{"id":8109,"date":"2016-01-20T07:57:15","date_gmt":"2016-01-20T11:57:15","guid":{"rendered":"http:\/\/tiie.w3.uvm.edu\/blog\/?p=8109"},"modified":"2025-05-21T06:28:45","modified_gmt":"2025-05-21T10:28:45","slug":"providing-support-for-goal-setting-in-a-plp","status":"publish","type":"post","link":"https:\/\/tiie.w3.uvm.edu\/blog\/providing-support-for-goal-setting-in-a-plp\/","title":{"rendered":"Providing support for goal-setting in a PLP"},"content":{"rendered":"

3 strategies shared by local educators<\/h1>\n

\"providing<\/a>At Manchester Elementary Middle School, sixth grade students speak fluently about their Personal Learning Plans (PLPs). They\u2019ve been working on setting goals in a PLP for years; some students in this school have been doing so since third grade. <\/span><\/p>\n

Manchester educators\u00a0Seth Bonnett and Melissa Rice, share what they\u2019ve learned\u00a0about the necessary supports as teachers and students collaborate around goals.<\/span><\/p>\n

<\/p>\n

1. Create a PLP Block<\/h2>\n

\"providing<\/a>To start, these experienced teachers have clearly learned that young adolescents must have time in their day devoted to constructive PLP work. A weekly block of 45 minutes brings consistency to the entire PLP process. <\/span>One sixth grader said, \u201cWe start our goals early, and we have time to work on it… we don\u2019t have to do it last minute\u201d. <\/span><\/p>\n

This PLP block is highly structured by the teachers. They set an agenda and to-do list, provide learning targets, and do individual check-in conferences with each student. <\/span><\/p>\n

Sounds perfect, right? <\/span><\/p>\n

Rest assured, the teachers at Manchester\u00a0live in the real world. Some kids need significant support to stay focused and complete proficient reflection, so all special education and advisory staff for the team is available during the block. Five or six teaching staff are on hand for the 45 kids, and the collaborative work of the teaching staff doesn\u2019t happen organically. The teacher roles, goals, and scheduling for the PLP block is carefully negotiated at the beginning of the year. <\/strong><\/span><\/p>\n

2. Collaboratively design learning goals in a PLP<\/h2>\n

After years of working with adolescents on goal-setting, Mrs. Rice and Mr. Bonnett have honed the process. Bonnett says, <\/span><\/p>\n

\u201c<\/span>Over time, I think that I have learned the art of directing kids to make appropriate goals. Many times the students either choose a goal that is not appropriate for them or one that is too easy for them to meet.\u201d <\/span><\/p><\/blockquote>\n

Years ago, they would let students set a goal about almost anything. Goals were open and flexible, so that students could tailor them to personal interests and outcomes. What happened, though, was that they found most 11 and 12-year-olds didn\u2019t understand their own learning needs and curriculum goals. Often, students were setting goals that were never met — likely because there wasn\u2019t a chance during the school day. <\/span><\/p>\n

While there are still opportunities for students\u2019 personal interests, such as in personal goals and community goals, when it comes to setting learning goals, teachers need to be more involved.<\/span><\/p>\n

Math teacher Melissa Rice learned that she could maximize the process by collaboratively setting goals at the beginning of math units. She works directly with students to set learning targets, mainly based on Common Core standards, and those lead students to goals.\u00a0Rice uses a pre-assessment and color coding system based on a stoplight to help her students internalize their process towards reaching targets. <\/span><\/p>\n

Her students explain:<\/span><\/p>\n