PLMG PLP & Conferences Implementation Checklist

	A	B	C	D
1	Purpose	Planning Steps	Implementation Steps	Implications for Proficiency-Based Assessment

2	Establish Purpose for PLPs
3	Establish a personal purpose	On your own or with others, review the opportunities, limitations, and potential pitfalls regarding purposes for PLPs	Declare your personal purpose for implementing PLPs	Declare personal purposes/rationale for proficiency-based assessment (PBA) in personalized learning, PLPs, and SLCs
4	Establish a collective purpose	Determine a strategy for reaching consensus with collaborators on a collective purpose for PLPs	Declare your collective purpose for PLPs	Declare collective purposes/rationale for proficiency-based assessment in personalized learning, PLPs, and SLCs
5	Design PLP System
6	Determine goals and objectives for first round of student-led PLP conferences	Collaboratively determine affective proficiencies/expectations for this year's first round of PLP conferences (by team/school)	Incorporate targeted affective proficiencies/expectations into introductory culture and identity activities and other curriculum (e.g., agreed-upon targets and scales)	Clarify role of PBA in supporting and validating the exploration of personal identity, collective identity, school and classroom culture, collaborative norms, and learning communities. Establish link with related Transferable Skills.
7		Collaboratively determine academic proficiencies/expectations for this year's first round of PLP conferences (by team/school)	Incorporate targeted academic proficiencies into introductory culture and identity activities and other curriculum (e.g., agreed-upon targets and scales)	Clarify academic proficiencies embedded in identity and culture work. Examine the relationship between academic proficiencies and transferable skills (e.g., writing proficiencies inherent in communications transferable skills).
8		Identify or develop inquiry frameworks for personalized project work (e.g., project-based learning, problem-based learning, or common language for the inquiry cycle)	Integrate, wherever appropriate, agreed-upon inquiry framework into regular curriculum and coursework	Clarify how PBA can be applied to project-based and more student-directed learning.
9		Identify or develop proposal process (aligned with inquiry framework) for personalized project work to scaffold proficiency-oriented project planning and monitoring	Integrate, wherever appropriate, agreed-upon project proposal process into regular curriculum and coursework	Translate theory of PBA into project planning template that students and teachers could use in routine project work.
10	Make time for planning and implementation	Develop implementation calendar that culminates with agreed-upon PLP conference dates	Distribute calendar for implementation across team/faculty
11		Develop calendar, weekly and daily schedules that incorporates teacher and student time for PLP conference planning and implementation	Implement weekly team/school schedule
12	Develop format for PLP	Explore platforms, reaching consensus in teams or as full faculty	Ensure platform is functioning and accessible	Ensure that PLP format is responsive to the demands and opportunties of PBA (e.g., a tagging scheme for proficiency-based goal-setting, planning, evidence and reflection).
13		Design templates as needed to complement platform	Pilot test templates as adults and with familiar students
14	Establish Family Support
15		Determine forms of family involvement in PLP process	Share family involvement plan with trusted families for feedback	Establish short and long-term strategy for scaffolding family understanding of PBA.
16			Test PLP formats/templates for family involvement (e.g., parent access to student PLP)
17		Identify video example of conference for families	Post video example for public access
18		Prepare letter/postings explaining the PLP process and the plan for PLP conferences (e.g., research backing, timetable, plan for family involvement)	Post letter to website and other family social media; send hard copies as needed
19	Support Student Learning
20	Routines	Schedule time to prepare students for roles and responsibilities of PLP partners
21		Prepare materials for roles and responsibilities of PLP partners	Establish and train PLP partners	Integrate peer PBA practices into PLP partnership routines
22		Design strategies for prioritizing and normalizing PLP work
23		Design routines for teacher-student conferencing with formative PBA at the center	Establish schedule for routine teacher-student conferening	Establish rationale and commitment to regular one-on-one teacher-student conferences as essential to knowing students well and PBA
24		Design feedback routines to support teacher-student formative PBA	Establish and train teachers and students in formative feedback	Establish rationale and commitment to intensive formative assessment as integral to PBA
25	Scaffolding	Create posts and everyday reminders of expectations and purposes of PLPs	Distribute resources to promote and support PLPs	Frame and align overall scaffolding efforts as integral to PBA for personalized learning
26		Design "Learning to Learn" curriculum to help students develop the skills and dispositions for self-directed learning (e.g., rubric and reflection tools)	Post resources to promote and support self-directed learning
27		Create rubrics, exemplars, and multi-modal strategies for evidence gathering and tagging	Post resources with materials and screencasts to support evidence gathering
28		Create rubrics and form(s) for self-reflection (e.g., written, templates, checklists)	Post resources with links to all materials students need to support their reflection
29		Create rubrics and form(s) for goal-setting (e.g., written, templates, checklists)	Post resources with links to all materials students need to support their goal-setting
30		Design lessons/activities to teach evidence gathering (e.g. intro to PLP platform)
31		Develop activity introducing students to PLP concept (e.g., video example, speaking with experienced students)	Teach students the overall PLP process
32		Design lessons/activities to teach reflection	Teach students to evaluate and reflect on work to understand themselves as learners
33			Ask students to begin posting and reflecting on evidence
34		Design lessons/activities to teach goal-setting	Teach goal-setting to students
35		Create video example of students capturing and tagging evidence of learning	Assign homework introducing families to first-trimester goal(s) and plan
36
37	Conference Preparation
38		Identify point person for general event planning (food, signs, etc.)
39		Create schedule for staggered, overlapping conferences
40		Create plan for virtual conference attendance as needed
41		Prepare invitation to families to schedule conferences	Assign homework asking that families schedule conference
42		Prepare reminder notifications to go out via social media and hard copy as needed	Send/post reminders to families about their conference date
43		Create student checklist/PLP partner checklist for conference preparation	Introduce students to checklist for conference preparation	Ensure that checklists highlight clear and high-quality examples/evidence of PBA
44		Create sample conference agenda and script for students to complete and follow	Assign homework or use class time for students to complete their conference agendas and scripts	Ensure that agendas and scripts properly frame PBA
45		Prepare guidelines and set time for PLP partner practice sessions	Ask students to practice the presentation with PLP partners and/or others
46		Prepare family involvement plan (e.g., getting them to the conference, understanding roles, providing feedback)		Ensure that communications with families properly represents PBA as integral to the PLP/portfolio
47		Prepare guidelines for Student Letter to Family introducing PLPs
48		Create instructions for reviewing PLP prior to conference
49		Prepare letter (and web posting) explaining parent role (referencing video example of conference)	Ask students to write letters to family introducing PLP, guidelines for reviewing PLP and explaining family role(s) at conference
50		Create teacher checklist for conferences	Hold team meeting to confirm checklists
51		Create role sheet for student greeters for conference days; Select and train student greeters	Meet with student greeters and explain role and process
52		Identify teacher floaters to fill unexpected gaps in coverage during conferences
53		Plan room arrangements	Establish stations in each room with netbooks/laptops/tablets and digital feedback forms for family feedback on process
54		Determine and design format(s) for family feedback to student	Assign homework to solicit family feedback to student	Ensure that family feedback tools welcome feedback about PBA
55		Create form for family feedback on conference process	Ensure student greeters/administrators/others encourage evaluations as families leave
56		Create form for student feedback on conference experience and process	Assign student reflection on their learning from conferences	Ensure that student feedback tools welcome feedback about PBA
57		Create staff feedback tool	Complete staff feedback on PLP process	Ensure that staff feedback tools welcome feedback about PBA
58
59
60	Timeline	Planning Tasks	Implementation Tasks	Implications for Proficiency-Based Assessment
61	Summer
62		On your own or with others, review the opportunities, limitations, and potential pitfalls regarding purposes for PLPs	Declare your personal purpose for implementing PLPs	Declare your personal purpose for implementing PLPs
63		Determine a strategy for reaching consensus with collaborators on a collective purpose for PLPs	Declare your collective purpose for PLPs	Declare your collective purpose for PLPs
64		Collaboratively determine affective proficiencies/expectations for this year's first round of PLP conferences (by team/school)		Clarify role of PBA in supporting and validating the exploration of personal identity, collective identity, school and classroom culture, collaborative norms, and learning communities. Establish link with related Transferable Skills.
65		Collaboratively determine academic proficiencies/expectations for this year's first round of PLP conferences (by team/school)		Clarify academic proficiencies embedded in identity and culture work. Examine the relationship between academic proficiencies and transferable skills (e.g., writing proficiencies inherent in communications transferable skills).
66		Identify or develop inquiry frameworks for personalized project work (e.g., project-based learning, problem-based learning, or common language for the inquiry cycle)		Clarify how PBA can be applied to project-based and more student-directed learning.
67		Identify or develop proposal process (aligned with inquiry framework) for personalized project work to scaffold proficiency-oriented project planning and monitoring		Translate theory of PBA into project planning template that students and teachers could use in routine project work.
68		Develop implementation calendar that culminates with agreed-upon PLP conference dates
69			Distribute calendar for implementation across team/faculty
70		Develop calendar, weekly and daily schedules that incorporates teacher and student time for PLP conference planning and implementation
71
72		Explore platforms, reaching consensus in teams or as full faculty		Ensure that PLP format is responsive to the demands and opportunties of PBA (e.g., a tagging scheme for proficiency-based goal-setting, planning, evidence and reflection).
73		Design templates as needed to complement platform
74			Ensure platform is functioning and accessible
75			Pilot test templates as adults and with familiar students
76		Determine forms of family involvement in PLP process	Share family involvement plan with trusted families for feedback	Establish short and long-term strategy for scaffolding family understanding of PBA.
77		Design "Learning to Learn" curriculum to help students develop the skills and dispositions for self-directed learning (e.g., rubric and reflection tools)	Test PLP formats/templates for family involvement (e.g., parent access to student PLP)	Frame and align overall scaffolding efforts as integral to PBA for personalized learning
78		Design routines for teacher-student conferencing with formative PBA at the center	Establish schedule for routine teacher-student conferening	Establish rationale and commitment to regular one-on-one teacher-student conferences as essential to knowing students well and PBA
79		Design feedback routines to support teacher-student formative PBA	Establish and train teachers and students in formative feedback	Establish rationale and commitment to intensive formative assessment as integral to PBA
80	8/31 - 9/4
81			Implement weekly team/school schedule incorporating teacher and student time for PLP conference planning and implementation
82			Incorporate targeted affective proficiencies into introductory culture and identity activities and other curriculum
83			Incorporate targeted academic proficiencies into introductory culture and identity activities and other curriculum
84		Design strategies for prioritizing and normalizing PLP work		Frame and align overall scaffolding efforts as integral to PBA for personalized learning
85		Create rubrics, exemplars, and multi-modal strategies for evidence gathering and tagging
86		Develop activity introducing students to PLP concept (e.g., video example, speaking with experienced students)
87		Prepare materials for roles and responsibilities of PLP partners		Integrate peer PBA practices into PLP partnership routines
88	9/7 - 9/11
89		Create posts and everyday reminders of expectations and purposes of PLPs	Post resources with materials and screencasts to support evidence gathering
90			Post resources to promote and support self-directed learning
91			Establish and train PLP partners
92			Teach students the overall PLP process
93		Design lessons/activities to teach evidence gathering (Intro to PLP platform)
94	9/14 - 9/18
95			Teach students to gather and tag evidence of learning with the PLP format
96			Ask students to begin posting and reflecting on evidence
97		Create rubrics and form(s) for self-reflection (e.g., written, templates, checklists)
98			Post resources with links to all materials students need to support their reflection
99		Design lessons/activities to teach reflection
100		Prepare letter/postings explaining the PLP process and the plan for PLP conferences (e.g., research backing, timetable, plan for family involvement)