Elements of a Personalized Learning Plan

A comprehensive Personalized Learning Plan, formerly called a Differentiated Learning Plan, is developed for all students receiving services through the gifted and talented program. The individualized plan addresses the key characteristics of a comprehensive gifted and talented plan as identified by the Wisconsin Department of Public Instruction. The essential components and a brief description of a comprehensive plan include the following:

  • Integrated. Gifted education should fit among school-wide initiatives into the regular school day and school year.
  • Collaborative. Gifted education should be the responsibility of all staff members working in a collaborative fashion to meet student needs.
  • Sustainable. Gifted education should be an integral part of the school district’s staffing and funding plans. It should be responsive to local student demographics, curriculum, resources, and needs. 
  • Responsive. Gifted education should be flexible and continuously adapt to student need. Programming will likely differ based on local needs and community resources. G/T plans may vary from district to district and school to school.
  • Appropriate. Gifted education should provide opportunities that are in place of, not in addition to, regular classroom instruction and activities. 
  • Comprehensive. Gifted education should consider the “whole child” by encouraging academic, social, and personal growth of the students. 
  • Aligned. Gifted education should have goals that are clear and aligned with state statutes, administrative rule, professional standards, research, and effective practice. 
  • Measurable. Goals in the plan should be specific enough so that progress toward them can be readily evaluated on an ongoing basis.
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