"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.

 Transition team  Academic needs  Behavioral needs  Goals and objectives  Progress monitoring  Student supports

 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?

 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.

 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.

 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.

 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?

 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.

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)

 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.

 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?