In 2013 the Vermont legislature enacted Act 77 mandating that students in Grades 7-12 develop personalized learning plans (PLPs) to guide them toward high school graduation using proficiency-based requirements. In the present qualitative self-study, we document the impact of implementation of a personal learning framework integrating PLPs into a humanities curriculum on a seventh- and eighth-grade team at a Vermont middle school during a 2-year period. Findings indicate that: (1) teaching transformed over time--it became more constructivist and integrated; (2) the personal learning framework required students to develop a growth mindset through the iterative process of goal setting, evidence curation, and reflection; and (3) the use of the personal learning framework and the digital tools to facilitate the development of PLPs afforded exposure to multiple and new literacies.