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

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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?

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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.

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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.

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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.

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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.

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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

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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.

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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

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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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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