if there was anything that the might want to add if there was anything that the might want to add to the PLP which they may have thought about to the PLP which they may have thought about laterlater
Inform other teachers who teach the student Inform other teachers who teach the student about the strengths and interests of the child, about the strengths and interests of the child, they can then use the information to help engage they can then use the information to help engage the student in their classesthe student in their classes
At a time close to the review meeting date make At a time close to the review meeting date make a phone call and send a note home just to a phone call and send a note home just to confirm the parent/carers attendanceconfirm the parent/carers attendance
At the review meeting give an overview of the At the review meeting give an overview of the students progress and if not all goals have been students progress and if not all goals have been met, talk about it and discuss the reasons why met, talk about it and discuss the reasons why the goals were not achievedthe goals were not achieved
It is vital to stay in touch with the student and It is vital to stay in touch with the student and parents/carers, continue showing interest and parents/carers, continue showing interest and supportsupport
Regularly inform parents of the good things their Regularly inform parents of the good things their child is doing/achievingchild is doing/achieving
In a nut shell…..In a nut shell….. The process has to be positive and achievableThe process has to be positive and achievable
It must be non threatening for parents and It must be non threatening for parents and students and not a burden for teachersstudents and not a burden for teachers
Don’t get caught up in to much educational Don’t get caught up in to much educational jargon or student data jargon or student data
Determine and agree on 2 maybe 3 achievable Determine and agree on 2 maybe 3 achievable goalsgoals
Gather the information which is disclosed during Gather the information which is disclosed during the interview/sthe interview/s
Respect cultural perspectivesRespect cultural perspectives
Identify strategies for home, school and Identify strategies for home, school and the student partnershipthe student partnership
Document the processDocument the process
Monitor and evaluate the processMonitor and evaluate the process
Keep parents informed of what is Keep parents informed of what is happening in their child’s learninghappening in their child’s learning
The Ashmont Public SchoolThe Ashmont Public School
Ashmont PS is a PP3 in Wagga Wagga, NSWAshmont PS is a PP3 in Wagga Wagga, NSW
School population of 340 with 133 Aboriginal studentsSchool population of 340 with 133 Aboriginal students
Low socio-economic area and the school is on the Low socio-economic area and the school is on the
Priority Schools ProgramPriority Schools Program
Schools in Partnership – 2006 to 2009Schools in Partnership – 2006 to 2009
Ashmont Public School Ashmont Public School PLP ExperiencePLP Experience
PLPs 2006PLPs 2006 trial implementationtrial implementation 6 students selected from each class6 students selected from each class 3 Aboriginal and 3 non-Aboriginal students3 Aboriginal and 3 non-Aboriginal students
PLPs 2007PLPs 2007 Full implementationFull implementation All students involved in the processAll students involved in the process
PLPs 2008PLPs 2008 Full implementationFull implementation All students involved in the processAll students involved in the process
andand
PLP = Partnerships Lifting PerformancePLP = Partnerships Lifting Performance
Presentation by Mark CrouchPresentation by Mark CrouchNSW Dare To Lead CoordinatorNSW Dare To Lead Coordinator
[email protected]@apapdc.edu.au
PLP = Personalised Learning PlanPLP = Personalised Learning Plan
