1. Personalized Learning Plans Understanding the PLP Process

2. Agenda Introduction Activity: Inclusion Definition Definition of an PLP When is an PLP necessary? The referral process Types of PLPs Tips for successful PLP writing /Rubric

3. Inclusion Education Definition Activity: Pull out key phrases and summarize the definition in plain language. Highlight indicators (look-fors) of quality inclusive education practises

4. SEP\PLP DEFINITION (Education Act) “an education program for an exceptional pupil that is based on the results of continuous assessment and evaluation and which includes a plan containing specific objectives and recommendations for education services that meet the needs of the pupil.” (Education Act)

5. A Personalized Learning Plan is an indication of exceptionality and applies to those students who may have an underlying behavioural, intellectual, communicational, perceptual/sensory, or physical condition that has resulted in a delay in educational functioning. JUSTIFICATION FOR AN PLP SCENARIO #1

6. JUSTIFCATION FOR AN PLP SCENARIO #2 An PLP should be considered when: a student is experiencing difficulties over an extended period of time. is not making progress even with the additional support in the classroom.

7. Personalized Learning Plan a legal document a living document developed in collaboration with student, parents, and teachers a process that is just as important as the product

8. Personalized Learning Plan a communication tool for parents, school and others a vehicle for joint planning, problem solving and decision- making.

9. Assumptions/Barriers Parents: Stigmatizing Minimum compliance document Teachers: Can assign elevated mark Less responsibility (belong to resource teacher)

10. REFERRAL PROCESS First step Contact ESS- Resource Teacher next Collaboration with ESS Team next Development of PLP / Possible referral

11. Pyramid of Intervention For academics and behaviour. Lists interventions available for students who are experiencing difficulties at 3 levels. Tier 1 – Universal Tier 2 – extra support Tier 3 – intense support

12. REFERRAL PROCESS Teacher approaches the EST-Resource for consultation. Initiation of a referral to the ESS team. ESS team meets to discuss the needs of the student.

13. TYPES OF Personalized Learning Plans- Accommodated Justifiable accommodations: Documented strategies, technologies or adjustments without which the student would not be able to access the curriculum and/or demonstrate their knowledge. These accommodations are documented within an PLP and require prior approval to be accessed during provincial assessments.

14. TYPES OF Personalized Learning Plans- Accommodated Examples of Justifiable accommodations: A scribe would be a justified accommodation if the child would not be able to succeed without the accommodation. Extended time would be a justified accommodation if it were more than double the time.

15. TYPES OF PLPS Universal accommodations: Strategies, technologies or adjustments that enable a student to reach prescribed outcomes and can be used at as needed. Universal accommodations don’t necessitate an SEP or prior approval for provincial assessments. (examples: extra time, quiet place, special seating, etc.)

16. TYPES OF Personalized Learning PLANS Modification plan: Some of the grade level curriculum outcomes of a subject area have been changed (or deleted) to address the specific needs of the student. The general intent of the curriculum is maintained but the depth of treatment of the outcomes has been altered or deleted.

17. TYPES OF PLPs- Modified plan continued Decisions for modification involve the classroom teacher(s), the resource teacher, the parent/guardian(s), the school-based Student Services Team and the student when possible. Modifications can occur in one or more courses or subjects and are based on the regular curriculum.

18. TYPES OF PLPs Individualization Requires planning that deviates significantly from the regular curriculum. The student will not be expected to achieve many, if any, of the outcomes of the grade level curriculum. Can involve planning in areas other than educational outcomes (for example, toileting, feeding, dressing, etc).

19. TYPES OF Personalized Learning PLAN Individualization continued Decisions for individualization involve the classroom teacher(s), the resource teacher, the parent(s), the school-based Student Services Team and the student when possible.

20. Tips for Successful PLPs 1.The PLP is a living, legal document and needs to be revised often. 2.Goals and outcomes are written in SMART language. S specific M measurable A attainable R realistic T timely

21. TIPS FOR SUCCESSFUL PLPs (continued) 3.All stakeholders are aware of the information in the PLP. 4.Subject Teachers take ownership of their student’s educational plans.

22. TIPS FOR SUCCESSFUL PLPS (continued) 5.Parents / Guardians are involved in the planning and revision of their child’s PLP. They are an important part of the team. 6.The student, when possible, needs to be a part of the PLP process.

23. Glossary Universal design for learning (UDL)is an approach to designing course instruction, materials, and content to benefit people of all learning styles without adaptation or retrofitting. Differentiated Instruction Response to Intervention Inclusive Education Alternative assessment

24. REFERENCES Supporting the SEP Process http://www.gnb.ca/0000/anglophone-e.asp Accommodations for Assessment https://portal.nbed.nb.ca/tr/AaE/Documents/Assessment%2 0Protocols%20for%20Accommodations%20and%20Exemp tions.pdf

25. CONTACT INFORMATION Address any questions or concerns to: Sandra Nickerson Learning Specialist Education Support Services Department of Education & Early Childhood Development 444-4662 sandra.nickerson@gnb.ca Thank You!