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
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
1
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.
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.
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 ILP’s – 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.
Massachusetts Guide for Implementing Individual Learning Plans
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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
TIP! Some school
the student’s self-identified interests and strengths.
districts have found it
4. The school or district selects at least one system (online
helpful to survey students
for their top choices for
and/or paper) as the instrument(s) to track the student’s ILP
an adult mentor (e.g.,
development over time.
asking student for their
5. Professional development provides staff with clear
top three choices for an
objectives, role definitions, and strategies to ensure
adult they are
appropriate and successful supports to students and to
comfortable with) and
matching staff and
promote quality school-wide implementation
students based on this
student input.
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
Massachusetts Guide for Implementing Individual Learning Plans
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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 multiyear process is designed to increase a student’s understanding of
the connection and relevance of what they do now to their future
TIP! The ILP
plans. Key information from the ILP process is captured in the ILP
process can serve as the
instrument. Beginning with activities such as a career interest
hub for helping students
mitigate complex
survey and identification of field(s) of interest, a student learns to
personal/ social
make course selections, extra-curricular choices, and engage in
situations by
career development education activities that will support their
acknowledging
preparation for postsecondary goals. Students have the
challenges and
opportunity to discuss choices and options in the academic
facilitating connections
to internal and external
domain, share experiences and gain guidance with personal/social
resources. In addition,
issues, and access direction and experiences for workplace
the ILP process
readiness. For example, a student whose career interest survey
acknowledges these
indicates “communications” as their primary field of interest can
personal /social
then have a conversation with their school mentor about the
situations and helps
students plan
opportunities they currently have or could pursue to build their
appropriately with these
communications skills. Through this conversation, this student
concerns in mind.
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
Massachusetts Guide for Implementing Individual Learning Plans
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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
TIP! Some districts
identify how personal and academic barriers may influence and
define short term goals as
inform postsecondary goals and concrete action plans.
a 1-2 month period and
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.
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.
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
Massachusetts Guide for Implementing Individual Learning Plans
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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
School Mentor: An
time and resources are available to implement ILPs with fidelity.
administrator,
Every student will have a school mentor (e.g., teacher, administrator, professional teacher,
guidance counselor, or
counselor) to assist in the ILP development. The school mentor
other school staff
provides guidance and support as the student seeks out learning
member who is paired
experiences that align with his/her unique interests and goals,
with a single student or
accesses career development opportunities, and identifies an
assigned a small group of
appropriate postsecondary pathway. In addition, all teachers and
students to engage in the
ILP process.
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
Massachusetts Guide for Implementing Individual Learning Plans
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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
TIP! Written
prompted to identify the steps necessary to prepare for the tryout.
reflections give the
When a student writes a reflection at the end of the year, prompts
student the opportunity
help the student identify growth over time. For the student whose
to review, revise, and
goal was to join a sports team, the reflection becomes an honest
adjust action steps
necessary for goal
evaluation of how well the student completed the steps identified
attainment.
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
TIP! The ILP
4. Reflections from the student, parent/guardian, and school
process
can drive more
should happen at the beginning and at the end of the school
meaningful interactions
year. The reflection at the beginning of the year focuses all
between the student and
parties on the work and the specific goals for the upcoming
multiple audiences.
year. The year-end reflection is an honest assessment of
Examples include:
successes and challenges encountered throughout the school
 improved regular
year. The end-of-year reflection may identify action steps for
conversations with a
the next year.
teacher, mentor, or a
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 selfidentified 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
Massachusetts Guide for Implementing Individual Learning Plans
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.
7
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
8
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
Research shows that
ILP will reflect the developmental stages of the student.
communication with and
 Encourage active participation in the process by student,
engagement of families
staff, and family.
increases when they are
 Identify and document key adults who will share
invited to actively
responsibility for action items to support implementation of participate in ILP
development.
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.
Massachusetts Guide for Implementing Individual Learning Plans
9
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
TIP! Embed ILP
important responsibilities for the leadership team to consider and
implementation within
an existing structure such
prioritize when implementing ILPs:
as advisory, homeroom
 Communicate a clear rationale for ILP implementation and
periods, college and
how it supports and connects the varied school-level
career planning time, etc.
improvement efforts, such as reducing course failures,
rather than creating a
increasing student attendance, increasing high school
separate initiative.
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
Massachusetts Guide for Implementing Individual Learning Plans
10
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.
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.
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.
Massachusetts Guide for Implementing Individual Learning Plans
11
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.
Massachusetts Guide for Implementing Individual Learning Plans
12
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
13
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
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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 lowincome 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 SchoolParent/Guardian Compact.
Massachusetts Guide for Implementing Individual Learning Plans
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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
16
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://alliance13.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
17
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
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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
Nina Culbertson
Katie Ehresman
V. Scott Solberg
Wendy Surr
America’s Promise Alliance, Center for Promise at Tufts University
Rennie Center for Education Research and Policy
Department of Adult Education, Boston Public Schools
Boston University, School of Education
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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TOOL 1: Sample ILP Instrument
Date Updated
Date of most recent update to ILP instrument:
Sections #s
updated:
Dates of prior ILP instrument updates:
1) Student Personal Information
Student name:
School mentor name:
Projected high school
graduation year:
School name:
Student date of birth:
Grade level:
Address:
Email:
Phone 1:
Phone 2:
2) Parent/Guardian/Other Caring Adult Information
Name 1:
Relationship:
Address:
Email:
Phone 1:
Phone 2:
Name 2:
Relationship:
Address:
Email:
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Phone 1:
Phone 2:
Name 3:
Relationship:
Address:
Email:
Phone 1:
Phone 2:
3) Other Student Plans
Check off the other types of student plans that are in place, and provide the date of the most recent version for each applicable plan.
Student Plan
Date of Most Recent Version
 504 Education Plan
 Individualized Education Plan (IEP)
 Transition Planning Form (TPF)
 Education Proficiency Plan (EPP)
 CVTE Career Plan (Career Plan)
 Individual Student Success Plan (ISSP)
 Other:
 Other:
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4) Student Identified Strengths
Provide an overview of your self-identified strengths in the personal/social, academic, and workplace readiness domains.
Personal/Social:
Academic:
Workplace
Readiness:
5) Student Identified Barriers to Success
Check all boxes that apply to you and identify any steps to be taken to reduce barriers.
Potential Barriers
Notes and Next Steps to Reduce Barriers
 Low Income
 Language
 Disability
 Unemployment
 Housing/ Homelessness
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Potential Barriers
Notes and Next Steps to Reduce Barriers
 Gang Involvement
 Substance Abuse
 Domestic Violence
 Pregnancy or Parenting
 Physical Health
 Mental Health
 Lack of Guardian Support
 Other:
 Other:
 Other:
6) State Agency Involvement
List any involvement with state agencies. Examples include Department of Youth Services, Department of Transitional Assistance,
Department of Children and Families, and Department of Mental Health.
Agency Name
Contact Person
Massachusetts Guide for Implementing Individual Learning Plans
Contact Information
Permission to
Contact (Y/N)
23
7) Career Interests
List your career interests (this may include results from interest inventories), career opportunities associated with the career interest
area, and the education or training necessary to obtain that career. Create a separate row for each potential career opportunity – so
one career interest area may have several rows with different career opportunities.
Career Interest Area
Example: Early Childhood
Career Opportunity
Elementary school teacher
Post-Secondary Education or Training Required
4 year degree program
8) Short Term Student Goals
Provide at least one short term (1-2 month) goal for each domain (academic, personal/social, and workplace readiness). For each
short-term goal, include action steps to reach this goal, including the description of activities, supports that will be needed or
provided, and the timeline. Retain prior short-term goals for student review and reflection.
Short Term Goal – Academic Domain
Goal Description:
Step 1
Activity Description:
Massachusetts Guide for Implementing Individual Learning Plans
Supports:
Timeline:
24
Step 2
Activity Description:
Supports:
Timeline:
Step 3
Activity Description:
Supports:
Timeline:
Short Term Goal – Personal/Social Domain
Goal Description:
Step 1
Activity Description:
Supports:
Timeline:
Step 2
Activity Description:
Supports:
Timeline:
Step 3
Activity Description:
Supports:
Timeline:
Short Term Goal – Workplace Readiness Domain
Goal Description:
Massachusetts Guide for Implementing Individual Learning Plans
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Step 1
Activity Description:
Supports:
Timeline:
Step 2
Activity Description:
Supports:
Timeline:
Step 3
Activity Description:
Supports:
Timeline:
9) Long Term Student Goals
Provide at least one long term (post-secondary) goal related to future education, career, and personal/life goals. For each long-term
goal, include some immediate action steps to reach this goal, including the description of activities, supports that will be needed or
provided, and the timeline. Retain prior long-term goals for student review and reflection.
Long Term Goal 1
Goal Description:
Step 1
Activity Description:
Supports:
Timeline:
Step 2
Activity Description:
Supports:
Timeline:
Step 3
Activity Description:
Supports:
Timeline:
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Long Term Goal 2
Goal Description:
Step 1
Activity Description:
Supports:
Timeline:
Step 2
Activity Description:
Supports:
Timeline:
Step 3
Activity Description:
Supports:
Timeline:
Long Term Goal 3
Goal Description:
Step 1
Activity Description:
Supports:
Timeline:
Step 2
Activity Description:
Supports:
Timeline:
Massachusetts Guide for Implementing Individual Learning Plans
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Step 3
Activity Description:
Supports:
Timeline:
10) Middle School Courses Information
Provide an overview of the middle school courses taken and the associated grades.
Subject Area
English
Math
Science
History/ Social Studies
Physical Education
Art
Technology
Other:
Other:
Massachusetts Guide for Implementing Individual Learning Plans
Grade 6
Grade 7
Grade 8
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11) High School Courses Information
Provide an overview of the courses taken, including the course titles, course grade (GR), and course credits earned (CR). Note in the
course title if the course is taken for dual credit, is an AP course, etc.
Subject
Area
Title
GR
CR
Title
GR
CR
Title
GR
CR
Title
GR
CR
Title
GR
English
Math
Science
Social
Sciences
Foreign Lang
Health
Arts
Physical Ed
Elective
Elective
Other
Other
Massachusetts Guide for Implementing Individual Learning Plans
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CR
12) High School Roadmap
For each subject area, provide the total number of credits required for graduation, the total applicable credits earned to date, and
the total credits remaining to be earned in the subject area. If applicable, provide a short description of the course(s) options to
fulfill the required credits. This table can be used a simple roadmap to graduation for students, families, and staff.
Subject
Area
Total Credits
Needed for
Graduation
Total
Applicable
Credits Earned
Total Credits
Remaining
Description of Course Options to Fulfill Required Credits
English
Math
Science
Social
Sciences
Foreign
Lang
Health
Arts
Physical Ed
Electives
Other
Yes/No/Unsure
Notes
Are you expecting to complete MassCore – the Massachusetts
recommended course of study – by your high school graduation date?
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13) Tier 2 and Tier 3 Supports or Interventions
Document the Tier 2 and Tier 3 supports and interventions (academic and non-academic) that you are participating in (or in which
you previously participated). Tier 2 interventions and supports are moderately intensive and are targeted toward small groups of
students with similar needs who would benefit from similar interventions or supports. Tier 3 interventions and supports are the
most intensive and are provided to individual students with the highest levels of need.
Check off the grade levels in which you participated in that intervention or support.
Support or Intervention Name
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10 Grade 11 Grade 12
14) Assessment Results
Provide an overview of your results on state, local, and other assessment results.
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
State Assessment: ELA
State Assessment: Math
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Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
State Assessment: Science
Local Assessment:
Local Assessment:
Other: PSAT
Other: SAT
Other:
15) Extracurricular Activities
Document the extracurricular activities in which you are engaged, including those provided in school, and well as those offered out
of school.
Grades 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
In school
Out of
school
Massachusetts Guide for Implementing Individual Learning Plans
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16) Career Development Education Activities
Career Development Education encompasses three stages – Awareness, Exploration, and Immersion – that help students move from
the cognitive to the experiential. Document your participation in activities and/or courses that provide career awareness,
exploration, or immersion opportunities.



Awareness stage examples include: career interest inventories, exploring labor market information through websites and
publications, listening to career speakers, and/or participation in career days or fairs.
Exploration stage examples include 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.
Immersion stage examples include internships, entrepreneurial enterprises, or other work-based learning opportunities.
Grades 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
Career
Awareness
Activities
Career
Exploration
Activities
Career
Immersion
Activities
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17) Reflections
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.
Stakeholder
Student
Reflection
Parent/Guardian
Name:
School Mentor
Name:
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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
Massachusetts Guide for Implementing Individual Learning Plans
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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,
Massachusetts Guide for Implementing Individual Learning Plans
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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
Massachusetts Guide for Implementing Individual Learning Plans
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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
Using students’ goals, challenges,
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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
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
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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
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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
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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
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