TOOL 2: ILP Implementation Self-Assessments
The Massachusetts Guide for ILP Implementation includes a wide variety of information that generally falls into three categories:
1) Guidance on the overall approach to ILP implementation in a school and district
2) Guidance on the ILP process with individual students
3) Guidance on what each student’s ILP instrument(s) should capture
The three self-assessment tools below may be a helpful resource to plan for and reflect on ILP implementation in your school or
district. These tools can be used as a “road map” at the beginning of ILP implementation to plan ILP implementation activities and to
align ILP implementation with other school and district initiatives. The tools may also be used to regularly reflect and review ILP
progress after the start of implementation (e.g., annual self-assessment).
1) THE OVERALL ILP IMPLEMENTATION IN
THE SCHOOL/DISTRICT INCLUDES…
Where we are now:
No implementation = 0
Early implementation = 1
Some implementation = 2
Robust implementation = 3
Evidence of implementation
Steps for improvement
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
Communicating a clear rationale for ILP
implementation and how it supports and
TOOL 2: ILP Implementation Self-Assessments, excerpt from the Massachusetts Guide for Implementing Individual Learning Plans published by the MA Department of Elementary
and Secondary Education
1) THE OVERALL ILP IMPLEMENTATION IN
THE SCHOOL/DISTRICT INCLUDES…
Where we are now:
No implementation = 0
Early implementation = 1
Some implementation = 2
Robust implementation = 3
Evidence of implementation
Steps for improvement
connects the varied school-level
improvement efforts (e.g., reducing course
failures, increasing student attendance,
increasing high school graduation rates,
and increasing MassCore completion)
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
Professional development for staff with
clear objectives, role definitions, and
strategies to ensure appropriate and
successful supports to students and to
promote quality school-wide
implementation
All school staff are aware and trained on
the school’s ILP implementation in order
to effectively mentor students and support
ILP development in classrooms
Identification of at least one key adult (i.e.
school mentor) on the school staff for each
student, typically referred to as his/her
school mentor to encourage, to support,
and to guide the ILP progression
Training for school mentors on how to
effectively facilitate the mentor-student
relationship to ensure more personal,
TOOL 2: ILP Implementation Self-Assessments, excerpt from the Massachusetts Guide for Implementing Individual Learning Plans published by the MA Department of Elementary
and Secondary Education
1) THE OVERALL ILP IMPLEMENTATION IN
THE SCHOOL/DISTRICT INCLUDES…
Where we are now:
No implementation = 0
Early implementation = 1
Some implementation = 2
Robust implementation = 3
Evidence of implementation
Steps for improvement
student-driven conversations
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
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
Use of at least one system (online and/or
paper) as the instrument(s) to track the
student’s ILP development over time
A focus on being student-driven: the
student’s self-defined goals and unique
interests guide the plan for academic,
personal/social, and workplace readiness
skill attainment
Implementation with all students at the
high school level
Implementation with all students at the
middle school level
Student ownership over developing and
maintaining their ILP with direction and
support from family and school personnel
An opportunity for parents, guardians,
and/or other concerned adults identified
TOOL 2: ILP Implementation Self-Assessments, excerpt from the Massachusetts Guide for Implementing Individual Learning Plans published by the MA Department of Elementary
and Secondary Education
1) THE OVERALL ILP IMPLEMENTATION IN
THE SCHOOL/DISTRICT INCLUDES…
Where we are now:
No implementation = 0
Early implementation = 1
Some implementation = 2
Robust implementation = 3
Evidence of implementation
Steps for improvement
by the student to support and advocate
for the student
Opportunities to improve interactions
between students and multiple audiences
(e.g., student led parent/teacher
conference, student letters to family on
personal goals).
Once action items are included in
students’ ILPs, identification and
documentation of key adults who will
share responsibility for implementing
action items
Identification of a college and career
readiness framework such as the
Massachusetts Model for School
Counseling to foster high quality ILP
development
Connection of the ILP implementation to
other student plans, such as the Education
Proficiency Plan (EPP), Special Education
transition plan, and CVTE Career Plan
Support for students with limited English
proficiency (LEP) to ensure clear
communication and access to the ILP
process and ILP instrument, including
translation for the students whose families
with a first language other than English
TOOL 2: ILP Implementation Self-Assessments, excerpt from the Massachusetts Guide for Implementing Individual Learning Plans published by the MA Department of Elementary
and Secondary Education
1) THE OVERALL ILP IMPLEMENTATION IN
THE SCHOOL/DISTRICT INCLUDES…
Where we are now:
No implementation = 0
Early implementation = 1
Some implementation = 2
Robust implementation = 3
Evidence of implementation
Steps for improvement
Using 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
Monitoring of the effectiveness of the ILP
process by using data such as: ILP
instrument use rates, attendance rates,
postsecondary outcome information, data
on the effectiveness of targeted supports,
student surveys on satisfaction with the
process, and educator and parent/family
satisfaction surveys
TOOL 2: ILP Implementation Self-Assessments, excerpt from the Massachusetts Guide for Implementing Individual Learning Plans published by the MA Department of Elementary
and Secondary Education
2) THE ILP PROCESS WITH INDIVIDUAL
STUDENTS INCLUDES…
Where we are now:
Not in student process = 0
Early implementation = 1
Some implementation = 2
Robust implementation = 3
Evidence of implementation
Steps for improvement
Short- and long-term goal setting that is
based on the student’s self-identified
interests and strengths
Identification of field(s) of interest,
through a career interest survey or similar
tools
Opportunities to reflect and discuss
options, strengths, and barriers in the
academic domain
Opportunities to reflect and discuss
options, strengths, and barriers in the
personal/social domain
Opportunities to reflect and discuss
options, strengths, and barriers in the
workplace readiness domain
Identification of the course taking plans
needed to enter post-secondary
degree/certificate programs that are
essential to pursue career goals
Identification of Career Development
Education activities they are interested in
pursuing, and these are activities are also
documented in the ILP instrument
Includes written reflections by school
personnel and parents to express their
goals and aspirations for the student and
identify progress being made
TOOL 2: ILP Implementation Self-Assessments, excerpt from the Massachusetts Guide for Implementing Individual Learning Plans published by the MA Department of Elementary
and Secondary Education
3) EACH STUDENT’S ILP INSTRUMENT(S)
CAPTURES…
Yes or No
Where (location)
Steps for improvement
Student information: name, grade level,
age, parent/guardian name(s), contact
information
Student identified strengths
Student identified interests: career fields,
academic subject areas, hobbies and
extracurricular activities (including career
interest survey results)
Student identified personal barriers
and skill gaps
Long term (postsecondary goals) for all
three domains: academic, personal/social,
and workplace
Short term (e.g., this semester) goals for
all three domains: academic,
personal/social, and workplace
Reflections from the student at the
beginning and end of the school year
Reflections from the school staff at the
beginning and end of the school year
Reflections from the parent/guardian
at the beginning and end of the school
year
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
TOOL 2: ILP Implementation Self-Assessments, excerpt from the Massachusetts Guide for Implementing Individual Learning Plans published by the MA Department of Elementary
and Secondary Education
3) EACH STUDENT’S ILP INSTRUMENT(S)
CAPTURES…
Yes or No
Where (location)
Steps for improvement
experiences
Summary of IEP or a 504 plan
accommodations, when applicable
Education Proficiency Plan (EPP)
documentation, when applicable
Participation in Tier 2 or Tier 3
academic interventions
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
Participation in Tier 2 or Tier 3 nonacademic interventions
Participation in awareness,
exploration, and immersion career
development education activities
TOOL 2: ILP Implementation Self-Assessments, excerpt from the Massachusetts Guide for Implementing Individual Learning Plans published by the MA Department of Elementary
and Secondary Education