CECV Intervention
Framework
Module 5d
Learning & Teaching
PERSONALISED
LEARNING PLANS (PLPs)
Also known as Individual Learning Plans (ILPs)
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 threetiered model of support, SMART goals, scaffolding)
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Foundations of The Framework
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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
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Who requires a PLP?
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Cyclic Process
Establish entry
skills
Set goal
(Long Term)
Use data to set
future goals
Implement program
and measure
progress
against target
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Set outcome
target
(Short Term
Goal)
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
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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
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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.
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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.
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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)
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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
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
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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 ...
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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
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Long Term/Short Term Goals
LTG = Maddy will orally segment consonant-vowelconsonant (cvc) wordS into individual sounds
STG = Using an Elkonin box, Maddy will orally
segment a cvc word into individual sounds
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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.
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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).
Conditions of 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
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Stranger Rule
The STG needs to be clear so that another
teacher/aide can teach it.
If not clear, then re-work the STGs.
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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:
A
B&C
D
Samantha will orally answer 4/5 literal questions
following reading aloud a Level 25 passage of
text.
C
D
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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:
D
A
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.
B
C
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ABCD - Conditions of Support
Scaffolding
• 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).
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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)
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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.
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ABCD - Appropriate Levels of Challenge
Source
Mariani 1997,
Teaching
Style
Framework
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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)
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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.
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Key Documents
Key documents used to design this module:
•
•
•
•
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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, Italy 23 (2).
PLEASE NOTE: Every endeavour was made to locate the original source for the SMART
goals and ABCD rules of thumb, without success.
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