Personalized Learning Plans (PLP)

Process Manual
The Personalized Learning Plan Process Manual offers guidelines, strategies, resources and tools to
assist district administrators, school leaders, and educators working to implement the
Personalized Learning Planning (PLP) process. This manual is intended to clarify statutory
expectations, establish a standard for PLPs to allow for coherence across the state, and provide
tools and resources to enable educators to work with students, parents/guardians, and the
community to create a process and a product that reflects the distinct context of each school and
the unique qualities of each student.

This manual is a compilation of previously published guidance on the Agency website as well
as lessons learned since the introduction of Act 77.
Contents
The What and Why ............................................................................................................................. 3
What is Personalized Learning? ........................................................................................................ 4
What is a PLP? ..................................................................................................................................... 5
What is the Purpose of a PLP? ........................................................................................................... 5
What are the Critical Elements of a PLP?......................................................................................... 6
What Role do Different Stakeholders Play in .................................................................................. 9
Personalized Learning? ...................................................................................................................... 9
Related Resources ................................................................................................................................ 9
Essential Elements for Personalized Learning Self-Assessment ................................................. 10
Considerations for Digital Personalized Learning Plans ............................................................. 18
Guides for Adults and Students ...................................................................................................... 19
Family and Adult Guide to the Personalized Learning Planning Process ................................ 20
Student Guide: How to Develop Your PLP .................................................................................. 25
Appendix and Resources.................................................................................................................. 30

This Manual seeks to provide guidelines, strategies and tools for schools to develop high-
quality, personalized learning planning processes to support every secondary student in
Vermont.

For more information, contact:

Sigrid Olson, Personalized Learning Coordinator

Agency of Education
[email protected]
(802) 479-1156

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 The What and Why
Act 77 and the Personalized Learning Planning Process

The Flexible Pathways Initiative, formerly and most commonly known as Act 77, was passed by
the Legislature in 2013. The goals of 16 V.S.A. § 941, are the following:
1. to encourage and support the creativity of school districts as they develop and expand high-
quality educational experiences;
2. to promote opportunities for Vermont students to achieve college and career readiness
through high-quality educational experiences that acknowledge individual goals, learning
styles, and abilities; and
3. to increase the rates of secondary school completion and postsecondary continuation in
Vermont.

To accomplish these goals, Act 77 requires that every publicly-funded Vermont student in
grades 7-12 participate in the personalized learning planning process. This process should
accomplish the following:
1. identify the student’s emerging abilities, aptitudes, and dispositions;
2. include the participation of families and other engaged/trusted adults;
3. guide decisions regarding course offerings and other high-quality experiences; and
4. document the personalized learning planning process over time (i.e., create and maintain a
student PLP).

Act 77 also articulated that students must be able to pursue flexible pathways to graduation that
inspire postsecondary continuation and be provided with career development and planning
resources beginning in the 7th grade. See the Vermont Agency of Education’s Flexible Pathways
web page for more information.

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 What is Personalized Learning?
Personalized learning, proficiency-based education, and Multi-tiered System of Supports are all
addressed in Vermont State Board of Education Rules Series 2000 – Education Quality
Standards, 16 V.S.A. §165. The purpose of these rules is to ensure that all students in Vermont
public schools are afforded educational opportunities that are substantially equal in quality and
that enable them to achieve or exceed the standards approved by the State Board of Education.
These rules are designed to ensure continuous improvement in student performance,
instruction and leadership to enable students to attain rigorous standards in high-quality
programs. In order to accomplish the purpose of State Board Rules, the AOE uses five essential
attributes to personalized learning environments to support Vermont’s initiatives. Below are
two definitions that best reflect how we define personalization or personalized learning in
Vermont:

Personalization is “a learning process in which schools help students assess their own talents
and aspirations, plan a pathway toward their own purposes, work cooperatively with others in
challenging tasks, maintain a record of explorations, and demonstrate their learning against
clear standards in a wide variety of media, all with the close support of adult mentors and
guides.” (National Association of Secondary School Principals)

Personalized learning is systems and approaches that deepen student learning by

incorporating each student’s interests, strengths and needs – including student voice and choice
in what, how, when and where they learn – to achieve the goals of active engagement, academic
success, and preparation for post-secondary opportunities. Personalized learning and
personalized instructional approaches are critical to students in kindergarten through grade 6
as well as grades 7-12.

There are five essential attributes of personalized learning environments:

1. Personal Relationships
2. Flexibility (Flexible Pathways)
3. Learner Profiles (Personal Learning Plans)
4. Proficiency-Based Progression (PBGRs)
5. Student Agency

For a full description of the Essential Attributes of Personalized Learning please refer to the
Vermont Agency of Education’s Personalized Learning web page.

NOTE: A draft self-assessment for the Five Essential Attributes of Personalized Learning
Environments has been developed as a tool for school systems to use on their journey toward
fully implementing personalized learning. The full rubric can be found in the Appendix
section of this guide. You will also find relevant sections of the rubric inserted at various
points throughout this manual.

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 What is a PLP?
A Personalized Learning Plan (PLP) can be envisioned as a student’s road map (minimally
beginning in grade 7) as they progress through their educational experience, informing choices
through those years and beyond. PLPs not only help articulate and clarify students’ goals and
needs but also are a reflection of the importance of student agency in learning as they work to
meet graduation proficiencies.

A PLP is a plan created by a student, with the support of parents/guardians, teachers/mentors

and peers, that defines the scope and rigor of academic and experiential opportunities that will
lead to secondary school completion, postsecondary readiness, and civic engagement. Creating
Personalized Learning Plans provides students the opportunity to reflect upon their
learning and shape their future, and enables the adults in their lives to better understand
each student as a unique individual. The planning and refining process should be ongoing
and iterative, with formal updates to the PLP occurring at least annually, to ensure the student’s
emerging abilities, aspirations, dispositions and interests inform the student’s path toward
proficiency.

The actual documentation of the PLP—in whatever form it takes—is only as good as the process
that supports the development and use of the document. Fundamental to the successful
implementation of PLPs is a meaningful process much more so than a product, even though a
clear and thoughtful product is key to ultimate success.

What is the Purpose of a PLP?

“The plan shall be developmentally appropriate and shall reflect the student’s emerging abilities, aptitude,
and disposition. The plan shall define the scope and rigor of academic and experiential opportunities
necessary for a secondary student to complete secondary school successfully, attain postsecondary
readiness, and be prepared to engage actively in civic life.” 16 V.S.A. §942 (10)

Research suggests that students will be more motivated to learn and be more successful at
learning if they have ownership, or student agency, over their education and can inform what
they learn, how they learn it, and how they show evidence of their learning. PLPs are a way for
students to learn more about themselves – their personal and academic goals, their strengths
and growth areas, their habits of mind and work – and to actively participate in designing an
educational path to achieve their goals. PLPs allow students to discuss and share this learning
with educators, family members and peers, receive input and guidance as they progress down
their educational path, and develop self-reflection strategies – critical to future learning and
success. PLPs can also serve to document learning milestones in a manner different than that of
formal assessments.

The PLP should clearly be seen as a “living” document that can change as students’ needs and
ideas change. The honesty and commitment to this process demonstrated by students, and the
care and diligent use of the PLP by teachers and advisors, will determine the ultimate value of
the Personalized Learning Planning process.

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 What are the Critical Elements of a PLP?
The choice of formats for Personalized Learning Plans (PLPs) is a local school decision that
should consider – with student and staff input – local needs, structures, and capacity. However,
in order to establish some consistency across the state as schools develop their own unique
formats and planning processes, and to ensure that they meet the mandate and purpose of PLPs
described in Act 77, schools serving secondary students should include this list of critical
elements when developing PLPs.

Schools may choose to include elements not listed here that align to their own specific school
and community values. Additional guidance on the personalized learning planning process can
be found for students and adults in the companion documents Student Guide: How to Develop
Your PLP and Personalized Learning Planning Process: Framework for Adults.

This document has organized recommended critical elements that align with the student and
adult PLP companion documents. This organization does not suggest a recommended template,
format or design to the actual PLP.

Plan Information
• Student name and student ID
• Name of school
• Date of initial plan development
• Dates of each update and/or ensuing meetings
• Participants in each development meeting listed [e.g., student, family member or advocate,
advisor/mentor, core teacher(s), etc.]

Student Profile
• Student strengths, abilities and skills [such as relationships, positive characteristics,
leadership, communication, etc.]
• Student core values [e.g., What do you stand for? What is important to you? Why? Who
inspires and influences you? Why? What do you value?]
• Baseline Assessments results [including academic, career and interest
assessments/inventories to use as a basis for measuring student growth]

Student Goals
• Secondary school goals [These goals should be both long and short term; include the school’s
common learning expectations and the student’s proposed pathway to meeting those
expectations; and integrate the student’s personal core values and interests.]
• Post-secondary goals [These should identify what students want to do after graduation from
high school as well as what they need to do to prepare for those after-graduation goals. These
goals could include attending a two or four-year college, enlisting in the military, enrolling in
certificate-granting training programs, or employment.]

Note: If you are developing PLPs with students prior to 7th grade you could include primary
as well as secondary and post-secondary goals.

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Action Steps
• Student goals action steps [Action steps should include what students will do both immediately
and over time, the overall timeline, and evidence that will demonstrate progress. Action steps
should clearly indicate the relationship between short-term and long-term goals (e.g., maintaining
a certain academic performance level will allow me to meet specific higher-education institutions
eligibility requirements).]
• Post-secondary goals action steps [Action steps should include what students will do both
immediately and over time, the overall timeline, and evidence that will demonstrate progress.]

Achievement of Action Steps

• Progress toward meeting student goals
• Progress toward meeting common learning expectations and goals (as a
means to measure student growth, achievement of action steps, and
goal attainment).
• Assessments could include:
o baseline assessment results,
o evidence of student learning,
o benchmark assessments, performance assessment, self-assessment, peer
assessment, formative assessments

Reflection
• Student Self-evaluations [This evaluation process should include questions
and generate thinking that can inform the revision process (e.g., Why and how
did I complete my action steps and/or meet my goals? What were obstacles or
barriers to completing my action steps or meeting my goals?)]
• Parent/Guardian Reflection [This is an opportunity for stakeholders to
provide feedback and an external reflection for the student to consider when
entering the revision process.]
• Teacher/Advisor(s) Reflection [This is an opportunity for stakeholders
to provide feedback and an external reflection for the student to consider
when entering the revision process.]

Revision
• Documentation of the revision process [Because the personal learning planning
process is cyclical and ongoing, it is important for students to be able to reflect on
their growth and revise based on their learning.]
o Edits, amendments, improvements, alterations, etc.
o Correspondence of revisions with reflections, etc.
• Once revisions are finalized the following would be included in the goals and
action steps:
o Updated short term and long-term goals
o Updated Action Steps
o Transition Plan *(if applicable)

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Transition*
Transition Plans are critical to coherence for students as they undergo major changes and
transitions in their lives. Some transition plans may be part of a school’s or supervisory
union/district’s existing PLP process (e.g., from middle school to high school), whereas other
transition plans may need to reflect new processes or forms (e.g., transition from high school to
college/career, etc.). For students with disabilities or unique considerations, additional
resources are available and can be found on the AOE Special Education team page.

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 What Role do Different Stakeholders Play in
Personalized Learning?
Personalized learning changes the roles of students, families, teachers, school and district
leaders, and the institutions that support them like state governments and teacher preparation
programs. Implementing personalized learning in schools across Vermont requires long-term
planning, sustained focus, and behavior change on the part of all stakeholders. The following
are some of the changes necessary for personalized learning to thrive.

Students
In personalized learning, students take on a more active role in designing, monitoring, and
ensuring success of their learning experience. In this environment, engaged students are
responsible for the following:
• Actively participate in identifying their strengths, needs, and interests that will lead
them toward a successful life and career.
• Actively co-design their personalized learning plans.
• Take greater ownership over monitoring their progression through learning activities,
identifying when to ask for help, and knowing when they are ready to demonstrate
proficiency.
• Make informed choices about what type of learning experience they want to engage in
to practice a skill or demonstrate proficiency.
• Communicate with teachers about their PLP, as it reflects their learning, and how to
strengthen it as a roadmap to graduation and beyond.
• Build long-term self-regulation skills to keep themselves on track for learning because of
their increased autonomy.

Related Resources:
Up for Learning
Tarrant Institute for Innovative Education
Motivation, Engagement, and Student Voice
Spectrum of Student Voice
Maximizing Student Agency: Implementation of Student-Centered Learning Approaches
Student Agency Resource Bundle
Beyond Standardized Test Scores: Engagement, Mindsets, and Agency
Speak Out, Listen Up! Tools for Using Student Perspectives and Local Data for School
Improvement

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NOTE: The Critical Element 5: Student Agency self-assessment focuses on the essential attribute
“Student Agency,” and can be used as a point of discussion for school and community members
and as a broad guide for setting goals around personalized learning. The full self-assessment
for the Five Essential Attributes of Personalized Learning can be found in the Appendix section
of this guide.

Essential Elements for Personalized Learning Self-Assessment

Critical Element 5: Student Agency
All students are held to clear, high expectations, and students take ownership over their own learning.
With the help of their teachers, they are involved in designing their own learning process and should
be given a choice in how they demonstrate their learning, including through performance-based
assessments.
Initiating
Our teachers report frustration that their students are disengaged from their learning or, when
given opportunities to drive their own learning, appear to lack the understanding of how to do so.
Students report feeling a lack of choice in their learning options, or that the choices that are
presented to them aren’t engaging. Curriculum, instruction, and assessment are teacher led,
designed, and sometimes lack connection to real world experiences, and learning expectations can
vary from class to class.
Developing
We inform our students of choices and pathways but understand that they need to learn to make
good choices and follow through on their decisions. We explicitly support student growth in those
areas and scaffold independence and ownership with them. The student body is beginning to reflect
pockets of engagement, either in certain classes, extracurricular activities, flexible pathways, or
leadership roles. Within classrooms, student input and choice is sometimes given toward
curriculum, instruction, and assessment decisions. Learning expectations have begun to be
standardized across classes.
Performing
Our students can almost always explain ways in which they have made decisions about their
learning and report that adults inside and outside the school have supported their pursuit of
interests and passions that demonstrate their learning. Teachers can point to high-quality, rigorous
outcomes students have reached through their experiences.

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Families and Other Engaged Adults
In a personalized learning model, parents/guardians have an enhanced role and involvement in
a student’s experience. Parents/guardians know their children as individuals with unique
needs, interests, goals, strengths and challenges, and for these reasons are integral to the
personalized learning planning process. Families/guardians see their children through a
different lens in this type of environment and can be involved in the following ways:
• Understand the purpose of the PLP process, and how it can best support a student’s
learning over time – including after graduation.
• Help to identify students’ needs, goals, and interests in the development of a student’s
personalized learning plan.
• Access the school’s resources and support to monitor their students’ progress and PLP
in-person and/or virtually.

Related Resources:
School Community Engagement Entry Points Planning
Family Engagement Strategies
Planning For Engagement: Entry Points
PTA Diversity & Inclusion Toolkit
7 Ways to Communicate with Parents
Strategies for Engaging Immigrant and Refugee Families
Partner's Education in A Dual Capacity-Building Framework for Family–School Partnerships
Student Agency & Engagement: How can schools motivate and empower young people to take
responsibility for their own learning?
Leading by Convening: A Blueprint for Authentic Engagement
VSBA Essential Work Tool Kit: Engage the Community and Adopt a Vision
How Can Families and Communities Support Personalized Learning?
Engaging the Community

NOTE: This section of the Five Essential Attributes of Personalized Learning Environments
self-assessment focuses on the essential attribute “Learner Profiles,” and can be used as a point
of discussion for parents/guardians and school and community members, and as a broad
guide for setting goals around personalized learning.

Essential Elements for Personalized Learning Self-Assessment

Critical Element 3: Learner Profiles
Each student has current documentation of their individual strengths, needs, motivations, and goals.
• PLPs reflect a collaborative planning process by which student pathways to graduation are identified
• PLPs reflect progress toward proficiency-based graduation requirements and are meaningful
artifacts to and for the student. PLPs adapt, change, and progress along with students; reflect a
student’s authentic learning; and can act as an exhibition of student growth.
Initiating
We make our students fill out a personal learning plan, but students resist doing the work
because they think it’s a “waste of time” or don’t see how it impacts their learning. Teachers
feel that the PLP is an additional job requirement that they have to force students to complete
rather than a meaningful guide to personalized learning opportunities. The PLP tends to create
frustration for staff and students as a result.

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 Essential Elements for Personalized Learning Self-Assessment
Developing
PLPs are collaboratively created for all students at least annually; parents are given clear
information about the opportunity to engage in this process. Many students use them to make some
decisions about how they will move through school and plan for post-secondary opportunities.
Some students are engaged in customizing their PLPs in interesting ways, and report that their
work reflects who they are. Goals on PLPs may or may not be aligned to PBGRs. Teachers have
access to PLPs and use them to build relationships with students. Some parents regularly engage
with their student’s PLP, but some do not.
Performing
Our students engage in creating their PLPs because they see an impact on their education and
learning. The PLPs are personal and engaging, and many students use them for purposes outside of
school, like college or job applications. Teachers feel equipped to guide students to use their PLPs to
explore pathways, and master proficiencies.

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Teachers
Vermont State Board of Education Rules Series 2000 – Education Quality Standards, 16 V.S.A.
§165 states that “Instructional practices shall promote personalization for each student and
enable each student to successfully engage in the curriculum and meet the graduation
requirements. Classroom instruction shall include a range of research-based instructional
practices that most effectively improve student learning, as identified by national and Vermont
guidance and locally collected and analyzed student data.” Teachers recognize that a one-size-
fits-all instructional model is inequitable and not aligned with the educational needs and rights
of individual students. Today, teachers have a greater capacity to leverage technology and
innovative instructional models to tailor learning to each students’ needs. In this type of
environment, successful teachers:
• Understand that developing meaningful relationships with students is essential to
understanding each students’ interests, needs, and goals, and is required to design a
personalized learning environment that is both rigorous and responsive to students’
changing needs.
• Spend more time facilitating relevant learning that responds to student needs, instead of
delivering all content themselves.
• Use formative assessments regularly to track student progress over time, provide
frequent and timely feedback, and to design instruction to best meet the needs of the
student.
• Curate high-quality, culturally-relevant learning resources to develop curriculum
pathways for students based on learning level, need, and interest.
• Access types of professional development that supports them in the development of
new skills to implement personalized learning. Guide students in developing
meaningful, relevant, and authentic projects and assessments
• Promote the concept of PLPs as a cross-disciplinary tool that integrate with current
instructional practices and align to performance indicators

Related Resources:
Educator Competencies for Personalized, Learner-Centered Teaching
The Shifting Paradigm of Teaching: Personalized Learning According to Teachers
Meeting Students Where They Are
Teaching Works High Leverage Practices
Vermont AOE Multi-tiered Systems of Supports web page
Universal Design for Learning (CAST)
Improving Students' Relationships with Teachers to Provide Essential Supports for Learning

NOTE: The section of the Five Essential Attributes of Personalized Learning Environments
self-assessment focuses on the essential attribute “Personal Relationships,” and can be used as
a point of discussion for school and community members and as a broad guide for setting
goals around personalized learning.

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 Essential Elements for Personalized Learning Self-Assessment
Critical Element 1: Personal Relationships
Truly personalized education is predicated on, and fosters, positive student-staff relationships. In a
personalized learning environment, students and staff have mutual respect, every student feels
connected to at least one trusted adult, educators know their students’ interests, goals, and academic
levels, and students experience higher levels of achievement.
Initiating
We value personal relationships with students at our school, but those relationships form
organically instead of intentionally, and some students have no trusting relationships with adults
in our school. We have advisories and/or homerooms, but don’t use them to build relationships or
learn more about students’ interests, goals, and academic strengths and weaknesses as much as to
deal with school logistics like announcements. There is mutual respect between individual
students and teachers, but not between students and staff as a whole.
Developing
Time is intentionally scheduled in the school day to build relationships with students (advisory,
interest groupings, academies, etc.). Many of our teachers use techniques, procedures, and
protocols to build community and learn about their students’ interests, goals, and academic
strengths and weaknesses during that time. Many other teachers don’t feel as though they are
equipped or trained to use the time for that purpose. We have made attempts to build a bank of
ideas or even a curriculum to support those teachers. The student experience is varied depending
on the adult in the room. Many students have a trusting relationship with an adult at the school,
but many do not. We are working toward building a school wide atmosphere of mutual respect
between staff and students
Performing
Time is built into the school calendar for teachers to regularly connect with groups of students. Our
teachers are trained to facilitate student interactions and community building and report that they
know many students well. Adults in our school identify and seek out students who don’t seem to
have connections with others. All students can identify an adult they trust and report that they feel
the adults in the school know their interests, goals, and academic strengths and weaknesses.

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School and District Leaders
School and district leaders implementing personalized learning models must create the culture,
climate, and structure where it is possible for teachers to personalize learning in their
classrooms and for students to take advantage of flexible pathways. Plans for implementing
these models should be included in the Continuous Improvement Plan (CIP), as required in 16
V.S.A. §165 and shall be designed to improve the performance of all students enrolled in the
district. This is hard, slow work, and requires leaders to think strategically about their evolving
roles in facilitating this type of learning. In this type of environment, school and district leaders
should:
• Create policy and provide resources to support this work.
• Communicate with families and the community around the need to personalize
learning, and the process the school or district is undergoing to implement this model.
• Foster and understand the connections between positive school climate and student
achievement.
• Foster a culture that supports personalized learning, including supporting iteration and
teacher development.
• Ensure that appropriate technology tools, technical infrastructure, and ongoing routines
are in place to reduce the burden on teachers as they personalize learning. This includes
vetting and selecting personalized learning systems, devices, and other technology, and
ensuring access to high quality content and assessments. For more information, please
see the Vermont AOE Education Technology web page.
• Provide the onboarding supports teachers need to implement new systems
• Ensure appropriate professional learning opportunities that align to educator
competencies exist for their teachers and provide opportunities for informal
collaboration to share best practices across teachers and buildings.
• Design new staffing models as needed to support a flexible learning environment.
• Align operational choices to their local personalized learning planning process,
including modifying school schedule, physical layout, and data procedures.
• Effectively leverage fiscal resources (Consolidated Federal Programs and other funding
sources) to address student and professional needs.

Related Resources:
District Conditions for Scale: A Practical Guide to Scaling Personalized Learning
Ready to Lead: A National Principal Survey on How Social and Emotional Learning Can
Prepare Children and Transform Schools
Expanding and Strengthening Best-Practice Supports for Students Who Struggle
School Climate and Social and Emotional Learning: The Integration of Two Approaches
VT AOE Education Quality and Continuous Improvement Framework
VT AOE Consolidated Federal Programs
NESSC League of Innovative Schools

NOTE: This section of the Five Essential Attributes of Personalized Learning Environments
self-assessment focuses on the essential attribute “Flexibility,” and can be used as a point of
discussion for school and community members and as a broad guide for setting goals around
personalized learning.

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 Essential Elements for Personalized Learning Self-Assessment
Critical Element 2: Flexibility
Students have the opportunity to experience learning through any combination of high-quality
academic and experiential components leading to secondary school completion and postsecondary
readiness. For example, in Vermont students can participate in:
• Dual Enrollment and Early College
• Blended/Virtual Learning
• Work-Based Learning
• High School Completion Program
• Expanded Learning Opportunities
• Career Technical Education
Initiating
Our school has some pathways for students like Career Technical Education and Early College or
online course work. Our focus tends to be on students who have not succeeded in traditional
classrooms or students who ask for additional challenges like college course work, but the breadth
and availability of flexible pathways is not made clear to all students. We are perhaps struggling to
figure out how to involve the community in our pathways to a greater degree, and the connections
between pathways and our proficiency system is not always clear.
Developing
In addition to CTE, Early College, and online coursework, we are beginning to create programs
around Work Based Learning and Expanded Learning Opportunities. We have also focused on
providing greater student choice and experiential learning within and outside of classrooms to
help more students succeed. These options tend to be teacher-driven and designed, but we
encourage students to take advantage of them, and students report that they know how to access
pathways that interest them. Our school schedule continues to be traditional with courses aligned
to proficiencies, but we are starting to have conversations about how we can make it more flexible.
Performing
We have created a variety of pathways for students, integrated choice and personalization for all
students in classrooms, and created a process for students to design and for educators to validate
their own learning or plan their own path to graduation. We train our students to take advantage
of those opportunities and help them develop the skills to be successful in independent and self-
designed learning. Students can explain how their learning meets required proficiencies.

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Educator Preparation Institutions
Teachers’ evolving role in a personalized learning model demands new training and support.
Teacher preparation institutions should be at the forefront of providing pre-service teachers
with experiences to prepare them for success in personalized learning environments. Educator
preparation institutions should:
• Identify field placements for student teachers at schools and districts where they can
immerse in a personalized learning environment and practice instructional strategies
that support student-centered learning.
• Identify new competencies that teachers need to support personalized learning, and
update curricula to align with these competencies.
• Provide exposure for pre-service teachers to the technology tools and systems used to
personalize learning.
• Model personalized learning experiences for teachers by designing experiences for pre-
service and in-service teachers that incorporate choice and individual needs.
• Provide pre-service teachers with training related to equity and diversity issues,
including trauma-informed practice.

Related Resources:
Educator Competencies for Personalized, Learner Centered Teaching
Building Educator Capacity to Personalize Learning for Every Student
What Do Teachers Need to Know and Be Able to Do to Succeed in Personalized, Competency-
Based Learning Environments?

Education Organizations and Community Partners

To support the implementation of personalized learning in schools, education organizations
and community partners can contribute in the following ways:
• Highlight examples and case studies of the different models to share best practices and
demonstrate multiple models in action.
• Foster the connections within a state-level ecosystem of nonprofit organizations, teacher
preparation institutions, and schools and districts.
• Develop a free, shared library of open education resources, including culturally relevant
content.
• Curate high-quality, culturally relevant learning resources to develop curriculum
pathways for students, personalized by student level, need, and interest.
• Engage in conversations about personalized learning and PLP implementation
• Serve as mentors and thought partners with schools and students

Related Resources:
Vermont Open at OER Commons
VT AOE Personalized Learning in Practice
Vermont AOE Case Study Learning Project
VT AOE Consolidated Federal Programs
VT AOE Professional Learning Network

The above section was excerpted and adapted from A White Paper Creating a Shared
Understanding of Personalized Learning for Rhode Island

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 Considerations for Digital Personalized Learning Plans
The Vermont PLP Working Group highly recommends use of electronic platforms to coordinate
Personalized Learning Plans. Many of these are commercially available; in other cases, schools
have created local electronic versions. Wherever these come from, schools should ensure that
their electronic PLPs meet your local needs. In addition, schools should attend to the following
considerations that pertain specifically to electronic PLPs:
• Students, parents, and teacher/advisors should have easy access to the PLP using easily
accessible on-line tools. Downloading of additional software should be kept to a
minimum.
• Individual and sensitive data should be secure and protected. Schools should ensure
that all FERPA requirements are followed with PLP materials and information on
individual students.
• Schools should ensure that PLP information is backed-up on a daily basis.
• Schools should ensure that if using a commercial program, student PLPs can be
downloaded in cases where contractual obligations are discontinued.
• Schools should ensure that other software frequently used by students is compatible
with the requirements of the electronic PLP system
• As much as possible, electronic PLP systems should interface with other databases in the
school. For example, if the PLP system and the Student Information System interface
smoothly, many of the above-mentioned components can be automatically filled in the
PLP.
• A system that has the ability to upload locally determined proficiencies and assessment
scales.
• An online system, capable of 24/7/365 uptime to allow for full time interaction with the
system. In this case, the solution should be fully cloud-based, capable of being accessed
from anywhere, at any time and backed up in a redundant fashion to ensure adequate
retention of data for the duration of a student’s school career and in many cases,
beyond.
• A system that can import objects in a wide variety of mediums and formats; video,
audio, .pdf, etc. etc.
• A secure online environment, ensuring that private or personally identifiable
information (PII) is kept as safe and secure as possible.
• An ability to easily view learner growth by both educators and students.
• A system that is accessible and portable.

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(Revised: June 4, 2019)
 Guides for Adults and Students

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(Revised: June 4, 2019)
 Family and Adult Guide to the Personalized Learning Planning Process
Overview
Creating Personalized Learning Plans provides students the opportunity to reflect upon their
learning and shape their future and enables the adults in their lives to better understand each
student as a unique individual. However, the actual documentation of the PLP—in any selected
format —is only as good as the process that supports its development. This framework outlines
a process much more so than a product, even though a clear and thoughtful product is key to
ultimate success. The PLP should be seen as a “living” document that can adapt as students
develop over time and as their needs and ideas change. The honesty and commitment to this
process by students and stakeholders, and the integration of the PLP into the learning
environment by teachers and advisors, will determine the ultimate value of the Personalized
Learning Plan process.

Create a Student Profile

The first step in developing a Personalized Learning Plan is for each student to build a profile.
Each school should develop a process that includes engaging ways for students to think about
themselves as individuals. Such questions could include the following:
• Who am I? What defines me as a person and member of my community?
• What are my values? What do I value?
• What and/or who inspires or influences me?
• How do I learn? How do I learn best to meet my learning goals?
• What are my skills and interests? What do I like to do and what do I do well?
• What is my future? What do I want to do with my life after high school?
• Where do I see myself in the short term (6 months–2 years) as well as the long term (5 –
10 years)?
• What challenges or barriers will I need to overcome?

Schools may choose to give students the opportunity to complete a series of activities or
experiences that will help them learn more about how to use their strengths and interests when
considering their future. Schools may choose to use one or more of the following tools so
students can develop a profile of themselves as a learner and individual: a learning style
inventory, a Myers -Briggs Inventory, career assessments, or interest surveys. These questions,
activities and tools should help students build a list of strengths and challenges that will help in
the development of short- and long-term goals for students’ Personalized Learning Plans.

Identify Goals
Considering their interests, values, strengths and skills, each student will then identify personal
and college and career goals. A goal is most helpful to students if it is something that is
important to them (e.g., of personal interest or a graduation requirement), specific, achievable,
and measurable. Questions that might help students develop their goals include:
• What are my strengths and abilities?
• What are the common learning expectations of my school?
• What do I want to accomplish? What are my short-term and long-term goals? (e.g., what
do I want to accomplish this year? In school? After I graduate?)
• Does this goal challenge me? How does it challenge me?
PLP Process Manual Page 20 of 34
(Revised: June 4, 2019)
 • Am I willing and able to work toward this goal? Am I committed to it?
• How will I know when it is accomplished?
• What is my timeframe for accomplishing this goal?

Identifying these goals should occur with the support of a teacher, advisor or counselor and the
student’s family. The level of support provided should be developmentally appropriate to
match the degree of autonomy and responsibility a student can demonstrate. Once students
have set their goals they can devise a plan to attain them.

Draft Action Steps

The Personalized Learning Plan is a guide to help students meet their short-term and long-term
goals toward graduation and post-secondary success. It is important that they are engaged in
the process and take primary responsibility for monitoring their progress toward meeting those
goals.

Considering the student’s goals and the common learning expectations set forth by your school,
students will want to map out their personal learning plan identifying how they will meet both
sets of expectations.

A few questions for students to consider in this step include:

• Where do I have choice in course selection?
• How might various activities help me meet both my goals and common learning
expectations at the same time?
• Have I considered flexible pathways –such as expanded learning opportunities, work-
based learning, Dual Enrollment, Early College, Career Technical Education, etc. – to
meet my personal and learning goals?
• How might experiences outside of my school help me meet common learning
expectations and/or my goals?
• Does this plan describe steps/activities that will help me meet my short and long-term
goals?
• How will I know if I have been successful at following my plan?
• When will I have the opportunity to adjust my plan if things change?
• Who or what might I need support from to develop my plan or meet my goals?

Once students have developed a Personalized Learning Plan, it will be important they revisit
this plan regularly to be sure they are on track, and as necessary, make adjustments as plans or
interests change. Act 77 requires districts to provide opportunities for secondary students to
pursue flexible pathways to graduation, and specifies that any flexible pathway opportunities a
student participates in must be documented in their PLP. It is of critical importance that
students are aware of the flexible pathway opportunities available to them when they are
considering how they might meet their learning goals. Some flexible pathways may require
certain aptitudes, specific coursework or demonstration of readiness to participate. By
introducing students to these educational opportunities early in the PLP development process
(e.g., 7th grade or earlier) they can identify what they might need to know and/or do to access a
flexible pathway and incorporate those action steps into their plan.

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(Revised: June 18, 2019)
Work Toward Goals
Once students have developed their Personalized Learning Plan, students can begin
working to achieve their goals. Students and vested adults should review their plans
regularly to evaluate progress towards their goals. Communication between students and
their advisors, teachers and parents/guardians will be crucial to meeting and, when
necessary, revising their goals.

You may want to share the following tips for success with students:
• Your plan is a road map to successfully meeting your goals. Be sure to follow your
plan and take the action steps necessary to complete your goals! This might include
adapting or changing them. Pay attention to deadlines and make sure you are
meeting them.
• In the event of challenges or barriers to your success, be sure to talk with your
parents/guardians, teachers or school advisor to access resources that may help
resolve them, allowing you to continue moving forward.

Assess Progress
As students review their goals on a regular basis, adults may need to support them to
figure out which goals to extend, revise, or remove as well as which goals they have
successfully met.

This step requires students to review their progress and provide evidence of their
accomplishments. It is important that a PLP is a “living document” that students are
frequently reflecting on and adding evidence to.

There are any number of ways that students can assess progress. Student self-evaluations
or 360 evaluations with family members, school staff, peers and/or members of the
community (such as employers); student discussions; video or digital journals or blogs;
performance assessments; and many other tools and strategies can be integrated into this
process.

Questions students might consider when assessing progress include:

• Which goals have I met?
• How do I know that I am making progress toward my goal or have accomplished
my goal? Why or how did I accomplish this goal?
• Did I need support in accomplishing my goal?
• What strengths am I currently using and/or building?
• What recent achievements have I made?
• Where in my learning plan am I feeling challenged?
• How do I know that I am challenged?
• What kinds of information do I need to show that I have made progress?
• How will I display or share this information with others?

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(Revised: June 18, 2019)
Reflect on Experiences
The nature of goals, short-term or long-term, is that they require assessment and reflection
at various points along the way. The process of setting, assessing, and reflecting on goals is
a continuous cycle. Reflection helps students consider their role in the learning process and
guides them in the next steps of their personalized learning planning process.

Students should have an opportunity to review their progress and reflect on the overall
experience, both as a formative and summative process. Teachers, advisors, or counselors
may help them in this process through one-to-one conferences or small group discussions,
by providing prompts or through interviewing techniques, or by developing reflective
exercises/activities. A student’s family or peers can also support their reflection and
provide feedback, which may help the student in the revision of their Personalized
Learning Plan.

It is important that students reflect and gain feedback at least once a year in a formal way.
Schools may also create opportunities where students stop and reflect on the experience
and their progress at any time throughout the year – with or without the support of their
team. Integration into their daily experience, both in and outside of the classroom, can
engender a sense of ownership over their own learning. Reflections can come in various
forms and may include a journal entry, a dialogue, a presentation, a video, or a format that
the student and school staff find suitable.

Questions students may want to consider as they prepare their reflections include:
• What did I learn from the assessment portion of the personalized learning planning
process?
• What have I learned about myself thus far?
• What went well? How do I know?
• What do I wish had gone differently?
• What did I have control over?
• What do I better understand about my own learning and goal- setting?
• How was I able to make gains in learning? How can I apply these strategies to areas
where I might need more work?
• Was there any unexpected learning? What was it?
• How does what I have learned connect to my future short-term and long-term goals?
• How could I use this experience to revise and/or make new goals for my plan?

The reflective process and the feedback students receive will help them in revising their
Personalized Learning Plan to be sure it reflects who they are and what they want to
achieve.

Revise
In this step of the cycle, students are expected to revise their plan based on the reflective
process and changes in goals, interests, and circumstances. Reasons for goal revisions
should be documented in the plan.

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(Revised: June 4, 2019)
The revision process occurs between the student, their advisor, teacher or counselor, and a
parent or guardian. This process must happen annually, although it can be helpful for
students to review their plan with greater frequency – such as each marking period or after
participating in a flexible pathway and/or completing major projects or units of study.
Schools should establish a process where students can make changes in their plans outside
of the official revision period.

At least annually, the revision process should be a joint effort between everyone who was
originally involved in, or identified as a support or resource for, the development of the
PLP. Changes in the plan should include documentation as to why they must be made and
should outline changes in actions steps to achieve changed goals.

Questions for students to consider during the revision process include:

• In looking at my reflection, what has encouraged me to change or enhance my
goal(s)?
• What level of effort did I make to meet my previous goals and actions?
• Were my goals realistic given my schedule, my interests, and/or my motivation and
effort?
• How are my new goals more in line with my future plans?
• Do I need support or input from others in order to meet my new goals? How can I
enlist others’ support?
• How do my new short-term and long-term goals relate to each other?

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(Revised: June 18, 2019)
 Student Guide: How to Develop Your PLP
Overview
Developing your Personalized Learning Plan (PLP) provides you the opportunity to reflect
upon your learning and shape your future and enables the adults in your life to better
understand you and support your learning and goals. While the PLP can be seen as a
written plan that you have developed, you should think of this as a “living” document that
can adapt as your needs and ideas change. Your honesty and commitment to this process
will determine how meaningful this plan is to you, and how successful you are at meeting
your goals. Throughout your life, both in school and on the job, you will be asked to set
goals, make connections, and reflect on who you are as a person and your school or work
performance. Often you may be asked to submit portfolios, artifacts or exemplars of your
work, or potential employers or clients may request access to your digital profiles (such as
LinkedIn, Facebook, personal websites, etc.). It is our goal that this PLP process will
provide you with a foundation for future planning in college and/or your career, and that
your PLP may be a starting point for developing your future professional profile.

Create a Student Profile

The first step in developing a Personalized Learning Plan will be for you to build a profile.
Your school will identify a process to help you with this.

When starting the development process, you might be asked to answer questions such as:
• Who am I? What defines me as a person and member of my community?
• What are my values? What do I value?
• What influences/inspires me? Who influences/inspires me? Why?
• How do I learn? How do I learn best to meet my learning goals?
• What are my skills and interests? What do I like to do and what do I do well?
• What does my future look like? What do I see myself doing? What do I want to do
with my life after high school?
• Where do I see myself in the short term (6 months – 2 years) as well as the long term
(5 – 10 years)?
• What challenges or barriers will I need to overcome?

You might also be asked to complete a series of activities and tools that will help you learn
more about what your strengths and interests might be, and how to use your strengths and
interests to consider your future. Your school may choose to use one or more of the
following tools in this process: a learning styles inventory; a Myers-Briggs Inventory; and
career assessments or interest surveys.

These questions, activities and tools will help you build a list of strengths and challenges
that will help you develop short- and long-term goals for your Personalized Learning Plan.
It will be helpful to revisit your profile frequently and update as needed.

PLP Process Manual Page 25 of 34

(Revised: June 18, 2019)
Identify Goals
Considering your interests, values, strengths and skills, you will now work through a
process to identify personal and college and career goals. A goal is most helpful if it is
something that is important to you, specific, achievable and measurable (i.e., you will know
and can show you have met the goal). Questions that might help you form your goals
include:
• What are my strengths and abilities?
• What are the common learning expectations of my school?
• What do I want to accomplish? What are my short-term and long-term goals? (e.g.,
What do I want to accomplish this year? In school? After I graduate?)
• Does this goal challenge me? How does it challenge me?
• Am I willing and able to work toward this goal? Am I committed to it?
• How will I know when it is accomplished?
• What is my timeframe for accomplishing this goal?

Writing these goals should occur with the support of a teacher, advisor or counselor and
your family. Once you have set your goals you are ready to write a plan that will help you
reach your goals.

Draft Action Steps

The Personalized Learning Plan is a guide to help you meet your goals, both short-term
and long-term. It is important that you are engaged from start to completion and take
primary responsibility of monitoring your goals and progress.

Considering your goals and the common learning expectations set forth by your school,
you will want to map out your personal learning plan. From there, you will want to
identify choices you have in courses and learning experiences – including flexible pathways
such as work-based learning experiences, Early College, or Career Technical Education –
that will help you meet the school’s requirements and your goals.

A few questions to consider in this step include:

• Where do I have choice in course selection?
• How might various activities help me meet both my goals and common
learning expectations at the same time?
• Have I considered flexible pathways – such as expanded learning
opportunities, work-based learning, Dual Enrollment, Early College,
Career Technical Education, etc. – to meet my personal and learning
goals?
• How might experiences outside of my school help me meet common
learning expectations and/or my goals?
• Does this plan describe steps/activities that will help me meet my short and
long-term goals?
• How will I know if I have been successful at following my plan?
• When will I have the opportunity to adjust my plan if things change?
• Who or what might I need support from to develop my plan or meet my goals?
PLP Process Manual Page 26 of 34
(Revised: June 4, 2019)
 • Once your plan is developed, it will be important for you to revisit this plan
regularly to be sure that you are on track and adjust if/when your goals or interests
change.

Work Toward Goals

Once your Personalized Learning Plan is developed, the real work begins. It is now time
for you to begin working on your plan for achieving your goals. Remember to review your
plan regularly and utilize the supports you identified as important to your success.

Communication will be important if you are to achieve success in meeting your goals. The
people who helped you develop this plan will be a great resource to you as you move
forward.

Tips for success:

• Your plan is a road map to successfully meeting your goals. Be sure to follow your
plan and take the action steps necessary to complete your goals! This might include
adapting or changing them. Pay attention to deadlines and make sure you are
meeting them.
• In the event of challenges or barriers to your success, be sure to talk with your
parents, teachers or school advisor to access resources that may help resolve them,
allowing you to continue moving forward.

Assess Progress
You have identified your goals, mapped out your plan, and are working through your
action steps. Now you need to check on your progress. As you review your goals on a
regular basis, you will figure out which goals to extend, revise, or remove and which goals
you have successfully met.

This step requires you to review your progress and provide evidence of your
accomplishments. It might be helpful to assess your plan in small parts, rather than as a
whole. As you consider your accomplishments, you will want to provide evidence that
supports your claim. You may also discover that you haven’t met some of your goals, and
that the steps to meeting those goals, or the goals themselves, may need to be revised.
Reflecting on why you did or did not meet your goals will be as important as revising or
developing new goals.

This step can be done through a self-evaluation; discussions with your family, school staff,
and peers; and possibly with the support of members of your community.

Questions you might consider when assessing progress include:

• Which goals have I met?
• How do I know that I am making progress toward my goal or have accomplished
my goal? Why or how did I accomplish this goal?
• Did I need support in accomplishing my goal?
• What strengths am I currently using and/or building?
• What recent achievements have I made?
PLP Process Manual Page 27 of 34
(Revised: June 18, 2019)
 • Where in my learning plan am I feeling challenged?
• How do I know that I am challenged?
• What kinds of information do I need to show that I have made progress?
• How will I display or share this information with others?

Continue this process with each area of your PLP. Upon conclusion, you will have a
snapshot of your accomplishments and an idea of what to do next.

Reflect on Experiences
The nature of goals – short-term or long-term – requires assessment and reflection at
various points along the way. The process of setting, assessing, and reflecting on goals
exists in a continuous cycle. Reflection helps you consider your role in the learning process
and guides you in the next steps of your Personalized Learning Plan.

You will have an opportunity to review your progress and reflect on the overall experience.
Your teacher, advisor, or counselor may help you in this process. Your family or peers can
support your reflection and provide feedback, which may help you in the annual revision
of your Personalized Learning Plan.

Reflection and feedback are important components of the learning process. It is important
that you reflect and gain feedback on your PLP at least once a year in a formal way.
Informally, you may stop and reflect on your progress and the experience at any time
throughout the year – with or without the support of your team. Reflections can come in
various forms and may include a journal entry, a dialogue, a presentation, a video, or a
format that you and your school staff find suitable.

Questions you may want to consider as you prepare your reflection include:
• What did I learn from the assessment portion of the personalized learning
planning process?
• What have I learned about myself thus far?
• What went well? How do I know?
• What do I wish had gone differently?
• What did I have control over?
• What do I better understand about my own learning and goalsetting?
• How was I able to make gains in learning? How can I apply these strategies to
areas where I might need more work?
• Was there any unexpected learning? What was it?
• How does what I have learned connect to my future short-term and long-term
goals?
• How could I use this experience to revise and/or make new goals for my plan?

The reflective process and the feedback you receive will help you in revising your
Personalized Learning Plan to be sure it reflects who you are and what you want to
achieve.

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(Revised: June 18, 2019)
Revise
In this step of the cycle, you are expected to revise your plan based on the reflective process
and changes in goals, interests, and circumstances. Reasons for goal revisions should be
documented in the plan.

The revision process occurs between you, your advisor or teacher or counselor, and a
parent or guardian. This process must happen annually, although it could be helpful to you
to review your plan each marking period. If you know that you want to make changes in
your plan before the official revision period, please request a meeting with your teacher,
advisor, or counselor.

When you meet, everyone should review the reflections and feedback. Together, you will
then revisit your goals and plan. If you choose to make changes, you should document the
reason for those changes and adjust the action steps that will be taken to meet any new
goals.

Questions to consider during the revision process include:

• In looking at my reflection, what has encouraged me to change or enhance my
goal(s)?
• What level of effort did I make to meet my previous goals and actions?
• Were my goals realistic given my schedule, my interests, and/or my motivation and
effort?
• How are my new goals more in line with my future plans?
• Do I need support or input from others in order to meet my new goals? How can I
enlist others’ support?
• How do my new short-term and long-term goals relate to each other?

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(Revised: June 18, 2019)
 Appendix and Resources
Laws and Policies:
Act 77
Crosswalk of Personalized Learning Plans, Educational Support Team Plans, Individualized
Education Program, and Section 504 Plans
Great Schools Partnership High Leverage Policy Framework
Vermont Education Quality Standards
Vermont School Boards Association Model Policy Manual

Organizations:
NESSC League of Innovative Schools
Vermont Agency of Education Consolidated Federal Programs
Vermont Agency of Education Personalized Learning in Practice
Vermont Agency of Education Professional Learning Network
Vermont Agency of Education Proficiency-Based Learning
Vermont Agency of Education Proficiency-Based Graduation Requirements
Vermont Agency of Education Transferable Skills
Up for Learning
Vermont AOE Multi-tiered Systems of Supports
Tarrant Institute for Innovative Education

Tools:
Vermont Open at OER Commons (link)
Personalization Glossary of Terms
Great Schools Partnership Proficiency-Based Learning
Strengthening and Streamlining Local Comprehensive Assessment Systems
Building Support for Student-Centered Learning: A Toolkit
Shaping Our Future Together
Leading by Convening: A Blueprint for Authentic Engagement
VSBA Essential Work Tool Kit: Engage the Community and Adopt a Vision
Student Agency Resource Bundle
Speak Out, Listen Up! Tools for Using Student Perspectives and Local Data for School
Improvement

Articles and Papers:

“Meeting Students Where They Are”
A White Paper Creating a Shared Understanding of Personalized Learning for Rhode Island
Educator Competencies for Personalized, Learner-Centered Teaching
Partnership for Change: Remodeling Public Education in Burlington and Winooski, Vermont
Beyond Standardized Test Scores: Engagement, Mindsets, and Agency
17 Ways to Communicate with Parents
Building Educator Capacity to Personalize Learning for Every Student
District Conditions for Scale: A Practical Guide to Scaling Personalized Learning
Improving Students' Relationships with Teachers to Provide Essential Supports for Learning

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(Revised: June 4, 2019)
Motivation, Engagement, and Student Voice
Spectrum of Student Voice
Student Agency & Engagement: How do You Empower Young People to Contribute to Their
Own Learning?
Teaching Works High Leverage Practices
The Shifting Paradigm of Teaching: Personalized Learning According to Teachers
What Do Teachers Need to Know and Be Able to Do to Succeed in Personalized, Competency-
Based Learning Environments?
How Can Families and Communities Support Personalized Learning?
Engaging the Community

A draft self-assessment for the Five Essential Attributes of Personalized Learning Environments
was developed as a tool for school systems to use on their journey toward fully implementing
personalized learning.

Self-Assessment for the Five Essential Attributes of Personalized Learning Environments

Essential Elements for Personalized Learning Self-Assessment

Critical Element 1: Personal Relationships
Truly personalized education is predicated on, and fosters, positive student-staff relationships. In a
personalized learning environment, students and staff have mutual respect, every student feels
connected to at least one trusted adult, educators know their students’ interests, goals, and academic
levels, and students experience higher levels of achievement.
Initiating
We value personal relationships with students at our school, but those relationships form
organically instead of intentionally, and some students have no trusting relationships with adults
in our school. We have advisories and/or homerooms, but don’t use them to build relationships or
learn more about students’ interests, goals, and academic strengths and weaknesses as much as to
deal with school logistics like announcements. There is mutual respect between individual
students and teachers, but not between students and staff as a whole.
Developing
Time is intentionally scheduled in the school day to build relationships with students (advisory,
interest groupings, academies, etc.). Many of our teachers use techniques, procedures, and
protocols to build community and learn about their students’ interests, goals, and academic
strengths and weaknesses during that time. Many other teachers don’t feel as though they are
equipped or trained to use the time for that purpose. We have made attempts to build a bank of
ideas or even a curriculum to support those teachers. The student experience is varied depending
on the adult in the room. Many students have a trusting relationship with an adult at the school,
but many do not. We are working toward building a school wide atmosphere of mutual respect
between staff and students.
Performing
Time is built into the school calendar for teachers to regularly connect with groups of students.
Our teachers are trained to facilitate student interactions and community building and report that
they know many students well. Adults in our school identify and seek out students who don’t
seem to have connections with others. All students can identify an adult they trust and report that
they feel the adults in the school know their interests, goals, and academic strengths and
weaknesses.

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(Revised: June 18, 2019)
 Essential Elements for Personalized Learning Self-Assessment
Critical Element 2: Flexibility
Students have the opportunity to experience learning through any combination of high-quality
academic and experiential components leading to secondary school completion and postsecondary
readiness. For example, in Vermont students can participate in:
• Dual Enrollment and Early College
• Blended/Virtual Learning
• Work-Based Learning
• High School Completion Program
• Expanded Learning Opportunities
• Career Technical Education
Initiating
Our school has some pathways for students like Career Technical Education and Early College or
online course work. Our focus tends to be on students who have not succeeded in traditional
classrooms or students who ask for additional challenges like college course work, but the breadth
and availability of flexible pathways is not made clear to all students. We are perhaps struggling to
figure out how to involve the community in our pathways to a greater degree, and the connections
between pathways and our proficiency system is not always clear.
Developing
In addition to CTE, Early College, and online coursework, we are beginning to create programs
around Work Based Learning and Expanded Learning Opportunities. We have also focused on
providing greater student choice and experiential learning within and outside of classrooms to
help more students succeed. These options tend to be teacher-driven and designed, but we
encourage students to take advantage of them, and students report that they know how to access
pathways that interest them. Our school schedule continues to be traditional with courses aligned
to proficiencies, but we are starting to have conversations about how we can make it more flexible.
Performing
We have created a variety of pathways for students, integrated choice and personalization for all
students in classrooms, and created a process for students to design and for educators to validate
their own learning or plan their own path to graduation. We train our students to take advantage
of those opportunities and help them develop the skills to be successful in independent and self-
designed learning. Students can explain how their learning meets required proficiencies.

Essential Elements for Personalized Learning Self-Assessment

Critical Element 3: Learner Profiles
Each student has current documentation of their individual strengths, needs, motivations, and goals.
• PLPs reflect a collaborative planning process by which student pathways to graduation are identified
• PLPs reflect progress toward proficiency-based graduation requirements and are meaningful
artifacts to and for the student. PLPs adapt, change, and progress along with students; reflect a
student’s authentic learning; and can act as an exhibition of student growth.
Initiating
We make our students fill out a personal learning plan, but students resist doing the work because
they think it’s a “waste of time” or don’t see how it impacts their learning. Teachers feel that the
PLP is an additional job requirement that they have to force students to complete rather than a
meaningful guide to personalized learning opportunities. The PLP tends to create frustration for
staff and students as a result.

PLP Process Manual Page 32 of 34

(Revised: June 4, 2019)
Developing
PLPs are collaboratively created for all students at least annually; parents are given clear
information about the opportunity to engage in this process. Many students use them to make
some decisions about how they will move through school and plan for post-secondary
opportunities. Some students are engaged in customizing their PLPs in interesting ways, and
report that their work reflects who they are. Goals on PLPs may or may not be aligned to PBGRs.
Teachers have access to PLPs and use them to build relationships with students. Some parents
regularly engage with their student’s PLP, but some do not.
Performing
Our students engage in creating their PLPs because they see an impact on their education and
learning. The PLPs are personal and engaging, and many students use them for purposes outside
of school, like college or job applications. Teachers feel equipped to guide students to use their
PLPs to explore pathways, and master proficiencies.

Essential Elements for Personalized Learning Self-Assessment

Critical Element 4: Proficiency-Based Progression
Instruction is aligned to proficiencies based on transferable skills and standards adopted by the state of
Vermont. Each student’s progress toward clearly-defined goals is continually assessed. A student
advances as they demonstrate proficiency. Students and parents have access to clear, transferable
learning objectives and assessment results so they understand what is expected. Each school shall
ensure that a tiered system of academic and behavior supports is in place to assist all students in
working toward attainment of these goals.
Initiating
We have identified proficiencies and aligned them to individual courses. Instruction and
assessment practices have remained the same, and students and parents tend to be unaware what
proficiency students are working on in a class at a given time. Leadership, general, and special
education teachers are beginning to work in an intentional, ongoing collaboration throughout the
SU/SD to implement the five components of a multi-tiered system of supports designed to meet
all students’ academic and behavior needs.
Developing
Our teachers have identified content proficiencies and aligned them with content area
assessments. Teachers have created task neutral scoring guides for proficiencies. Students who
pursue pathways are expected to use the scoring guides to demonstrate required proficiency.
While we have worked on including and implementing transferable skills in our work, our
teachers have tended to focus more on their content areas at this point. Leadership, general, and
special education teachers work in an intentional, ongoing collaboration throughout the SU/SD to
initially implement the five components of a multi-tiered system of supports designed to meet all
students’ academic and behavior needs.
Performing
Our proficiency system supports personalization. We have designed our work on transferable
skills and content proficiencies to integrate skills and content knowledge. Students and teachers
can explain what proficiency they are working towards at any given time, and parents understand
and support how student progress is reported. Our grading and reporting practices are linked to
student proficiency. Teachers report that their instruction, assessment, and feedback is more
focused on skill development than it used to be. Leadership, general, and special education
teachers work in an intentional, ongoing collaboration throughout the SU/SD to fully implement
the five components of a multi-tiered system of supports designed to meet all students’ academic
and behavior needs.

PLP Process Manual Page 33 of 34

(Revised: June 18, 2019)
 Essential Elements for Personalized Learning Self-Assessment
Critical Element 5: Student Agency
All students are held to clear, high expectations, and students take ownership over their own learning.
With the help of their teachers, they are involved in designing their own learning process and should
be given a choice in how they demonstrate their learning, including through performance-based
assessments.
Initiating
Our teachers report frustration that their students are disengaged from their learning or, when
given opportunities to drive their own learning, appear to lack the understanding of how to do so.
Students report feeling a lack of choice in their learning options, or that the choices that are
presented to them are not engaging. Curriculum, instruction, and assessment are teacher led,
designed, and sometimes lack connection to real world experiences, and learning expectations can
vary from class to class.
Developing
We inform our students of choices and pathways, but understand that they need to learn to make
good choices and follow through on their decisions. We explicitly support student growth in those
areas and scaffold independence and ownership with them. The student body is beginning to
reflect pockets of engagement, in certain either classes, extracurricular activities, flexible
pathways, or leadership roles. Within classrooms, student input and choice is sometimes given
toward curriculum, instruction, and assessment decisions. Learning expectations have begun to be
standardized across classes.
Performing
Our students can almost always explain ways in which they have made decisions about their
learning and report that adults inside and outside the school have supported their pursuit of
interests and passions that demonstrate their learning. Teachers can point to high quality,
rigorous outcomes students have reached through their experiences.

PLP Process Manual Page 34 of 34

(Revised: June 18, 2019)