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Massachusetts Guide for Implementing Individual Learning Plans (ILP)
Preparing ALL Students for Success after High School
Massachusetts Guide for Implementing Individual Learning Plans (ILP)
TABLE OF CONTENTS
INTRODUCTION ............................................................................................................................................. 1
WHAT IS AN INDIVIDUAL LEARNING PLAN? ................................................................................................. 2
PURPOSE OF THE GUIDE ............................................................................................................................... 2
THE ILP INSTRUMENT AND PROCESS ............................................................................................................ 3
ILP Instrument ........................................................................................................................................... 3
ILP Process ................................................................................................................................................ 4
WHO IS INVOLVED? ...................................................................................................................................... 5
WHAT SHOULD BE INCLUDED IN THE ILP PROCESS AND INSTRUMENT? ..................................................... 6
WHAT ARE SOME ILP IMPLEMENTATION BEST PRACTICES? ........................................................................ 9
WHAT IS THE ROLE OF DISTRICT AND SCHOOL LEADERSHIP? .................................................................... 10
HOW DOES THE ILP CONNECT TO DISTRICT AND SCHOOL IMPROVEMENT? ............................................. 11
HOW DOES THE ILP CONNECT TO OTHER STUDENT PLANS? ..................................................................... 11
Education Proficiency Plan (EPP) ............................................................................................................ 11
Career Vocational Technical Education Career Plan (Career Plan) ......................................................... 12
Special Education Individualized Education Program (IEP) and Transition Planning Form (TPF) ........... 13
Individual Student Success Plan (ISSP) .................................................................................................... 14
Title I Programs, Services, and Required Documentation ...................................................................... 15
RESOURCES ................................................................................................................................................. 16
Massachusetts Resources ....................................................................................................................... 16
National Resources ................................................................................................................................. 17
ACKNOWLEDGEMENTS ............................................................................................................................... 19
TOOL 1: Sample ILP Instrument .................................................................................................................. 20
TOOL 2: ILP Implementation Self-Assessments .......................................................................................... 35
Massachusetts Guide for Implementing Individual Learning Plans 1
INTRODUCTION
In June 2012, the Massachusetts Board of Elementary and Secondary Education adopted the Report and recommendations of the Task Force for the Integration of College and Career Readiness (ICCR) and charged the Department of Elementary and Secondary Education (Department) to map a path forward for realizing the goal of preparing all students for “Success After High School.” In a 21st century economy, our students will need to pursue some postsecondary education to successfully navigate most careers that they may choose. However, accessing postsecondary education is only the first step toward success. Success after high school also includes completion of postsecondary education and/or training, attainment of a career that provides a family sustaining wage, and support for informed citizenship in our global economy. A key statement in the ICCR report is the recognition that achieving success after high school entails more than academic preparation:
“…academic preparation as a prerequisite for success following high school graduation is an essential domain of secondary education. Yet we are increasingly aware that personal and social developments as well as workplace readiness are also of paramount importance in a young person’s K-12 education.”
Building from the ICCR Task Force recommendations, the Board of Elementary and Secondary Education and the Board of Higher Education approved a new definition of college and career readiness for Massachusetts. Voting on the definition marks the first time that the two boards overseeing the state's K-12 and higher education systems have partnered in formal agreement on what it means for all students to be future ready. The definition sends a clear, unified message to educators, students, parents, and employers about our expectations and the level of preparation and performance that signals a student's readiness for college and careers. How does a student know what careers are possible and appropriate for him/her? How do they know what it takes to make that possibility a reality? What role does the school play in guiding and supporting students in achieving their goals? How can parents influence and support their children in achieving their goals? What physical, social, and emotional supports are available to students who have risk factors (e.g., homeless, low income, poor school attendance, language barriers, disabilities, etc.) that may hinder their academic and professional success? What role can/should the community play? And finally, how/where do we capture all the planning?
Massachusetts Guide for Implementing Individual Learning Plans 2
WHAT IS AN INDIVIDUAL LEARNING PLAN? The Individual Learning Plan (ILP) is a student-directed, multi-year, dynamic tool that maps academic plans, personal/social growth, and career development activities while taking into account the student’s unique, self-defined interests, needs, and goals for the attainment of postsecondary success. ILP implementation supports district and school goals such as completion of the MassCore program of study, increasing student attendance and engagement, and increasing high school graduation rates. The ILP is intended for ALL students beginning in sixth grade and can be thought of as both an instrument and a process to engage students in planning while simultaneously deepening their understanding of the relevance of course selections and learning opportunities (in and out of school) aligned with their career interests, postsecondary education/training, and attainment of career and life goals. As an instrument, an ILP provides a place to organize and record progress related to academic, personal/social, and career development information. As a process, it encourages students to set realistic goals based on individual interests and strengths while identifying actions necessary to achieve those goals. The ILP process promotes relevant communication between students, school staff, parents, and other influential adults. The ILP process also supports school and district improvement efforts to be responsive to students’ interests and needs.
PURPOSE OF THE GUIDE
The Department created this Guide in response to inquiries from schools and districts regarding the implementation and use of Individual Learning Plans (ILPs). Implementation of ILPs is optional and the information presented here is intended as guidance for a comprehensive implementation plan. While district-wide implementation is the ideal, districts may choose to start small, e.g., by implementing ILPs in one school, piloting ILPs with one grade, or starting ILP implementation within existing structures such as Advisory periods. Lessons learned from a modest start may inform and improve implementation as district-wide roll out continues. Regardless of how a district chooses to implement ILPs – district-wide or on a smaller scale – the following are essential tenets for ILP success:
1. The ILP is student-driven: the student’s self-defined goals and unique interests guide the plan for academic, personal/social, and workplace readiness skill attainment.
According to research studies, ILPs are a promising practice for personalized planning and delivery of quality career development opportunities. Students who were more engaged in ILP activities reported stronger goal-setting skills, increased motivation to attend school, and increased academic self-efficacy which led to better academic achievement, stress and health management, and readiness to engage in career decision-making.
Massachusetts Guide for Implementing Individual Learning Plans 3
2. Every student has at least one key adult (i.e. mentor) on the school staff, typically referred to as his/her school mentor to encourage, to support, and to guide ILP progression.
3. Short- and long-term goal setting is included and is based on the student’s self-identified interests and strengths.
4. The school or district selects at least one system (online and/or paper) as the instrument(s) to track the student’s ILP development over time.
5. Professional development provides staff with clear objectives, role definitions, and strategies to ensure appropriate and successful supports to students and to promote quality school-wide implementation
The ILP is for ALL students. Special education services for students with disabilities are provided through the federally mandated Individualized Education Plan (IEP). The ILP is different from but closely related and complementary with the transition planning that students receiving special education services are required to incorporate into the IEP beginning at age 14. The following are the main sections of this guide:
• The ILP instrument and process • Who is involved? • What should be included in the ILP? • What are some ILP implementation best practices? • What is the role of school and district leadership? • How does the ILP connect with district and school improvement plans? • How does the ILP connect to other student plans? • Resources and Acknowledgements • Tools: 1) Sample ILP Instrument and 2) ILP Self-Assessments
THE ILP INSTRUMENT AND PROCESS
ILP Instrument The ILP is most often documented through an online planning tool such as Your Plan for the Future, Naviance, MassCIS, or Career Cruising. It is a district leadership decision to identify the tool that will best meet the needs of their student population to plan for success after high school. The instrument maps the student’s journey across the three college and career readiness domains: academic, personal/social, and workplace readiness. The ILP instrument captures students’ goals, their past and present experiences, and their next steps/actions to
TIP! Some school districts have found it helpful to survey students for their top choices for an adult mentor (e.g., asking student for their top three choices for an adult they are comfortable with) and matching staff and students based on this student input.
Massachusetts Guide for Implementing Individual Learning Plans 4
move towards their goals. The ILP instrument also captures information from the ILP process (described below) which includes but is not limited to:
• The student’s interests, strengths, and potential barriers across the academic, personal/social, and workplace readiness domains
• The student’s short and long term academic, personal, and career goals • Course selections, grades, supports and interventions, assessment results, capstone
projects, and/or portfolios • Participation in career awareness, exploration, and immersion activities • Career interest survey results • Results of participation in postsecondary education search and planning to identify level
of postsecondary education required (e.g., certificate, associate degree, or bachelor degree) for identified career interest
• Out of school activities that promote student independence and learning such as completing driver’s education and earning a driver’s license, paid employment, volunteer experiences, or engaging in community service opportunities not connected to school
• Concrete next steps across the academic, personal/social, and workplace readiness domains
ILP Process The ILP process empowers students to take responsibility for their future success. This multi-year process is designed to increase a student’s understanding of the connection and relevance of what they do now to their future plans. Key information from the ILP process is captured in the ILP instrument. Beginning with activities such as a career interest survey and identification of field(s) of interest, a student learns to make course selections, extra-curricular choices, and engage in career development education activities that will support their preparation for postsecondary goals. Students have the opportunity to discuss choices and options in the academic domain, share experiences and gain guidance with personal/social issues, and access direction and experiences for workplace readiness. For example, a student whose career interest survey indicates “communications” as their primary field of interest can then have a conversation with their school mentor about the opportunities they currently have or could pursue to build their communications skills. Through this conversation, this student may come to see the value of a writing course for English credit and go on to join a debate or public speaking club, or start a blog as another personal growth and career-enhancing option. As a process, the ILP engages students in identifying personal strengths and weaknesses to achieve the academic, personal/social, and workplace readiness skills necessary for future
TIP! The ILP process can serve as the hub for helping students mitigate complex personal/ social situations by acknowledging challenges and facilitating connections to internal and external resources. In addition, the ILP process acknowledges these personal /social situations and helps students plan appropriately with these concerns in mind.
Massachusetts Guide for Implementing Individual Learning Plans 5
success. This process also allows students to give voice to barriers and needs both inside and outside of the school building that may interfere with the skill attainment noted above. A student who is homeless worries each day about where he/she will sleep each night lessening the ability to concentrate on school priorities. Being allowed to acknowledge these concerns and working with a school mentor may help mitigate the complexities of these situations by connecting the student to appropriate school and community resources. The ILP process can also help the student to better identify how personal and academic barriers may influence and inform postsecondary goals and concrete action plans. The ILP process recognizes a student’s growth over time. Once students begin to identify career interests, the ILP enables them to become aware of the school courses and career development education opportunities needed to pursue their self-defined goals. As the student matures, the ILP will change to reflect the students improved goal-setting, decision-making, and self-advocacy skills. For example, in the early years of planning a student may state a desire to attend a famous private four year college to become a journalist. But, as time progresses, goals may shift and reflect the student’s maturity and improved decision-making skills to revise their original goal and plan to attend a public college or university in order to graduate with minimum debt. Finally, the ILP process is an opportunity for school and district improvement. By engaging students in this process, schools may refine what is being offered (e.g., classes, programming, schedules, etc.) to be more responsive to student needs and career interests. For example, students pursuing careers in health related fields may need an Anatomy and Physiology course as a prerequisite for college admissions. With an increase in the number of students needing this course, a school may respond by offering the course to meet those needs.
WHO IS INVOLVED? The ILP process is a collaborative effort involving the student, parent/guardian or other influential adult indentified by the student, and staff (not limited to counselors) at the school and district levels. Student: All students develop and maintain their ILPs with direction and support from family and school personnel. The ILP instrument is confidential and while the school mentor will have access to the student’s full ILP, the student can designate who and to what degree other adults
TIP! Some districts define short term goals as a 1-2 month period and expect that these short term goals will dramatically change over time. Districts report that long term goals have less variation, but encourage students to increase the detail of long-term goals each year.
Documenting goals provides an opportunity for reflection of personal growth over time. For example, grade 12 students may review their past short- term and long- term goals to validate their progress over the course of high school.
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may have access to it. Students develop an understanding of the purpose, process, and importance of the ILP for designing their learning plans. With guidance from students’ school mentor, concrete activities are identified to enhance postsecondary planning. The students engage in self-reflection and hone their decision-making skills, refining goals and aspirations throughout this process. Finally, students create a realistic plan for success after high school taking into account their interests, strengths, challenges, and barriers. Families: The ILP presents an opportunity for parents, guardians, and/or other concerned adults identified by the student to support and advocate for him/her. The ILP process can be an opportunity for conversations between a child and those identified adult supporters about the student’s dreams, choices, learning needs, and goals. School staff: School leaders set the vision and ensure adequate time and resources are available to implement ILPs with fidelity. Every student will have a school mentor (e.g., teacher, administrator, counselor) to assist in the ILP development. The school mentor provides guidance and support as the student seeks out learning experiences that align with his/her unique interests and goals, accesses career development opportunities, and identifies an appropriate postsecondary pathway. In addition, all teachers and other school staff can use aggregate data from students’ ILPs (not just the students they mentor) to identify additional experiences to support students’ learning, including appropriate course selection, career development activities, and clubs. District staff: Central office administrators are responsible for communicating the importance of ILP development to schools. The district can support the vision of whole school buy-in through development of policies for ILP implementation and monitoring of its effectiveness. Furthermore, the district supports the ILP implementation by providing adequate resources such as professional development, access to technology, time for meeting individually with students, and time for appropriate planning and implementation in order to support all students, including high needs students.
WHAT SHOULD BE INCLUDED IN THE ILP PROCESS AND INSTRUMENT? As recognized in the Massachusetts definition of college and career readiness, K-12 education must address the three domains that shape a students’ life – academic preparation, personal/social qualities and skills, and workplace readiness – in order for students to be college and career ready. The ILP is more than a repository of this information. It also helps students draw connections between the courses and academic experiences they receive and the academic and personal/social skills they need to develop in order to achieve their desired
School Mentor: An administrator, professional teacher, guidance counselor, or other school staff member who is paired with a single student or assigned a small group of students to engage in the ILP process.
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career and life goals. Guiding prompts provided by school staff to promote ILP development may be unique and tailored to individual short- and long-term goals. For example, a student whose goal is to join a sports team is prompted to identify the steps necessary to prepare for the tryout. When a student writes a reflection at the end of the year, prompts help the student identify growth over time. For the student whose goal was to join a sports team, the reflection becomes an honest evaluation of how well the student completed the steps identified for preparation, reporting of challenges that may have been encountered, and identification of next steps that may then become new short-term goals. The ILP process and instrument includes the following areas: Personal Information: The ILP includes four main sections of personal information:
1. Basic information such as student name, address, date of birth, grade, parent/guardian information, etc.
2. Student strengths and areas of interest 3. Student challenges and skill gaps 4. Reflections from the student, parent/guardian, and school
should happen at the beginning and at the end of the school year. The reflection at the beginning of the year focuses all parties on the work and the specific goals for the upcoming year. The year-end reflection is an honest assessment of successes and challenges encountered throughout the school year. The end-of-year reflection may identify action steps for the next year.
Academic Domain: As a process, the ILP helps students identify the course taking plans needed to enter postsecondary degree/certificate programs that are essential to pursue their career goals. The plans include thoughtfully making course selections aligned with the student’s interests and skills and geared to their self-identified career goals. The ILP instrument includes the student’s grades, state and local assessment results, advanced coursework such as Advanced Placement and dual enrollment, and contextual learning opportunities such as service or work-based learning experiences. If the student has academic accommodations included in an IEP or a 504 plan, those can also be summarized in the ILP instrument. If the student requires an Education Proficiency Plan (EPP), the ILP process can be the motivator to enable youth to identify the proficiencies they will need to be employable which can in turn influence their
TIP! Written reflections give the student the opportunity to review, revise, and adjust action steps necessary for goal attainment.
TIP! The ILP process can drive more meaningful interactions between the student and multiple audiences. Examples include:
• improved regular conversations with a teacher, mentor, or a parent about school and the relevance of student experiences to their postsecondary goals
• leading a teacher/parent conference where the student is guided to take ownership over the meeting and express their own progress and goals
• writing a letter as part of an English class to family members identifying personal goals, successes, and challenges.
Massachusetts Guide for Implementing Individual Learning Plans 8
decisions about coursework and help document progress towards completing the EPP. Finally, the need for Tier 2 or Tier 3 academic interventions (e.g., tutoring, academic support programming, credit recovery) can be informed through the ILP process and documented in the ILP instrument. Personal/Social Qualities and Skills Domain: The ILP instrument captures activities in and out of school that support, encourage, and assist students in acquiring and effectively applying the skills necessary for success in the workplace and in society. These skills, often called soft skills, include communication, team work, problem solving, decision-making, networking, enthusiasm and professionalism. Students who lack soft skills may struggle getting along with co-workers, taking direction from others, being on time, or maintaining an appropriate appearance. The ILP process includes identification of personal/social areas of strength and challenges. Through the ILP, goals and activities are established to develop areas of challenge and enhance areas of strength. Finally, the need for Tier 2 or Tier 3 non-academic interventions (e.g., mental health counseling, anger management group) can be informed through the ILP process and documented in the ILP. Workplace Readiness Domain: In addition to the academic and personal/social skills necessary for postsecondary success, workplace readiness is also critical for students’ career preparation. The ILP can include varied and flexible opportunities to help drive and document career development education opportunities for students, such as those outlined in the Department’s Career Development Education Activities Guide and Glossary. The progressive framework for providing quality career development education includes three stages: Awareness; Exploration and Immersion. Examples in the Awareness stage that promote career development education for students might include: administering career interest inventories, exploring labor market information through websites and publications, sponsoring career speakers, and/or participation in career days or fairs. The Exploration stage includes opportunities for participation in workshops or classes with a career focus, “job shadowing,” informational interviews with local professionals, and/or producing a career-related research or capstone project. The Immersion stage includes participation in after school and/or summer activities such as internships, entrepreneurial enterprises, or other work-based learning opportunities. The ILP process can help students identify career development education activities they are interested in pursuing which can then be documented in the ILP instrument. While each domain is described separately, it is important to remember that the domains complement one another and often overlap. Experiences and learning in these domains happen simultaneously and may concurrently reap benefits for all students. For example, an 8th grade student participates in a service-learning project that involves tutoring students in the district’s elementary school. The student gains experience in workplace readiness by needing to be on time each day while personal/social skills are developed as the student demonstrates
Massachusetts Guide for Implementing Individual Learning Plans 9
enthusiasm, responsibility and ability to work with children and adults. Academic skills may be bolstered by taking on the teacher role.
WHAT ARE SOME ILP IMPLEMENTATION BEST PRACTICES? The following practices have been identified as being most helpful to increase student success:
• Implement ILPs with all students in the school. • Begin the ILP process early – no later than 6th grade. The
ILP will reflect the developmental stages of the student. • Encourage active participation in the process by student,
staff, and family. • Identify and document key adults who will share
responsibility for action items to support implementation of student plans.
• Establish procedures for regular communication between school and parent/guardian including student-led parent/teacher conferences.
• Use an online tool designed to allow students to search, explore, build skills, and plan for success in all domains. These tools should have the capability of generating reports to track the progress of students. Common tools include, but are not limited to, YourPlanForTheFuture, Naviance, MassCIS, and Career Cruising.
• Include written reflections by students on strengths, challenges, and areas for improvement across the three domains.
• Include written reflections by school personnel and parents to express their goals and aspirations for the student and identify progress being made.
• Identify a college and career readiness framework such as the Massachusetts Model for School Counseling to foster high quality ILP development.
• Connect ILP implementation with other student plans, such as the Education Proficiency Plan (EPP), Career Vocational Technical Education Career Plan, and Special Education services, and at age 14 secondary transition planning.
• Reflect on students’ goals, challenges, strengths, and activities that are identified through the ILP process and/or documented in the ILP instrument when planning for school and district improvements.
Research shows that communication with and engagement of families increases when they are invited to actively participate in ILP development.
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WHAT IS THE ROLE OF DISTRICT AND SCHOOL LEADERSHIP? District and school leadership ensure a supportive infrastructure for the ILP to be successfully implemented. The following are important responsibilities for the leadership team to consider and prioritize when implementing ILPs:
• Communicate a clear rationale for ILP implementation and how it supports and connects the varied school-level improvement efforts, such as reducing course failures, increasing student attendance, increasing high school graduation rates, ensuring a smooth transition to high school, and increasing MassCore completion.
• Establish district and school level leadership teams with key stakeholders (e.g., counselors, teachers, special education personnel, ELL personnel, community representation) who can clearly articulate the goals of ILP implementation.
• Create Professional Learning Communities (PLCs) to support teachers and other key adults in understanding the value of the ILP, their role in the ILP process, and designing and implementing action plan strategies.
• Provide professional development to define roles and responsibilities of varied staff positions and provide guidance for engaging families and community partners.
• Provide training for school mentors on how to effectively facilitate the mentor-student relationship to ensure more personal, student-driven conversations.
• Create a systematic process and time in student, staff, and school schedules for every student and school mentor to develop, review, and update the ILP on a regular basis.
• Establish protocols for how the school and district will follow through on implementing the student plans and activities established through the ILP process. This is especially important in circumstances when a student goal, activity, or need is identified in the ILP but is beyond what is universally available or typical for all students. Tiered supports along with identification of responsible staff and/or outside organizations is clearly noted in the ILP.
• Establish protocols to ensure the ILP instrument is confidential and that it is partially or fully shared depending on the roles and responsibilities of staff and external stakeholders. Districts must follow all FERPA requirements when creating policies for implementation of the ILP.
• Create methods for monitoring the effectiveness of the ILP process by using student data such as attendance data, postsecondary outcome data, data on the effectiveness of targeted supports, student surveys on satisfaction with the process, and educator and parent/family satisfaction surveys. The online system chosen by the district may also generate a variety of reports both individually and in the aggregate that may be used to monitor the effectiveness of ILP implementation.
• Ensure that district support systems for students with limited English proficiency (LEP) are in place to ensure clear communication and access to the ILP process and ILP
TIP! Embed ILP implementation within an existing structure such as advisory, homeroom periods, college and career planning time, etc. rather than creating a separate initiative.
Massachusetts Guide for Implementing Individual Learning Plans 11
instrument, including translation for the students whose families with a first language other than English.
HOW DOES THE ILP CONNECT TO DISTRICT AND SCHOOL IMPROVEMENT? School and district improvement plans are designed to focus and align school and district systems and resources to increase student success. Schools and districts are required to create the plans to ensure ongoing effectiveness with curriculum, instruction, assessment, professional development, school safety and family engagement. Because the ILP process engages school staff, students, and families in deeper conversations and relationships, the ILP may improve identification of student trends regarding their areas of strength, need, and interest that otherwise may go unnoticed.
HOW DOES THE ILP CONNECT TO OTHER STUDENT PLANS? The ILP has the potential to be a powerful tool that guides students as they prepare for postsecondary success. Because the plan encompasses several domains and circumstances of the individual’s life, it is possible that the ILP process will intersect with – or may possibly replace – other developmental success plans. The following provides information about common plans that may intersect with implementation of ILPs.
Education Proficiency Plan (EPP) Massachusetts regulation requires an Educational Proficiency Plan (EPP) for every student who has not scored at least 240 on the mathematics and/or English Language Arts MCAS grade 10 tests/retests. The EPP should be developed for the subject area(s) in which a student did not score at least 240. An EPP is an educational planning tool to be developed for the subject area(s) in which students did not score at least 240 and includes:
• A review of the student's strengths and weaknesses based on MCAS and other assessment results, coursework, grades, and teacher input;
• The courses the student will be required to take and successfully complete in grades 11 and 12 in the relevant content area(s); and
• A description of the assessments the school will administer to the student annually to determine whether s/he is making progress toward proficiency.
TIP! Multiple students with similar needs or interests can trigger administrative action and lead to whole school change, e.g., implementation of contextual learning opportunities, adoption of a new tutoring program, creation of credit recovery options, and implementation of an Advisory period.
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School districts have the option of including additional EPP requirements for individual students, such as school day attendance and participation in academic support programs. Districts may use their own model or software/portal tools to develop and manage student EPPs provided they include the criteria listed for the EPP. EPP documentation should include the course(s) required by the student's EPP, and also the assessment that was used and date of administration. Connection to ILP: Because districts select their own format for documenting and managing student EPPs, the ILP is a natural place for the EPP information to be included and monitored. For students who are required to have an EPP, the ILP can be a motivating force that helps students focus on learning the skills and competencies needed to meet and exceed their objectives. The ILP can document the steps towards successful completion of the Competency Determination (CD) by identifying CD completion as a student goal along with the subject area (Math or ELA), the course title(s) the student is enrolled in to complete the EPP, and the assessment measure and final grades for completion of the EPP.
Career Vocational Technical Education Career Plan (Career Plan) Chapter 74 and the Vocational Technical Education Regulations (603 CMR 4.03 (4) (d)) state:
Career guidance and placement services shall be provided to each student and shall include assessment of all vocational technical students to determine individual vocational technical and academic aptitude, interest and learning styles and assistance with the development of a four-year career plan based on the assessments. Services shall be provided to assist each student in making the transition to the workforce, post-secondary education and apprenticeship programs.
The Career Plan is a comprehensive, formalized written plan that relates learning to career goals. The Department does not mandate a particular form for the Career Plan but rather provides guidance on appropriate career planning. The plan is based on both formal and informal assessment and should include areas in which a learner needs to increase knowledge and skills to reach documented goals. Connection to ILP: Much like the ILP, a CVTE Career Plan is designed to facilitate the transition from high school to future learning or employment. The Career Plan can be thought of as both an instrument and a process for monitoring one’s career development. A Career Plan should be revisited and modified periodically. The ILP has the potential to fulfill, and expand upon, the requirements of the Career Plan. Therefore, schools may consider using the ILP as the process and instrument to capture a student’s required Career Plan.
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Special Education Individualized Education Program (IEP) and Transition Planning Form (TPF) Massachusetts Special Education Regulations (603 CMR 28.02 (20)) state that Special Education is:
. . . specially designed instruction to meet the unique needs of the eligible student or related services necessary to access the general curriculum and shall include the programs and services set forth in state and federal special education law.
The Individualized Education Program (IEP) is a written document for each student with a disability that is developed, reviewed, and revised in a Team meeting. The IEP is required by the Individuals with Disability Education Act (IDEA) and is designed to ensure that students with disabilities receive individualized supports and services so that they access a free and appropriate public education. It identifies a student’s special education needs and describes the services a school district shall provide to meet those needs. Under IDEA, the process of future planning for students with disabilities is referred to as “secondary transition.” Within the IEP, secondary transition is a key process for preparing students with disabilities for future success. The transition plan must be updated annually and include a statement of the student’s appropriate measurable postsecondary goals based upon age-appropriate transition assessments related to training, education, employment, and where appropriate, independent living skills; and the transition services (including courses of study) needed to assist the student in reaching those goals (34 CRF 300.320(b)). Massachusetts also mandates the Transition Planning Form (TPF). The TPF is intended to be a flexible, brainstorming document used by the IEP team to record the secondary transition discussion. When developing annual IEP goals for secondary transition, the team should discuss and complete the TPF before completing the IEP form. Connection to ILP: Evidence shows that when the ILP and IEP decision making processes are implemented in a complementary fashion from 6th grade, positive outcomes for students with disabilities increase. Further, for students aged 14-22 in Massachusetts, these decision-making processes become more closely related within the federally required secondary transition process. The ILP process may be a tool that can support secondary transition planning and IEP development. The development of the TPF and ILP are symbiotic processes. The ILP can enrich and inform the TPF. In turn, as a required form that must be maintained in the student’s file with the IEP, the TPF can enrich and inform the ILP. Ultimately, both can assist the Team in the development of the IEP. There are several similarities between the ILP and transition planning beginning with the goal of ensuring post-secondary success for all students. In addition, both include multiple stakeholders – student, family, school/district personnel, and community members (which may include related service providers, state agency representatives, employers, coaches, etc.). Both
Massachusetts Guide for Implementing Individual Learning Plans 14
focus on all three domains – academic, personal/social and workplace readiness, both have required meetings, and both encourage students to lead those meetings. The recommended ILP implementation expands beyond the requirements of the secondary transition planning in two key ways. First, the recommended grade for starting ILP development is grade 6, whereas secondary transition planning is required to begin for students by age 14, unless the IEP Team deems it appropriate to start earlier. Second, the recommended frequency of ILP development meetings is not less than twice a year, and the secondary transition IEP meeting is required to be held no less than once a year. Early research indicates that ILPs, because of the ongoing nature of planning and the early age of development, contribute to making IEP Teams and secondary transition planning more efficient, and improve the quality of the meetings, corresponding IEPs and student outcomes. Further, because the career development activities are begun at an earlier age (6th grade) IEP Teams, including students, are better able to design special education services and a course of study aligned with student career goals as well as work-based learning opportunities that will help develop employability skills needed to support career and life goals.
Individual Student Success Plan (ISSP) Chapter 69 section 1I of the Massachusetts General Law (http://www.mass.gov/legis/laws/mgl/69-1i.htm) requires districts who have more than 20% of students scoring below Level II on MCAS exams to keep an Individual Student Success Plan (ISSP) on each student scoring below Level II. The ISSP describes the instruction and assistance available to each student who has scored below level two on the MCAS. It documents the ways in which a student will be helped to raise his/her academic performance and master the skills and knowledge needed to meet state performance standards. An important part of this plan identifies the learning strands and the learning standards the student needs to work on to meet the passing level on the MCAS test. Connection to ILP : The ILP and ISSP contain similar components. The elements of the ISSP include: student identifying information, student’s strength and weaknesses in Math or ELA, Multiple assessment data, instructional supports to address student’s learning gaps, benchmarks to assess how the student is making progress as indicated on the ISSP, and documentation of parent communication. The ILP has the potential to fulfill, and expand upon, the requirements of the ISSP. Therefore, schools may consider using the ILP as the process and instrument to capture a student’s required ISSP.
Massachusetts Guide for Implementing Individual Learning Plans 15
Title I Programs, Services, and Required Documentation Title I, Part A (Title I) of the Elementary and Secondary Education Act (ESEA) provides financial assistance to districts and schools with high numbers or high percentages of children from low-income families to help ensure that all children meet challenging state academic standards. Targeted Assistance Programs specifically serve students who are failing or most at risk of failing to meet these standards. There are two types of Title I programs, Targeted Assistance and Schoolwide. A Targeted Assistance Program is one in which the district uses Title I funds in a school to provide supplemental educational services to select groups of students who are failing or most at risk of failing to meet the State's student academic achievement standards. A Schoolwide Program is one in which districts have elected to use Title I funds in combination with other federal, State, and local funds to upgrade a school's entire educational program. Schools that have 40 percent or greater poverty are eligible to have a Schoolwide program. All other Title I schools run Targeted Assistance programs. Targeted Assistance program schools must maintain selection criteria used to identify students for each subject and grade where targeted Title I services are provided. In addition, each school and school district must implement designated activities to ensure effective involvement of parents and to support a partnership among the school(s) involved, parents, and the community to improve student academic achievement. As a component of the parental involvement policy, each school served under either Title I program shall develop jointly with parents a school-parent-student compact for all children served under Title I. The compact outlines how parents, the entire school staff, and students will share the responsibility for improved student academic achievement, and the means by which the school and parents will build and develop a partnership to help children achieve the state’s high standards. The extent to which compacts are customized to include individual student learning goals is left to the district’s discretion. In Title I Targeted Assistance program schools, compacts should identify specific grades and subject areas served, and are only required for families of students served by Title I funds. In a Schoolwide program, schools where all students can benefit from Title I resources, compacts for all families are required. Connection to the ILP: The ILP instrument may contain the information used for the Targeted Assistance Student Selection Criteria (e.g., assessment results) to identify students for Title I services. In addition, the ILP process may provide identification of the academic goals of students as well as documentation of any tiered interventions necessary to achieve those goals. This identification of goals and interventions in the ILP process may be used to inform the Title I services provided to students as well as the information included in the Title I School-Parent/Guardian Compact.
Massachusetts Guide for Implementing Individual Learning Plans 16
RESOURCES Massachusetts Resources Adult and Community Learning Services: Education and Career Planning (ECP) is an important component of adult education programs. ECP includes ongoing advising of students with the goal of college and career readiness and the creation of an education and career plan, a written document developed collaboratively among the student, the advisor, and program teaching staff. http://www.doe.mass.edu/acls/ecp/ Career Development Education Activities (CDE) Guide and Glossary: This Guide/Glossary provides a variety of CDE activities now offered by many schools and communities in Massachusetts, along with definitions and frameworks to assist with efforts to create or expand and improve these activities. http://www.doe.mass.edu/connect/cde.html Career Plan for Career Vocational Technical Education: The career plan is a required comprehensive, formalized written plan (that learners use alone or with the help of others) that relates learning to career goals. http://www.doe.mass.edu/cd/plan/ Contextual Learning Portal: This portal was created as a space for school districts, community organizations, non-profit educational groups, and other youth serving agencies to share projects and lessons to support contextual teaching and learning for both teachers and learners. http://resources21.org/cl Dropout Reduction: A description of Massachusetts dropout reduction efforts, resources, and opportunities. http://www.doe.mass.edu/dropout/ Education Proficiency Plan: The EPP is an educational planning and course taking requirement to be developed for a subject area in which students did not score at least 240 on the MCAS. http://www.doe.mass.edu/ccr/epp/ Early Warning Indicator System (EWIS): The Massachusetts EWIS provides information to districts and schools on the likelihood their students in grades 1-12 will reach key academic goals. EWIS reports are free and available to all public school districts through Edwin Analytics. http://www.doe.mass.edu/edwin/analytics/ewis.html Individualized Education Plan and Transition Planning Form: Is required for all students with disabilities who are 14 years of age. This form has been developed for transition planning that occurs either prior to or at the time of the annual development of the IEP. http://www.doe.mass.edu/sped/IDEA2004/spr_meetings/default.html#tpform Massachusetts Model for Comprehensive School Counseling Programs: A guide for school administrators and counselors in the development of measurably effective school counseling programs so that school counselors will develop and deliver counseling programs and services
Massachusetts Guide for Implementing Individual Learning Plans 17
that provide all students with the knowledge and skills for success in the academic/technical, workplace readiness, and personal/social domains. http://www.masca.org/ Massachusetts Tiered System of Support (MTSS): A blueprint for school improvement that focuses on system structures and supports across the district, school, and classroom to meet the academic and non-academic needs of all students. http://www.doe.mass.edu/mtss/ Massachusetts Work-Based Learning Plan: The Massachusetts Work-Based Learning Plan is used to structure youth employment placements, including summer jobs, internships, cooperative education placements, volunteer and service learning experiences, and more. It is a diagnostic, goal setting and assessment tool designed to drive learning and productivity on the job. http://www.skillslibrary.com/wbl.htm MassCore: The Massachusetts High School Program of Studies (MassCore) is intended to help our state's high school graduates arrive at college or the workplace well prepared and reduce the number of students taking remedial courses in college. MassCore recommends a comprehensive set of subject area courses and units as well as other learning opportunities to complete before graduating from high school. http://www.doe.mass.edu/ccr/masscore/ Title I, Part A: Title I, Part A (Title I) of the Elementary and Secondary Education Act (ESEA), as amended, provides financial assistance to districts and schools with high numbers or high percentages of children from low-income families to help ensure that all children meet challenging state academic standards. National Resources Clark, J. (2003). Changing Systems to Personalize Learning: Instructions to the Personalization Workshops. Regional Education Laboratory, Education Alliance, Brown University http://alliance-13.alliance.brown.edu/pubs/changing_systems/personalized_learning/Personalized_Learning.pdf Connecticut State Department of Education: Student Success Plan Mission and Overview http://www.sde.ct.gov/sde/lib/sde/pdf/ssreform/studentsuccessplan_mission_skills.pdf Illinois Department of Education (2014): Achieving Their Goals: Implementing an Individualized Learning Plan Process to Build Student Success http://pathways.illinois.edu/wp-content/uploads/2014/03/ILP-Guide-Web.pdf National Collaborative on Workforce and Disability for Youth Policy Paper: Learning to Work: States Using Individualized Learning Plans As Anchor Strategy to Promote College and Career Readiness http://www.ncwd-youth.info/sites/default/files/ILP-states-article_0.pdf National Collaborative on Workforce and Disability for Youth Policy Briefs:
Issue 26-March 2010: Understanding the Role of Individual Learning Plans in Transition Planning for Youth with Disabilities Issue 3-April 2011: Personalized Learning: Policy Insights from Four States
Massachusetts Guide for Implementing Individual Learning Plans 18
Issue 36-September 2012: The Guideposts for Success: A Framework for Families Preparing Youth for Adulthood Issue 6-February 2013: Using Individualized Learning Plans to Produce College and Career Ready High School Graduates Issue 39-March 2014: Understanding the New Vision for Career Development: The Role of Family
(http://www.ncwd-youth.info/ilp) Rennie Center for Education Research &Policy (2011) Student Learning Plans: Supporting Every Student’s Transition to College and Career http://www.renniecenter.org/research/StudentLearningPlans.pdf Rhode Island Department of Education: Individual Learning Plan (ILP) Framework http://www.ride.ri.gov/Portals/0/Uploads/Documents/Diploma-System/ILP-Framework-Final.pdf Solberg, S., Phelps, A., Haakenson, K., Durham, J., Timmons, J., (2012). The Nature and Use of Individualized Learning Plans as a Career Intervention Strategy Journal of Career Development Solberg, V.S., Wills, J.,& Osman, D. (2012). Promoting Quality Individualized Plans: A “How to Guide” Focused on the High School Years. Washington D.C.: National Collaborative on Workforce and Disability for Youth, Institute for Educational Leadership http://www.ncwd-youth.info/ilp/how-to-guide Tanenbaum, C., LeFloch, K., & Boyle, A. (2013) Are Personalized Learning Environments the Next Wave of K-12 Education Reform? American Institute for Research, Education Issue Paper Series http://www.air.org/sites/default/files/downloads/report/AIR_Personalized_Learning_Issue_Paper_2013_0.pdf West, D., and Sutherland, S., Hope High School, Providence Public High Schools (2007). Providence Public High Schools Individual Learning Plans Program Guide http://education.vermont.gov/documents/EDU-PLP_Providence_Program_Guide.pdf
Massachusetts Guide for Implementing Individual Learning Plans 19
ACKNOWLEDGEMENTS The Massachusetts Department of Elementary and Secondary Education thanks the following people and organizations for providing valuable insight, input, and expertise during the creation of this guide: Integrating College and Career Readiness (ICCR) Demonstration Sites: Chicopee Public Schools Gill-Montague Regional School District Hampden-Wilbraham Regional School District Northbridge Public Schools Weymouth Public Schools External Reviewers: Marissa Cole America’s Promise Alliance, Center for Promise at Tufts University Nina Culbertson Rennie Center for Education Research and Policy Katie Ehresman Department of Adult Education, Boston Public Schools V. Scott Solberg Boston University, School of Education Wendy Surr American Institutes for Research Department of Elementary and Secondary Education Authors and Reviewers: Lead Author:
Office of College and Career Readiness Reviewers and Contributors:
Office of Adult and Community Learning Services Office of Career/Vocational Technical Education Office of Charter Schools and School Redesign Office of District and School Turnaround Office of Planning, Research, and Delivery Systems Office of Program Quality Assurance Office of School Improvement Grants Programs Office of Special Education Planning and Policy Office of Student Support
The Department also thanks the staff and students of Chicopee Comprehensive High School who allowed us to photograph them as they worked on their ILPs (see cover photograph). This guide was made possible through funding from the federal High School Graduation Initiative (HSGI) grant program.
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TOO
L 1:
Sam
ple
ILP
Inst
rum
ent
Date
Upd
ated
Date
of m
ost r
ecen
t upd
ate
to IL
P in
stru
men
t:
Sect
ions
#s
upda
ted:
Date
s of p
rior I
LP in
stru
men
t upd
ates
:
1) S
tude
nt P
erso
nal I
nfor
mat
ion
Stud
ent n
ame:
Proj
ecte
d hi
gh sc
hool
gr
adua
tion
year
:
Scho
ol m
ento
r nam
e:
Sc
hool
nam
e:
Stud
ent d
ate
of b
irth:
Grad
e le
vel:
Addr
ess:
Emai
l:
Phon
e 1:
Phon
e 2:
2) P
aren
t/G
uard
ian/
Oth
er C
arin
g Ad
ult I
nfor
mat
ion
Nam
e 1:
Rela
tions
hip:
Addr
ess:
Emai
l:
Phon
e 1:
Phon
e 2:
Nam
e 2:
Rela
tions
hip:
Addr
ess:
Emai
l:
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Phon
e 1:
Phon
e 2:
Nam
e 3:
Rela
tions
hip:
Addr
ess:
Emai
l:
Phon
e 1:
Phon
e 2:
3) O
ther
Stu
dent
Pla
ns
Chec
k of
f the
oth
er ty
pes o
f stu
dent
pla
ns th
at a
re in
pla
ce, a
nd p
rovi
de th
e da
te o
f the
mos
t rec
ent v
ersio
n fo
r eac
h ap
plic
able
pla
n.
St
uden
t Pla
n Da
te o
f Mos
t Rec
ent V
ersi
on
5
04 E
duca
tion
Plan
I
ndiv
idua
lized
Edu
catio
n Pl
an (I
EP)
T
rans
ition
Pla
nnin
g Fo
rm (T
PF)
E
duca
tion
Prof
icie
ncy
Plan
(EPP
)
C
VTE
Care
er P
lan
(Car
eer P
lan)
I
ndiv
idua
l Stu
dent
Suc
cess
Pla
n (IS
SP)
O
ther
:
O
ther
:
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4) S
tude
nt Id
entif
ied
Stre
ngth
s
Prov
ide
an o
verv
iew
of y
our s
elf-i
dent
ified
stre
ngth
s in
the
pers
onal
/soc
ial,
acad
emic
, and
wor
kpla
ce re
adin
ess d
omai
ns.
Pers
onal
/Soc
ial:
Acad
emic
:
Wor
kpla
ce
Read
ines
s:
5) S
tude
nt Id
entif
ied
Barr
iers
to S
ucce
ss
Chec
k al
l box
es th
at a
pply
to y
ou a
nd id
entif
y an
y st
eps t
o be
take
n to
redu
ce b
arrie
rs.
Po
tent
ial B
arrie
rs
Not
es a
nd N
ext S
teps
to R
educ
e Ba
rrie
rs
L
ow In
com
e
L
angu
age
D
isabi
lity
U
nem
ploy
men
t
H
ousin
g/ H
omel
essn
ess
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ans
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Pote
ntia
l Bar
riers
N
otes
and
Nex
t Ste
ps to
Red
uce
Barr
iers
G
ang
Invo
lvem
ent
S
ubst
ance
Abu
se
D
omes
tic V
iole
nce
P
regn
ancy
or P
aren
ting
P
hysic
al H
ealth
M
enta
l Hea
lth
L
ack
of G
uard
ian
Supp
ort
O
ther
:
O
ther
:
O
ther
:
6) S
tate
Age
ncy
Invo
lvem
ent
List
any
invo
lvem
ent w
ith st
ate
agen
cies
. Exa
mpl
es in
clud
e De
part
men
t of Y
outh
Ser
vice
s, D
epar
tmen
t of T
rans
ition
al A
ssist
ance
, De
part
men
t of C
hild
ren
and
Fam
ilies
, and
Dep
artm
ent o
f Men
tal H
ealth
.
Agen
cy N
ame
Cont
act P
erso
n Co
ntac
t Inf
orm
atio
n Pe
rmis
sion
to
Cont
act (
Y/N
)
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7) C
aree
r Int
eres
ts
List
you
r car
eer i
nter
ests
(thi
s may
incl
ude
resu
lts fr
om in
tere
st in
vent
orie
s), c
aree
r opp
ortu
nitie
s ass
ocia
ted
with
the
care
er in
tere
st
area
, and
the
educ
atio
n or
trai
ning
nec
essa
ry to
obt
ain
that
car
eer.
Crea
te a
sepa
rate
row
for e
ach
pote
ntia
l car
eer o
ppor
tuni
ty –
so
one
care
er in
tere
st a
rea
may
hav
e se
vera
l row
s with
diff
eren
t car
eer o
ppor
tuni
ties.
Care
er In
tere
st A
rea
Ca
reer
Opp
ortu
nity
Po
st-S
econ
dary
Edu
catio
n or
Tra
inin
g Re
quire
d
Exam
ple:
Ear
ly C
hild
hood
El
emen
tary
scho
ol te
ache
r 4
year
deg
ree
prog
ram
8) S
hort
Ter
m S
tude
nt G
oals
Prov
ide
at le
ast o
ne sh
ort t
erm
(1-2
mon
th) g
oal f
or e
ach
dom
ain
(aca
dem
ic, p
erso
nal/s
ocia
l, an
d w
orkp
lace
read
ines
s). F
or e
ach
shor
t-te
rm g
oal,
incl
ude
actio
n st
eps t
o re
ach
this
goal
, inc
ludi
ng th
e de
scrip
tion
of a
ctiv
ities
, sup
port
s tha
t will
be
need
ed o
r pr
ovid
ed, a
nd th
e tim
elin
e. R
etai
n pr
ior s
hort
-ter
m g
oals
for s
tude
nt re
view
and
refle
ctio
n.
Sh
ort T
erm
Goa
l – A
cade
mic
Dom
ain
Goa
l Des
crip
tion:
Step
1
Activ
ity D
escr
iptio
n:
Su
ppor
ts:
Ti
mel
ine:
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Step
2
Activ
ity D
escr
iptio
n:
Su
ppor
ts:
Ti
mel
ine:
Step
3
Activ
ity D
escr
iptio
n:
Su
ppor
ts:
Ti
mel
ine:
Sh
ort T
erm
Goa
l – P
erso
nal/
Soci
al D
omai
n G
oal D
escr
iptio
n:
St
ep 1
Ac
tivity
Des
crip
tion:
Supp
orts
:
Tim
elin
e:
Step
2
Activ
ity D
escr
iptio
n:
Su
ppor
ts:
Ti
mel
ine:
Step
3
Activ
ity D
escr
iptio
n:
Su
ppor
ts:
Ti
mel
ine:
Sh
ort T
erm
Goa
l – W
orkp
lace
Rea
dine
ss D
omai
n G
oal D
escr
iptio
n:
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Step
1
Activ
ity D
escr
iptio
n:
Supp
orts
:
Tim
elin
e:
Step
2
Activ
ity D
escr
iptio
n:
Su
ppor
ts:
Ti
mel
ine:
Step
3
Activ
ity D
escr
iptio
n:
Su
ppor
ts:
Ti
mel
ine:
9) L
ong
Term
Stu
dent
Goa
ls
Prov
ide
at le
ast o
ne lo
ng te
rm (p
ost-
seco
ndar
y) g
oal r
elat
ed to
futu
re e
duca
tion,
car
eer,
and
pers
onal
/life
goa
ls. F
or e
ach
long
-ter
m
goal
, inc
lude
som
e im
med
iate
act
ion
step
s to
reac
h th
is go
al, i
nclu
ding
the
desc
riptio
n of
act
iviti
es, s
uppo
rts t
hat w
ill b
e ne
eded
or
prov
ided
, and
the
timel
ine.
Ret
ain
prio
r lon
g-te
rm g
oals
for s
tude
nt re
view
and
refle
ctio
n.
Lo
ng T
erm
Goa
l 1
Goa
l Des
crip
tion:
Step
1
Activ
ity D
escr
iptio
n:
Supp
orts
:
Tim
elin
e:
Step
2
Activ
ity D
escr
iptio
n:
Su
ppor
ts:
Ti
mel
ine:
Step
3
Activ
ity D
escr
iptio
n:
Su
ppor
ts:
Ti
mel
ine:
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Lo
ng T
erm
Goa
l 2
Goa
l Des
crip
tion:
Step
1
Activ
ity D
escr
iptio
n:
Supp
orts
:
Tim
elin
e:
Step
2
Activ
ity D
escr
iptio
n:
Su
ppor
ts:
Ti
mel
ine:
Step
3
Activ
ity D
escr
iptio
n:
Su
ppor
ts:
Ti
mel
ine:
Lo
ng T
erm
Goa
l 3
Goa
l Des
crip
tion:
Step
1
Activ
ity D
escr
iptio
n:
Supp
orts
:
Tim
elin
e:
Step
2
Activ
ity D
escr
iptio
n:
Su
ppor
ts:
Ti
mel
ine:
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Step
3
Activ
ity D
escr
iptio
n:
Su
ppor
ts:
Ti
mel
ine:
10) M
iddl
e Sc
hool
Cou
rses
Info
rmat
ion
Prov
ide
an o
verv
iew
of t
he m
iddl
e sc
hool
cou
rses
take
n an
d th
e as
soci
ated
gra
des.
Subj
ect A
rea
Gra
de 6
G
rade
7
Gra
de 8
En
glish
Mat
h
Scie
nce
Hi
stor
y/ S
ocia
l Stu
dies
Phys
ical
Edu
catio
n
Ar
t
Tech
nolo
gy
O
ther
:
Oth
er:
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11) H
igh
Scho
ol C
ours
es In
form
atio
n
Prov
ide
an o
verv
iew
of t
he c
ours
es ta
ken,
incl
udin
g th
e co
urse
title
s, c
ours
e gr
ade
(GR)
, and
cou
rse
cred
its e
arne
d (C
R). N
ote
in th
e co
urse
title
if th
e co
urse
is ta
ken
for d
ual c
redi
t, is
an A
P co
urse
, etc
.
Subj
ect
Area
Ti
tle
GR
CR
Title
GR
CR
Title
GR
CR
Title
G
R CR
Ti
tle
GR
CR
Engl
ish
Mat
h
Scie
nce
Soci
al
Scie
nces
Fore
ign
Lang
Heal
th
Arts
Phys
ical
Ed
Elec
tive
Elec
tive
Oth
er
Oth
er
M
assa
chus
etts
Gui
de fo
r Im
plem
entin
g In
divi
dual
Lea
rnin
g Pl
ans
30
12) H
igh
Scho
ol R
oadm
ap
For e
ach
subj
ect a
rea,
pro
vide
the
tota
l num
ber o
f cre
dits
requ
ired
for g
radu
atio
n, th
e to
tal a
pplic
able
cre
dits
ear
ned
to d
ate,
and
th
e to
tal c
redi
ts re
mai
ning
to b
e ea
rned
in th
e su
bjec
t are
a. If
app
licab
le, p
rovi
de a
shor
t des
crip
tion
of th
e co
urse
(s) o
ptio
ns to
fu
lfill
the
requ
ired
cred
its. T
his t
able
can
be
used
a si
mpl
e ro
adm
ap to
gra
duat
ion
for s
tude
nts,
fam
ilies
, and
staf
f.
Subj
ect
Area
Tota
l Cre
dits
N
eede
d fo
r G
radu
atio
n
Tota
l Ap
plic
able
Cr
edits
Ear
ned
Tota
l Cre
dits
Re
mai
ning
Desc
riptio
n of
Cou
rse
Opt
ions
to F
ulfil
l Req
uire
d Cr
edits
Engl
ish
Mat
h
Scie
nce
Soci
al
Scie
nces
Fore
ign
Lang
Heal
th
Arts
Phys
ical
Ed
Elec
tives
O
ther
Ye
s/N
o/U
nsur
e N
otes
Ar
e yo
u ex
pect
ing
to c
ompl
ete
Mas
sCor
e –
the
Mas
sach
uset
ts
reco
mm
ende
d co
urse
of s
tudy
– b
y yo
ur h
igh
scho
ol g
radu
atio
n da
te?
M
assa
chus
etts
Gui
de fo
r Im
plem
entin
g In
divi
dual
Lea
rnin
g Pl
ans
31
13) T
ier 2
and
Tie
r 3 S
uppo
rts o
r Int
erve
ntio
ns
Docu
men
t the
Tie
r 2 a
nd T
ier 3
supp
orts
and
inte
rven
tions
(aca
dem
ic a
nd n
on-a
cade
mic
) tha
t you
are
par
ticip
atin
g in
(or i
n w
hich
yo
u pr
evio
usly
par
ticip
ated
). Ti
er 2
inte
rven
tions
and
supp
orts
are
mod
erat
ely
inte
nsiv
e an
d ar
e ta
rget
ed to
war
d sm
all g
roup
s of
stud
ents
with
sim
ilar n
eeds
who
wou
ld b
enef
it fr
om si
mila
r int
erve
ntio
ns o
r sup
port
s. T
ier 3
inte
rven
tions
and
supp
orts
are
the
mos
t int
ensiv
e an
d ar
e pr
ovid
ed to
indi
vidu
al st
uden
ts w
ith th
e hi
ghes
t lev
els o
f nee
d.
Chec
k of
f the
gra
de le
vels
in w
hich
you
par
ticip
ated
in th
at in
terv
entio
n or
supp
ort.
Supp
ort o
r Int
erve
ntio
n N
ame
Gra
de 6
G
rade
7
Gra
de 8
G
rade
9
Gra
de 1
0 G
rade
11
Gra
de 1
2
14) A
sses
smen
t Res
ults
Prov
ide
an o
verv
iew
of y
our r
esul
ts o
n st
ate,
loca
l, an
d ot
her a
sses
smen
t res
ults
.
Gra
de 6
G
rade
7
Gra
de 8
G
rade
9
Gra
de 1
0 G
rade
11
Gra
de 1
2 St
ate
Asse
ssm
ent:
ELA
Stat
e As
sess
men
t: M
ath
M
assa
chus
etts
Gui
de fo
r Im
plem
entin
g In
divi
dual
Lea
rnin
g Pl
ans
32
G
rade
6
Gra
de 7
G
rade
8
Gra
de 9
G
rade
10
Gra
de 1
1 G
rade
12
Stat
e As
sess
men
t: Sc
ienc
e
Loca
l Ass
essm
ent:
Loca
l Ass
essm
ent:
Oth
er: P
SAT
Oth
er: S
AT
Oth
er:
15) E
xtra
curr
icul
ar A
ctiv
ities
Docu
men
t the
ext
racu
rric
ular
act
iviti
es in
whi
ch y
ou a
re e
ngag
ed, i
nclu
ding
thos
e pr
ovid
ed in
scho
ol, a
nd w
ell a
s tho
se o
ffere
d ou
t of
scho
ol.
Gra
des 6
G
rade
7
Gra
de 8
G
rade
9
Gra
de 1
0 G
rade
11
Gra
de 1
2 In
scho
ol
Out
of
scho
ol
M
assa
chus
etts
Gui
de fo
r Im
plem
entin
g In
divi
dual
Lea
rnin
g Pl
ans
33
16) C
aree
r Dev
elop
men
t Edu
catio
n Ac
tiviti
es
Care
er D
evel
opm
ent E
duca
tion
enco
mpa
sses
thre
e st
ages
– A
war
enes
s, E
xplo
ratio
n, a
nd Im
mer
sion
– th
at h
elp
stud
ents
mov
e fr
om
the
cogn
itive
to th
e ex
perie
ntia
l. Do
cum
ent y
our p
artic
ipat
ion
in a
ctiv
ities
and
/or c
ours
es th
at p
rovi
de c
aree
r aw
aren
ess,
ex
plor
atio
n, o
r im
mer
sion
oppo
rtun
ities
.
• Aw
aren
ess s
tage
exa
mpl
es in
clud
e: c
aree
r int
eres
t inv
ento
ries,
exp
lorin
g la
bor m
arke
t inf
orm
atio
n th
roug
h w
ebsit
es a
nd
publ
icat
ions
, list
enin
g to
car
eer s
peak
ers,
and
/or p
artic
ipat
ion
in c
aree
r day
s or f
airs
. •
Expl
orat
ion
stag
e ex
ampl
es in
clud
e pa
rtic
ipat
ion
in w
orks
hops
or c
lass
es w
ith a
car
eer f
ocus
, “jo
b sh
adow
ing,
” in
form
atio
nal
inte
rvie
ws w
ith lo
cal p
rofe
ssio
nals,
and
/or p
rodu
cing
a c
aree
r-re
late
d re
sear
ch o
r cap
ston
e pr
ojec
t.
• Im
mer
sion
stag
e ex
ampl
es in
clud
e in
tern
ship
s, e
ntre
pren
euria
l ent
erpr
ises,
or o
ther
wor
k-ba
sed
lear
ning
opp
ortu
nitie
s.
G
rade
s 6
Gra
de 7
G
rade
8
Gra
de 9
G
rade
10
Gra
de 1
1 G
rade
12
Care
er
Awar
enes
s Ac
tiviti
es
Care
er
Expl
orat
ion
Activ
ities
Care
er
Imm
ersio
n Ac
tiviti
es
M
assa
chus
etts
Gui
de fo
r Im
plem
entin
g In
divi
dual
Lea
rnin
g Pl
ans
34
17) R
efle
ctio
ns
Refle
ctio
ns fr
om th
e st
uden
t, pa
rent
/gua
rdia
n, a
nd sc
hool
shou
ld h
appe
n at
the
begi
nnin
g an
d at
the
end
of th
e sc
hool
yea
r. T
he
refle
ctio
n at
the
begi
nnin
g of
the
year
focu
ses a
ll pa
rtie
s on
the
wor
k an
d th
e sp
ecifi
c go
als f
or th
e up
com
ing
year
. Th
e ye
ar-e
nd
refle
ctio
n is
an h
ones
t ass
essm
ent o
f suc
cess
es a
nd c
halle
nges
enc
ount
ered
thro
ugho
ut th
e sc
hool
yea
r. T
he e
nd-o
f-yea
r ref
lect
ion
may
iden
tify
actio
n st
eps f
or th
e ne
xt y
ear.
Stak
ehol
der
Refle
ctio
n St
uden
t
Par
ent/
Guar
dian
N
ame:
Scho
ol M
ento
r N
ame:
Mas
sach
uset
ts G
uide
for I
mpl
emen
ting
Indi
vidu
al L
earn
ing
Plan
s
35
TOO
L 2:
ILP
Impl
emen
tatio
n Se
lf-As
sess
men
ts
The
Mas
sach
uset
ts G
uide
for I
LP Im
plem
enta
tion
incl
udes
a w
ide
varie
ty o
f inf
orm
atio
n th
at g
ener
ally
falls
into
thre
e ca
tego
ries:
1)
Guid
ance
on
the
over
all a
ppro
ach
to IL
P im
plem
enta
tion
in a
scho
ol a
nd d
istric
t 2)
Gu
idan
ce o
n th
e IL
P pr
oces
s with
indi
vidu
al st
uden
ts
3)
Guid
ance
on
wha
t eac
h st
uden
t’s IL
P in
stru
men
t(s)
shou
ld c
aptu
re
The
thre
e se
lf-as
sess
men
t too
ls be
low
may
be
a he
lpfu
l res
ourc
e to
pla
n fo
r and
refle
ct o
n IL
P im
plem
enta
tion
in y
our s
choo
l or
dist
rict.
Thes
e to
ols c
an b
e us
ed a
s a “
road
map
” at
the
begi
nnin
g of
ILP
impl
emen
tatio
n to
pla
n IL
P im
plem
enta
tion
activ
ities
and
to
alig
n IL
P im
plem
enta
tion
with
oth
er sc
hool
and
dist
rict i
nitia
tives
. The
tool
s may
also
be
used
to re
gula
rly re
flect
and
revi
ew IL
P pr
ogre
ss a
fter
the
star
t of i
mpl
emen
tatio
n (e
.g.,
annu
al se
lf-as
sess
men
t).
1) T
HE O
VERA
LL IL
P IM
PLEM
ENTA
TIO
N IN
TH
E SC
HOO
L/DI
STRI
CT IN
CLU
DES…
Whe
re w
e ar
e no
w:
No
impl
emen
tatio
n =
0 Ea
rly im
plem
enta
tion
= 1
Som
e im
plem
enta
tion
= 2
Robu
st im
plem
enta
tion
= 3
Evid
ence
of i
mpl
emen
tatio
n St
eps f
or im
prov
emen
t
Dist
rict a
nd sc
hool
leve
l lea
ders
hip
team
s w
ith k
ey st
akeh
olde
rs (e
.g.,
coun
selo
rs,
teac
hers
, spe
cial
edu
catio
n pe
rson
nel,
ELL
pers
onne
l, co
mm
unity
repr
esen
tatio
n)
who
can
cle
arly
art
icul
ate
the
goal
s of I
LP
impl
emen
tatio
n
Com
mun
icat
ing
a cl
ear r
atio
nale
for I
LP
impl
emen
tatio
n an
d ho
w it
supp
orts
and
Mas
sach
uset
ts G
uide
for I
mpl
emen
ting
Indi
vidu
al L
earn
ing
Plan
s
36
1) T
HE O
VERA
LL IL
P IM
PLEM
ENTA
TIO
N IN
TH
E SC
HOO
L/DI
STRI
CT IN
CLU
DES…
Whe
re w
e ar
e no
w:
No
impl
emen
tatio
n =
0 Ea
rly im
plem
enta
tion
= 1
Som
e im
plem
enta
tion
= 2
Robu
st im
plem
enta
tion
= 3
Evid
ence
of i
mpl
emen
tatio
n St
eps f
or im
prov
emen
t
conn
ects
the
varie
d sc
hool
-leve
l im
prov
emen
t effo
rts (
e.g.
, red
ucin
g co
urse
fa
ilure
s, in
crea
sing
stud
ent a
tten
danc
e,
incr
easin
g hi
gh sc
hool
gra
duat
ion
rate
s,
and
incr
easin
g M
assC
ore
com
plet
ion)
Pr
ofes
siona
l Lea
rnin
g Co
mm
uniti
es (P
LCs)
to
supp
ort t
each
ers a
nd o
ther
key
adu
lts
in u
nder
stan
ding
the
valu
e of
the
ILP,
thei
r ro
le in
the
ILP
proc
ess,
and
des
igni
ng a
nd
impl
emen
ting
actio
n pl
an st
rate
gies
Prof
essio
nal d
evel
opm
ent f
or st
aff w
ith
clea
r obj
ectiv
es, r
ole
defin
ition
s, a
nd
stra
tegi
es to
ens
ure
appr
opria
te a
nd
succ
essf
ul su
ppor
ts to
stud
ents
and
to
prom
ote
qual
ity sc
hool
-wid
e im
plem
enta
tion
All s
choo
l sta
ff ar
e aw
are
and
trai
ned
on
the
scho
ol’s
ILP
impl
emen
tatio
n in
ord
er
to e
ffect
ivel
y m
ento
r stu
dent
s and
supp
ort
ILP
deve
lopm
ent i
n cl
assr
oom
s
Iden
tific
atio
n of
at l
east
one
key
adu
lt (i.
e.
scho
ol m
ento
r) o
n th
e sc
hool
staf
f for
eac
h st
uden
t, ty
pica
lly re
ferr
ed to
as h
is/he
r sc
hool
men
tor t
o en
cour
age,
to su
ppor
t, an
d to
gui
de th
e IL
P pr
ogre
ssio
n
Trai
ning
for s
choo
l men
tors
on
how
to
effe
ctiv
ely
faci
litat
e th
e m
ento
r-st
uden
t re
latio
nshi
p to
ens
ure
mor
e pe
rson
al,
Mas
sach
uset
ts G
uide
for I
mpl
emen
ting
Indi
vidu
al L
earn
ing
Plan
s
37
1) T
HE O
VERA
LL IL
P IM
PLEM
ENTA
TIO
N IN
TH
E SC
HOO
L/DI
STRI
CT IN
CLU
DES…
Whe
re w
e ar
e no
w:
No
impl
emen
tatio
n =
0 Ea
rly im
plem
enta
tion
= 1
Som
e im
plem
enta
tion
= 2
Robu
st im
plem
enta
tion
= 3
Evid
ence
of i
mpl
emen
tatio
n St
eps f
or im
prov
emen
t
stud
ent-
driv
en c
onve
rsat
ions
A
syst
emat
ic p
roce
ss a
nd ti
me
in st
uden
t, st
aff,
and
scho
ol sc
hedu
les f
or e
very
st
uden
t and
scho
ol m
ento
r to
deve
lop,
re
view
, and
upd
ate
the
ILP
on a
regu
lar
basis
Prot
ocol
s to
ensu
re th
e IL
P in
stru
men
t is
conf
iden
tial a
nd th
at it
is p
artia
lly o
r ful
ly
shar
ed d
epen
ding
on
the
role
s and
re
spon
sibili
ties o
f sta
ff an
d ex
tern
al
stak
ehol
ders
Use
of a
t lea
st o
ne sy
stem
(onl
ine
and/
or
pape
r) a
s the
inst
rum
ent(s
) to
trac
k th
e st
uden
t’s IL
P de
velo
pmen
t ove
r tim
e
A fo
cus o
n be
ing
stud
ent-
driv
en: t
he
stud
ent’s
self-
defin
ed g
oals
and
uniq
ue
inte
rest
s gui
de th
e pl
an fo
r aca
dem
ic,
pers
onal
/soc
ial,
and
wor
kpla
ce re
adin
ess
skill
att
ainm
ent
Impl
emen
tatio
n w
ith a
ll st
uden
ts a
t the
hi
gh sc
hool
leve
l
Impl
emen
tatio
n w
ith a
ll st
uden
ts a
t the
m
iddl
e sc
hool
leve
l
Stud
ent o
wne
rshi
p ov
er d
evel
opin
g an
d m
aint
aini
ng th
eir I
LP w
ith d
irect
ion
and
supp
ort f
rom
fam
ily a
nd sc
hool
per
sonn
el
An o
ppor
tuni
ty fo
r par
ents
, gua
rdia
ns,
and/
or o
ther
con
cern
ed a
dults
iden
tifie
d
Mas
sach
uset
ts G
uide
for I
mpl
emen
ting
Indi
vidu
al L
earn
ing
Plan
s
38
1) T
HE O
VERA
LL IL
P IM
PLEM
ENTA
TIO
N IN
TH
E SC
HOO
L/DI
STRI
CT IN
CLU
DES…
Whe
re w
e ar
e no
w:
No
impl
emen
tatio
n =
0 Ea
rly im
plem
enta
tion
= 1
Som
e im
plem
enta
tion
= 2
Robu
st im
plem
enta
tion
= 3
Evid
ence
of i
mpl
emen
tatio
n St
eps f
or im
prov
emen
t
by th
e st
uden
t to
supp
ort a
nd a
dvoc
ate
for t
he st
uden
t O
ppor
tuni
ties t
o im
prov
e in
tera
ctio
ns
betw
een
stud
ents
and
mul
tiple
aud
ienc
es
(e.g
., st
uden
t led
par
ent/
teac
her
conf
eren
ce, s
tude
nt le
tter
s to
fam
ily o
n pe
rson
al g
oals)
.
Onc
e ac
tion
item
s are
incl
uded
in
stud
ents
’ ILP
s, id
entif
icat
ion
and
docu
men
tatio
n of
key
adu
lts w
ho w
ill
shar
e re
spon
sibili
ty fo
r im
plem
entin
g ac
tion
item
s
Iden
tific
atio
n of
a c
olle
ge a
nd c
aree
r re
adin
ess f
ram
ewor
k su
ch a
s the
M
assa
chus
etts
Mod
el fo
r Sch
ool
Coun
selin
g to
fost
er h
igh
qual
ity IL
P de
velo
pmen
t
Conn
ectio
n of
the
ILP
impl
emen
tatio
n to
ot
her s
tude
nt p
lans
, suc
h as
the
Educ
atio
n Pr
ofic
ienc
y Pl
an (E
PP),
Spec
ial E
duca
tion
tran
sitio
n pl
an, a
nd C
VTE
Care
er P
lan
Supp
ort f
or st
uden
ts w
ith li
mite
d En
glish
pr
ofic
ienc
y (L
EP) t
o en
sure
cle
ar
com
mun
icat
ion
and
acce
ss to
the
ILP
proc
ess a
nd IL
P in
stru
men
t, in
clud
ing
tran
slatio
n fo
r the
stud
ents
who
se fa
mili
es
with
a fi
rst l
angu
age
othe
r tha
n En
glish
Usin
g st
uden
ts’ g
oals,
cha
lleng
es,
Mas
sach
uset
ts G
uide
for I
mpl
emen
ting
Indi
vidu
al L
earn
ing
Plan
s
39
1) T
HE O
VERA
LL IL
P IM
PLEM
ENTA
TIO
N IN
TH
E SC
HOO
L/DI
STRI
CT IN
CLU
DES…
Whe
re w
e ar
e no
w:
No
impl
emen
tatio
n =
0 Ea
rly im
plem
enta
tion
= 1
Som
e im
plem
enta
tion
= 2
Robu
st im
plem
enta
tion
= 3
Evid
ence
of i
mpl
emen
tatio
n St
eps f
or im
prov
emen
t
stre
ngth
s, a
nd a
ctiv
ities
that
are
iden
tifie
d th
roug
h th
e IL
P pr
oces
s and
/or
docu
men
ted
in th
e IL
P in
stru
men
t whe
n pl
anni
ng fo
r sch
ool a
nd d
istric
t im
prov
emen
ts
Mon
itorin
g of
the
effe
ctiv
enes
s of t
he IL
P pr
oces
s by
usin
g da
ta su
ch a
s: IL
P in
stru
men
t use
rate
s, at
tend
ance
rate
s,
post
seco
ndar
y ou
tcom
e in
form
atio
n, d
ata
on th
e ef
fect
iven
ess o
f tar
gete
d su
ppor
ts,
stud
ent s
urve
ys o
n sa
tisfa
ctio
n w
ith th
e pr
oces
s, an
d ed
ucat
or a
nd p
aren
t/fa
mily
sa
tisfa
ctio
n su
rvey
s
Mas
sach
uset
ts G
uide
for I
mpl
emen
ting
Indi
vidu
al L
earn
ing
Plan
s
40
2) T
HE IL
P PR
OCE
SS W
ITH
INDI
VIDU
AL
STU
DEN
TS IN
CLU
DES…
Whe
re w
e ar
e no
w:
Not
in st
uden
t pro
cess
= 0
Ea
rly im
plem
enta
tion
= 1
Som
e im
plem
enta
tion
= 2
Robu
st im
plem
enta
tion
= 3
Evid
ence
of i
mpl
emen
tatio
n St
eps f
or im
prov
emen
t
Shor
t- a
nd lo
ng-t
erm
goa
l set
ting
that
is
base
d on
the
stud
ent’s
self-
iden
tifie
d in
tere
sts a
nd st
reng
ths
Iden
tific
atio
n of
fiel
d(s)
of i
nter
est,
thro
ugh
a ca
reer
inte
rest
surv
ey o
r sim
ilar
tool
s
Opp
ortu
nitie
s to
refle
ct a
nd d
iscus
s op
tions
, str
engt
hs, a
nd b
arrie
rs in
the
acad
emic
dom
ain
Opp
ortu
nitie
s to
refle
ct a
nd d
iscus
s op
tions
, str
engt
hs, a
nd b
arrie
rs in
the
pers
onal
/soc
ial d
omai
n
Opp
ortu
nitie
s to
refle
ct a
nd d
iscus
s op
tions
, str
engt
hs, a
nd b
arrie
rs in
the
wor
kpla
ce re
adin
ess d
omai
n
Iden
tific
atio
n of
the
cour
se ta
king
pla
ns
need
ed to
ent
er p
ost-
seco
ndar
y de
gree
/cer
tific
ate
prog
ram
s tha
t are
es
sent
ial t
o pu
rsue
car
eer g
oals
Iden
tific
atio
n of
Car
eer D
evel
opm
ent
Educ
atio
n ac
tiviti
es th
ey a
re in
tere
sted
in
purs
uing
, and
thes
e ar
e ac
tiviti
es a
re a
lso
docu
men
ted
in th
e IL
P in
stru
men
t
Incl
udes
writ
ten
refle
ctio
ns b
y sc
hool
pe
rson
nel a
nd p
aren
ts to
exp
ress
thei
r go
als a
nd a
spira
tions
for t
he st
uden
t and
id
entif
y pr
ogre
ss b
eing
mad
e
Mas
sach
uset
ts G
uide
for I
mpl
emen
ting
Indi
vidu
al L
earn
ing
Plan
s
41
3) E
ACH
STU
DEN
T’S
ILP
INST
RUM
ENT(
S)
CAPT
URE
S…
Yes o
r No
W
here
(loc
atio
n)
Step
s for
impr
ovem
ent
Stud
ent i
nfor
mat
ion:
nam
e, g
rade
leve
l, ag
e, p
aren
t/gu
ardi
an n
ame(
s), c
onta
ct
info
rmat
ion
Stud
ent i
dent
ified
stre
ngth
s
Stud
ent i
dent
ified
inte
rest
s: c
aree
r fie
lds,
ac
adem
ic su
bjec
t are
as, h
obbi
es a
nd
extr
acur
ricul
ar a
ctiv
ities
(inc
ludi
ng c
aree
r in
tere
st su
rvey
resu
lts)
Stud
ent i
dent
ified
per
sona
l bar
riers
an
d sk
ill g
aps
Long
term
(pos
tsec
onda
ry g
oals)
for a
ll th
ree
dom
ains
: aca
dem
ic, p
erso
nal/s
ocia
l, an
d w
orkp
lace
Shor
t ter
m (e
.g.,
this
sem
este
r) g
oals
for
all t
hree
dom
ains
: aca
dem
ic,
pers
onal
/soc
ial,
and
wor
kpla
ce
Refle
ctio
ns fr
om th
e st
uden
t at t
he
begi
nnin
g an
d en
d of
the
scho
ol y
ear
Refle
ctio
ns fr
om th
e sc
hool
staf
f at t
he
begi
nnin
g an
d en
d of
the
scho
ol y
ear
Refle
ctio
ns fr
om th
e pa
rent
/gua
rdia
n at
the
begi
nnin
g an
d en
d of
the
scho
ol
year
Stud
ent’s
gra
des,
stat
e an
d lo
cal
asse
ssm
ent r
esul
ts, a
dvan
ced
cour
sew
ork
such
as A
dvan
ced
Plac
emen
t and
dua
l enr
ollm
ent,
and
cont
extu
al le
arni
ng o
ppor
tuni
ties s
uch
as se
rvic
e or
wor
k-ba
sed
lear
ning
Mas
sach
uset
ts G
uide
for I
mpl
emen
ting
Indi
vidu
al L
earn
ing
Plan
s
42
3) E
ACH
STU
DEN
T’S
ILP
INST
RUM
ENT(
S)
CAPT
URE
S…
Yes o
r No
W
here
(loc
atio
n)
Step
s for
impr
ovem
ent
expe
rienc
es
Sum
mar
y of
IEP
or a
504
pla
n ac
com
mod
atio
ns, w
hen
appl
icab
le
Educ
atio
n Pr
ofic
ienc
y Pl
an (E
PP)
docu
men
tatio
n, w
hen
appl
icab
le
Part
icip
atio
n in
Tie
r 2 o
r Tie
r 3
acad
emic
inte
rven
tions
Activ
ities
in a
nd o
ut o
f sch
ool t
hat
supp
ort,
enco
urag
e, a
nd a
ssist
st
uden
ts in
acq
uirin
g an
d ef
fect
ivel
y ap
plyi
ng th
e sk
ills n
eces
sary
for
succ
ess i
n th
e w
orkp
lace
and
in so
ciet
y
Part
icip
atio
n in
Tie
r 2 o
r Tie
r 3 n
on-
acad
emic
inte
rven
tions
Part
icip
atio
n in
aw
aren
ess,
ex
plor
atio
n, a
nd im
mer
sion
care
er
deve
lopm
ent e
duca
tion
activ
ities
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