Individualized Pathways

"A personal learning path is a learner-centered learning approach that emphasizes learner-specific goals and objectives, as well as preferences" (Pappas, 2015). Individual pathways, or learning paths, are a key component to the personalized classroom and meeting individual student needs. When done correctly, a personalized learning pathway will not only be engaging for the student, but will also adapt and change as necessary in order for students to achieve their learning goals (Personalized Learning Pathways, n.d.). While there are many elements and parts and pieces that make up personalized learning, individualized pathways are at the forefront as a key component (Vander Ark, 2015).

The true beauty of individualized pathways, personalized playlists, or whatever you may call them, is that these learning opportunities are tailored to the student in order to give them better understanding of the content or standard in a way that is meaningful to them. We all know that students these days are very unique learners and that they do not all learn the same way. Children these days love to feel in control and empowered. I see this in my own personal children who are ages eight and eleven. Pappas (2018), notes that for a personal learning path to be truly successful, students must feel as though they are in control of their learning experience. They are the ones choosing the activities that will help them be successful. They are even choosing the form of assessment they would like to participate in in order to show mastery. In order to create learning experiences that are best for students, teachers shouldn't just assume what students think or want. Teachers should conference with the students and co-plan in order to truly give them a voice.

Co-Plan and Co-Design Learning Pathways

"In personalized learning classrooms, it is critical to develop an approach to content informed by student needs and interests and guided by overall goals and objectives. With access to flexible content and tools teachers can be responsive practitioners who differentiate the path, pace, and performance tasks of learning for diverse groups of students" (Johns & Wolking, n.d.).

Co-Taught Setting

At my school, classrooms use a visual of an actual target to help students identify what level they feel they are at when learning a new standard. The target has four circles and each circle is a different color, which represents various levels of learning. This visual is a great tool to help students truly identify where they are and what they need to work on. In my co-taught math class, the general education teacher color codes the pre-tests and post-tests based on scores. For example, if a student scores a 95 or higher, the score would be color coded pink. She then takes the data of how many students were in each color and puts that on the circle target. Then, on the other side of the circle, she puts post-test data so students can truly see the growth. The picture on the left showcases the data from the last unit. The unit started with 36 students in the green, which means that they didn't quite understand and needed direct, small group instruction. By the end of the unit, there were ZERO students left in the green! That is really great growth! Even more, there were 31 students who wound up scoring a 95% or higher! Keep in mind, these numbers include inclusion students. Based on the pre-test data, personalized paths were created and implemented.

I worked with my math co-teacher to create the leveled learning playlist below. This is all based on conferencing done with the teachers. After conferencing, students choose the best fit level of learning for that standard. This is fluid, of course, and can always change as the students learn and grow. This is why all 4 levels are available to the students.

G4U4_Multiplication & Division Playlist

Resource Setting

Of course the small group resource setting looks much different from the co-taught setting. For my small groups, I have individual paths for my students that help them to work toward their IEP goals. Given my position as an IRR, and reflecting upon Johns & Wolking's quote above, differentiation is key for my students.

ITEC_Learning Goals_Bullseye

Before students begin work on their learning pathways, we always conference together to see where they are in their learning. I use this form to conference with the students. Their individual IEP goals are written at the top as the "I can" statements. They color the "I feel" box the color that corresponds with our learning target. Then, they identify what they need to work on to accomplish that goal. Many times, this is additional practice via learning paths.

Learning Path Example 1

ITEC_Learning Path

Student #1 is a student who is falling just below grade level. She has significant Autism, but is very bright. Many of her IEP goals are related to function and expressive and receptive language and our Speech Language Pathologist monitors these goals. This student is like a little sponge, but is very independent and just needs a little guidance and support. After much trial and error, I found that this particular student does very well with a guided and personalized learning path. The length of time that I have her work on the path has varied. However, it has been an average of about 4 days that she works on it. Although I am constantly checking in with her and conferencing with her, I will conduct a more formal check in with her after she has worked through the path. I typically collect data on this formal check in.

As you can see, this student has IEP goals in the academic areas of Reading, Writing, and Math. This path allows the student to choose which goal area she will be working in. She is required to let me know which goal area she is focusing on so I know which area to assess her on at the end. There are videos available for reteaching and repetition. There are also games and practice activities available. I monitor most of the practice activities. This allows me to see what still needs to be addressed and/or if she is ready to be assessed.

Learning Path Example 2

BK_Personalzied Track 4/11-4/15

Student #2 is a student who needs heavier guidance. This student thrives on checklists and a schedule as part of her IEP accommodations. This student is chaotically organized in that she loves the feeling of being organized and staying on track, but she just needs a little help and guidance from her teachers to make that happen. Because of this, her particular pathways are a bit more structured and guided.

This student's pathways are designed for a week at a time. This allows her to work in the pathway, but also gives her time to conference with me and receive any additional direct instruction she may need. The second page of the pathway includes a suggested timeline of when to get the activities done. She really loves dragging the green checkmarks down to check off her boxes. This student also has academic IEP goals in the areas of reading, writing, and math. She chooses the area she works in based on the suggested timeline given to her.

Again, it took a little bit of trial and error to figure out exactly what works well for this student. Fortunately, this course has prompted me to try the individualized pathways with all of my students and I have found great success with them. The pathway shown above will be the third pathway she has participated in and her response to them has been amazing.

Using Assessment Data to Guide Co-Planning Learning Paths

The Georgia Professional Standards Commission states that teachers who are modeling and pursing exemplary practices in the area of personalized learning should "prepare students to be aware of competency-based learning progressions and to make informed choices in co-planning a unique pathway and pace towards mastery of the curriculum." One way to ensure this happens with fidelity is by using data. Using data that has been collected on goals and objectives, or standards, is crucial to the overall creation and function of individualized pathways.

Data is so important in my roles as an IRR. Sometimes I feel like I crunch numbers in my sleep. However, this data is so crucial to the function of my role. It drives how I conduct my co-taught segments, and it certainly drives how I conduct my small group segments. More so this year, it has also driven how I conference with my students. Knowing exactly why and where they are in their learning, and understanding that is okay if they are not exactly where they "should" be, has helped students take ownership of their learning. This year, I have been more intentional with letting students know about their IEP goals and how they are directly related to the standards that they are learning. This has given the students that sense of purpose. I have seen a change in their engagement and grit.

As you can see below, the way I collect data toward IEP goals is through a Google Form. The form is set up so that I can choose the date the student was assessed, and the goal area they were assessed in. If I choose "Reading" as the goal category, then it will take me to that student's reading goals. I am then able to input the data for the particular goal. I let this data guide our conferencing as we work toward mastery of their IEP goals.

Coaching Learners Toward Independence

My most recent experiences with learners has been an eye-opening experience. Coming from a general education background into my current role as a special education teacher has brought on an unsuspected level of professional growth. Elementary students in general have a higher level of "need". They are still growing and learning and adapting to the world around them. Then there are students in the inclusion setting who become accustomed to the slightly slower pace and enhanced level of support. Then consider students on an IEP who have a list of instructional accommodations a mile long. To many, it may seem easier to sometimes just give in to the incessant needs of these students. However, are we truly doing them a service by catering to their every need? In my opinion, the answer to that question is absolutely not! One thing I take pride in is challenging my students to investigate, explore, wonder, and ask questions.

A few examples of coaching learners toward independence can be seen below.

Independent reading level "Power Goal" practice

Flipgrid "Teacher For The Day"

Pre-Recorded Questions With Integrated Test Taking Strategies

References

Dallas Independent School District. (n.d.). Personalized learning pathways. The PL Toolbox. https://www.thepltoolbox.com/learningpathways.html

Georgia Professional Standards Commission. (2019, January 15). GAPSC standards for personalized learning.

https://www.gapsc.com/Rules/Current/EducatorPreparation/505-3-.108.pdf?dt=%3C%25

Pappas, C. (2015, November 30). 7 tips to create personal learning paths in elearning.

https://elearningindustry.com/7-tips-create-personal-learning-paths-elearning

Vander Ark, T. (2015, November 10). The perks of personalized pathways and playlists. Getting Smart.

https://www.gettingsmart.com/2015/11/10/the-perks-of-personalized-pathways-playlists/

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