Individual Learning Plan

Addendum (ILPA)

"Individual learning plan addendum" or "ILPA" means an action plan that addresses the changed educational needs of a student based upon entry into or exit from an alternative education program that includes, as appropriate, academic and behavioral needs of the student, criteria for the student’s re-entry into the traditional program, and provisions for regular review of the student’s progress throughout the school year while in an alternative education program.

KAR 704 19:002

Transition teamAcademic needsBehavioral needsGoals and objectivesProgress monitoringStudent supports

Key Components of the ILPA

What are the student’s academic strengths?◦ What is the student’s current schedule?◦ What are the student’s best learning styles?◦ What are the student’s strongest subjects?

What are the student’s academic needs?◦ What areas or subjects are weakest?◦ Is the student behind grade level in any areas?

Other concerns?◦ Is the student at risk for dropping out of school?◦ In need of credit recovery?

Academics

The student will increase their reading comprehension by correctly answering 80% of the questions related to the details of a reading passage on grade level.

The student will select one grade-level (or reading –level) text on a subject of interest that is at least 10 pages to read and discuss with the teacher.

The student will demonstrate an increase in oral fluency by reading aloud to the teacher at least 100 words of text with fewer than ten errors.

Reading Smart Goals

The student will demonstrate appropriately written sentence structure by writing at least 85% of the sentences in the report without sentence fragments or run on sentences.

The student will correctly identify 80% of the errors in the mechanics of a sentence (i.e. quotation marks, commas, semi-colons, periods, apostrophes).

The student will correctly identify the verbs and the helping verbs in a series of ten sentences to 80% accuracy.

English/ Writing

The student will correctly identify the geometric shapes with 80% accuracy.

The student will correctly determine the probability of an event such as randomly selecting objects from a sample space with 80% accuracy.

The student will correctly evaluate algebraic expressions to solve for a variable with 80% accuracy.

Math

What are the student’s behavior strengths?◦ Have intervention strategies have worked in past?◦ Notable behavior patterns: Better with certain staff,

time of day What are the student’s behavioral needs?

◦ What behaviors are of most concern at this time?◦ Has a behavioral assessment been completed?

Other concerns?◦ Home situation◦ Important red flags or warning signs◦ Is there any additional information that might help

individualize instruction for this student’s success?

Behavioral

The student will demonstrate responsible behavior by reducing the number of behavior incidents by 10% this week (month, cycle, etc.)

The student will arrive to class, on time and with the expected materials, 85% of the day.

Behavior

When setting goals, consider why the student is being placed in an alternative program. What is the criteria for the student to re-

enter the traditional program? Specific academic goals Specific behavioral goals Any additional Goals or objectives

◦ (Attendance, activities, credits earned)

Goals

Anyone who has an impact on the educational process of the student should be invited to the meeting.

Both the traditional and alternative programs should be represented on the team.

Parents must be invited to be on the team. The student should be included when

appropriate. Outside agencies when involved – Court

designated workers, social workers, or counselors

Regulation requires board policy to define guidelines for composition of the ILPA team.

Who is on the Transition Team?

How will the student be initially assessed upon being placed into the program?

What data is already available for the student? - Behavior, standardized tests, credits earned

What additional assessments or monitoring data is needed?

How will the student’s progress toward goals and successes be measured?

Progress Monitoring

ILPA

For additional question about the ILPA or Alternative ProgramsContact Sherri Clusky (502) 564-4772Sherri.clusky@education.ky.gov