National Action Area Contact’s Conference 14,15 & 16 June 2009 Personalised Learning Plans

Personalised Learning Plans in NSW  In 2004 the NSW Government conducted a Review of Aboriginal Education  As a result of this review 72 recommendations were documented  The development of Personalised Learning Plans was on of these recommendations

Significance Background 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 quality Deep knowledge Deep understanding Problematic 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

Workshop Activity In your table groups list:  On a scale of 1-10 how would you rate where your school is at with the implementation of PLPs?  Three positive things about PLPs  Three challenging things about PLPs

Is there a difference between PLPs and IEP/ILPs?  IEP/ILP  Data analysis  LST  Goals, strategies  Health plans  Funding  Review meetings  Parent meetings  Ongoing process  Stakeholders  Evaluation and monitoring  Student engagement  Learning Support Team  PLP  Student engagement  Planning process  Goals, strategies  Parent, student, teacher meetings  Ongoing process  Stakeholders  Culturally appropriate  Student ownership of learning  Teachers understanding of Aboriginal Australia  Knowledge of student/family backgrounds  Monitoring

A personalised approach to learning will: Ensure Aboriginal student engagement in education Provide support to personalise learning outcomes for Aboriginal students Develop and foster the home/school partnership Ensure there is an agreed on-going process between key stakeholders Foster a strong sense of personal identity as successful learners and Aboriginal students Aboriginal students are engaged in learning that is personally rewarding All stakeholders can collaborate and strive to meet the educational needs of Aboriginal students Require review meetings on a regular basis

PLPs ensure learning activities are appropriate to the students’ learning needs. Teachers and parents know that in education one size does not fit all. Students have individual strengths, needs and aspirations, and PLPs will assist us to support and guide students in their learning, achievements and goals. The evidence is clear on what works in education:  Having high expectations of students  High quality teachers  Parental engagement A school culture that promotes and celebrates student achievements and opens up opportunities for students is essential for the effective learning of all students Students are engaged with, and have a real voice in their learning.

Effective PLPs are based on relationships and engage parents and carers

Parents and carers of Aboriginal students want…. Teachers to have an awareness and understanding of cultural issues impacting on Aboriginal students in their class High expectations for their children Their children engaged in their learning and making connections with learning and life experiences A positive school/home partnership Their children valued and to learn in a supportive and challenging learning environment Learning to be explicit and systematic

PLPs provide Aboriginal students with ownership of their learning and enhance their ability to achieve high quality outcomes. Students need to know why, and have an understanding that, their learning matters Students need to see the connections between learning and themselves as an individual Teachers need to ensure that lessons are linked to prior knowledge, cultural backgrounds, families and communities Teachers need to have a knowledge of the students cognitive, social and cultural background There must be positive interaction between the student and the teacher

Things a teacher needs to consider for PLPs Student details e.g. family background, attendance, awards, class, home contacts, welfare/discipline issues PLPs are an exercise in getting to know students and their families The PLP process involves a sharing of intent, expectation and aspiration Medical information: allergies, asthma, vision, hearing etc. Access to student support e.g. In Class Tutor, Behaviour Support, STL, AEO Ensure the PLP is a user friendly document Providing parents with prior knowledge of what the PLP process involves and why it is important for their child to have a PLP Quality Teaching = Quality results for all

Community Partnership Culture Respect Leadership Shared Classroom Agency ImprovedLearningOutcomes Health and Wellbeing StrategicPlanning Curriculum PathwaysTransitionsE.C.

LeadershipShared Walking with Community Collaborative Cultural Knowledge Modelling Respect – know the students and their families Relationships and Identity

Community Partnerships KnowledgeCurriculumEmployment Agreements Agreements Relationships and Identity

CultureRespect Awareness to Competency Curriculum perspectives Traditional/ContemporaryProtocols Relationships and Identity

Classroom Agency Cultural Competency High Expectations Collaborative Curriculum Development Knowledge of Child and Community (engagement) PLP’s Relationships and Identity

PLP Pre-Implementation Phase! Form a PLP school team to investigate PLP’s Establish commitment of the school community (may need to consider Aboriginal Cultural Respect Training for stakeholders) Provide professional development training regarding PLP’s for staff, students and community Professional learning of staff in the interview technique (importance of ‘wait time’), developing trust, team building and the PLP process Investigate and develop organisational structure, focusing on leadership, sustainability, relief, accommodation, storage systems etc. Canvas and select appropriate learning advisors/mentors Identify where to access support, resources, information, community personnel The principal needs to believe that PLPs are important – leadership is pivotal to the success of the PLP process! Don’t rush the introduction of PLPs – take your time and ensure that they will work!!!!!!!!!!

PLP Implementation Phase! What do we want out of our parent/student/teacher interviews? Where does the qualitative data sit? How do we format the PLPs? (electronically, files, access) How and when will meetings be arranged? PLPs need to focus on positives and strengths of students! How will we deal with students having no goals, strange goals, unrealistic goals? Develop a code of conduct for students, parents and staff! How public is this document? How often are the PLPs reviewed and how will this be organised? Plan celebration times for students who achieve personal best! Initially take the easiest path e.g. target successful students and parents who will be involved – you don’t want this to fail!!!! What happens to the PLP? e.g. transitioning to high school etc.

PLP Post-Implementation Phase! Identify the associated initiatives that may compliment PLPs:  Reporting formats!  Parent/teacher evenings where PLPs can be discussed!  3 way conferencing format – reports, P & T evenings  Community celebration Evaluation format – How do we know PLPs are working?  Qualitative short term observational and survey data  Quantitative long term statistics (internal and external trends) Plan for sustainability through leadership capacity, resourcing, skills development and a commitment to continual improvement Schools need to develop a PLP process that suits their school ‘One size does not fit all’ PLPs will, and need to, evolve!

In a nutshell…..  The process has to be positive and achievable  It must be non-threatening for parents and students and not a burden for teachers  Don’t get caught up in to much educational jargon or student data, it’s the relationship building which is most important  Determine and agree on 2 maybe 3 achievable goals  Document information which is disclosed during the interview/s  Respect cultural perspectives  Identify strategies for parents, the school and the student to strengthen the partnership/relationship  Document the process  Monitor and evaluate the process  Keep parents informed of what is happening in their child’s learning

The Ashmont Public School Ashmont PS is a PP3 in Wagga Wagga, NSW School population of 340 with 138 Aboriginal students One fulltime AEO and 2 AEWs Low socio-economic area and the school is on the Priority Schools Program Schools in Partnership – 2006 to 2009

Ashmont Public School PLP Experience PLPs 2006 Trial implementation 6 students selected from each class 3 Aboriginal and 3 non-Aboriginal students PLPs 2007 Full implementation All students involved in the process PLPs 2008 Full implementation All students involved in the process

Our Successes! Building genuine partnerships with our community Breaking down barriers Maintaining high expectations of student learning Positive teacher professional dialogue Identifying areas of student need Establishing student specific teaching and learning strategies Aligning all key stakeholders Lowering student absence rates Aligning personalised learning with focuses on Quality Teaching Greater focus on teacher professional development

Our Successes! Providing opportunities on a regular basis to continue strengthening the rapport between the school and community Engaging parents at meetings and other school activities Aboriginal student outcomes in literacy and numeracy have improved and are above the state average for Aboriginal students (BST 2007 and NAPLAN 2008) Teachers talking informally to parents outside school hours at extra curricular activities e.g. weekend football Staff talking more positively about students Improving communication between school and home Flexibility

Challenges! Convincing all staff that PLPs are worthwhile Communicating the PLP philosophy to all stakeholders Whole of staff professional development on the PLP process and interview strategies Identifying and developing the Learning Advisors (high schools) Maintaining the enthusiasm of both the parents and staff Running to a schedule Time for teachers to fit it all in Minimising classroom interruptions Ensuring stage appropriate outcomes Flexibility Transferring PLPs form one educational setting to another e.g. primary school to junior high school to senior high school Principal and executive must be involved in the process to ensure PLPs become part of whole school culture Senior executive involvement in PLPs will foster sustainability

Sue Genner Assistant Director, National Projects Team Implementation Strategy Branch, Indigenous Group Department of Education, Employment and Workplace Relations Location C14MT5 GPO BOX 9880 Canberra City, ACT 2601 Phone (02) Fax (02) Mobile PLPs and DEEWR’s agenda!

Presentation by Mark Crouch NSW Dare To Lead Coordinator Or could it be? PLP = Partnerships Lifting Performance Presentation by Mark Crouch NSW Dare To Lead Coordinator PLP = Personalised Learning Plan