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Supporting Personalized Learning through Individualized Learning Plans

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Title: Supporting Personalized Learning through Individualized Learning Plans
Language: English
Authors: Hackmann, Donald G., Malin, Joel R., Fuller Hamilton, Asia N., O'Donnell, Laura
Source: Clearing House: A Journal of Educational Strategies, Issues and Ideas. 2019 92(1-2):63-70.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 9
Publication Date: 2019
Document Type: Journal Articles
Reports - Descriptive
Education Level: Junior High Schools
Middle Schools
Secondary Education
Descriptors: Individualized Education Programs, Individualized Instruction, Career Readiness, College Readiness, Career Exploration, Junior High School Students, Educational Change, Program Implementation, Program Effectiveness, Needs Assessment, Educational Planning, Data Collection, Formative Evaluation, Summative Evaluation
Geographic Terms: Illinois
DOI: 10.1080/00098655.2019.1571990
ISSN: 0009-8655
Abstract: Individualized Learning Plans (ILPs), an effective strategy to promote students' college and career readiness, are increasingly used in US school systems as a mechanism to encourage students' career exploration and identification of career goals. After describing features of ILPs, we provide an example of the ILP process developed and implemented in the junior high schools in McLean County (Illinois) Unit District No. 5. Based upon this experience, we share important factors for school leaders that can affect successful implementation in their schools.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1213779
Database: ERIC
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  Value: <anid>AN0136072786;clh01jan.19;2019Apr26.06:27;v2.2.500</anid> <title id="AN0136072786-1">Supporting Personalized Learning through Individualized Learning Plans </title> <p>Individualized Learning Plans (ILPs), an effective strategy to promote students' college and career readiness, are increasingly used in US school systems as a mechanism to encourage students' career exploration and identification of career goals. After describing features of ILPs, we provide an example of the ILP process developed and implemented in the junior high schools in McLean County (Illinois) Unit District No. 5. Based upon this experience, we share important factors for school leaders that can affect successful implementation in their schools.</p> <p>Keywords: Individualized learning plans; career readiness; college readiness; educational reform</p> <hd id="AN0136072786-2">Introduction</hd> <p>How does personalized learning fit within our nation's growing commitment to improve students' preparation for college and careers? Rather than merely following the school's general guidance regarding what courses and activities they should complete, students need tailored supports that help them align these learning experiences with their intended career interests. As such, an individualized learning plan (ILP) represents a promising practice that has been described as an effective tool to assist students with their college and career readiness (CCR) goals (Solberg, Wills, Redmond, and Skaff 2014). An ILP "is both a document and a process that students use—with support from school counselors, teachers, and parents—to define their career goals and postsecondary plans in order to inform the student's decisions about their courses and activities throughout high school" (National Collaborative on Workforce and Disability for Youth [<reflink idref="bib8" id="ref1">8</reflink>], 1). The ILP becomes a roadmap, albeit a flexible one, that students can follow throughout their middle and high school years and as they transition into postsecondary pursuit—whether college, military, or the workforce. In 2004, the National Association of Secondary School Principals ([<reflink idref="bib7" id="ref2">7</reflink>]) advocated for personalized learning experiences for each child, recommending that every student develop a Personal Plan for Progress. Currently, 44 states and the District of Columbia use ILPs as a strategy to promote college and career readiness, with planning processes often beginning in sixth or seventh grade (Solberg et al. [<reflink idref="bib11" id="ref3">11</reflink>]). ILPs are called various names across the states, such as the Individual Career Academic Plan in Oklahoma, the High School and Beyond Plan in Washington, and the Academic and Career Plan in Wisconsin. Regardless of terminology used, ILP processes generally are consistent.</p> <p>Because not all students are aware of the array of occupational fields available to them, career exploration is important and can include learning about potential careers, earnings potential, postsecondary training requirements, and more. Federal education policies—including the <emph>Every Student Succeeds Act—</emph>increasingly advocate for personalized learning approaches and CCR strategies (Malin, Bragg, and Hackmann [<reflink idref="bib3" id="ref4">3</reflink>]). Accordingly, educators across the US are creating ILP processes and designing career guidance systems that support students with career exploration and planning. Yet, limited guidance is available regarding key ILP features and considerations related to schools' successful ILP processes. With this in mind, in this article we note essential ILP components and highlight one Illinois school district's experiences as they developed their model, focusing on their process for middle-level students. This information can be helpful in assisting school leaders with leading conversations and guiding ILP development and implementation in their schools.</p> <hd id="AN0136072786-3">ILPs: Defining features</hd> <p>Involving both a career exploration process and the formation of an academic and career plan, ILPs are personalized to the needs and interests of each student. They are aimed to assist students with exploring potential careers, determining career goals, examining future labor market needs in selected occupations of interest, identifying a career pathway, identifying the knowledge and skills required, and selecting courses through a planning tool that extends from middle grades through grade 12 and ideally into postsecondary (college/university, community college, other postsecondary training). Arguably, students' motivation and learning capacity are maximized when they are engaged with learning plans that reflect their unique and developing career interests (Solberg et al. [<reflink idref="bib13" id="ref5">13</reflink>]). At their best, ILPs are conducive to rich learning and the selection of rigorous and appropriate courses aligned with career fields, as they are customizable and can evolve flexibly with students' learning needs and goals.</p> <p>Although the concept of an ILP refers to both the process of career exploration and the plan that is created—including an academic plan that extends beyond high school into postsecondary training—the process component is key. Through a sustained, multi-year ILP process, students can create portfolios that document their career development experiences throughout their middle school and high school years (Solberg et al. [<reflink idref="bib11" id="ref6">11</reflink>]). A defining feature of ILPs is their breadth. Fox ([<reflink idref="bib4" id="ref7">4</reflink>]), for instance, identified 25 key components of high quality ILPs, which cluster within five areas (Figure 1). Of course, each school may create ILP models emphasizing different components, depending on what factors they consider to be most important to support their students' college and career preparation.</p> <p>Graph: Figure 1. ILP Phases, Elements, Areas, and Components (Fox [<reflink idref="bib4" id="ref8">4</reflink>]).</p> <p>States vary in their approaches to ILPs, with some electing to begin the process in the middle-level grades, as students engage in career exploration, continuing into high school as students are immersed in college and career preparation. Bloom and Kissane ([<reflink idref="bib3" id="ref9">3</reflink>]) identified numerous common characteristics of states' ILPs as required or supported by policy, including "an academic planner; identification of academic, career, and personal goals; a validated career exploration tool; a résumé builder; and the ability to update annually" (<reflink idref="bib6" id="ref10">6</reflink>). Plasman ([<reflink idref="bib10" id="ref11">10</reflink>]) reported that high school students who elected to develop ILPs are more likely to be students of color and intend to complete postsecondary educational experiences; he also found "the completion of an individual career/education plan ... is associated with higher levels of engagement" (<reflink idref="bib240" id="ref12">240</reflink>). Solberg et al. ([<reflink idref="bib12" id="ref13">12</reflink>]) reported many states have grouped career fields into 16 "career clusters" and related pathways, with students developing their program of study, which contains "the secondary and postsecondary academic courses (9th grade through 16th grade) and industry-specific skills needed to successfully enter the range of occupations identified within the pathway" (<reflink idref="bib505" id="ref14">505</reflink>). States also provide students with access to electronic portfolio platforms available within online career information systems that are commercially available (Solberg et al. [<reflink idref="bib12" id="ref15">12</reflink>]).</p> <p>Fox ([<reflink idref="bib4" id="ref16">4</reflink>]) suggested that there are three phases of the ILP process—exploring, planning, and transitioning—for students as they progress through middle school and into high school (Figure 2). During exploration, students can complete skills and interest inventories, explore occupational fields through participation in career fairs and job shadowing, learn about in-demand job sectors, and learn about academic preparation that is necessary for their fields of interest. During planning, students identify a career field and specialized career pathway, determine needed coursework (both academic and career and technical education; CTE), and ideally engage in work-based learning experiences and become involved in career technical student organizations relevant to their fields of interest. As they near graduation, students prepare for lives beyond high school, including such activities as identifying and applying to postsecondary institutions or employment opportunities, completing financial aid applications, and preparing for job and/or college interviews.</p> <p>Graph: Figure 2. ILP Phases by Grade Level (Fox [<reflink idref="bib4" id="ref17">4</reflink>]).</p> <p>Implementation of ILPs can be challenging because it requires the collaboration and contributions of many partners, including students, teachers, counselors, and parents. Although ILPs should be a component of the school's comprehensive counseling program, it is recommended that a whole-school approach be taken to support their use (American School Counselor Association [<reflink idref="bib2" id="ref18">2</reflink>]). To be most effective, students will benefit from the support and guidance of various individuals, including a counselor, teacher advisor, teachers throughout their school, school administrators, and their families (Fox [<reflink idref="bib4" id="ref19">4</reflink>]). In addition, Solberg et al. ([<reflink idref="bib11" id="ref20">11</reflink>]) reported that students benefit from having access to online career information systems, which enable them to explore the wide ranging college and career possibilities available to them. These career systems provide descriptions of broad career fields; a comprehensive listing of occupations within these fields; local, state, regional, and national labor market information, including salary ranges and job demands; descriptions of career pathways and academic coursework required; and career development tools. To facilitate students' convenient access to information as they populate their ILPs with their course grades and achievement test scores, school leaders also should ensure that school district data systems are aligned (Phelps, Durham, and Wills [<reflink idref="bib9" id="ref21">9</reflink>]).</p> <p>ILP-focused activities and curricula should be provided so that students acquire relevant goal-setting skills and have assistance as they develop their résumés; consider applying to postsecondary education; complete financial aid forms; and participate in mock interviews, should they decide to enter the workforce immediately after graduation (Solberg et al. [<reflink idref="bib13" id="ref22">13</reflink>]). ILP strategies also should include collaboration with business and industry partners, so students have opportunities to interact with local business leaders to learn about necessary employment skills and practice interview techniques (Fox [<reflink idref="bib4" id="ref23">4</reflink>]; Solberg et al. [<reflink idref="bib13" id="ref24">13</reflink>]). School leaders are also advised to intentionally invite business leaders who work in nontraditional fields to serve as guest speakers, so historically underrepresented students are exposed to role models in varied occupational fields—such as minority females in engineering or computer science. Career exploration and domain-specific learning optimally occur through such real-life experiences as business/industry site visits, job shadowing, work-based learning opportunities, and internship experiences in local business settings.</p> <hd id="AN0136072786-4">ILP implementation in the state of Illinois</hd> <p>ILPs are just one of several individually centered learning reforms developed in recent years, but they are especially attractive because they also fit within the strong policy drive to enhance students' CCR. Several federal acts and investments, including the Individuals with Disabilities Education Act of [<reflink idref="bib5" id="ref25">5</reflink>] and the American Recovery and Reinvestment Act of [<reflink idref="bib1" id="ref26">1</reflink>], have served to stimulate reforms and orient state policymakers' thinking toward approaches such as ILPs (Phelps et al. [<reflink idref="bib9" id="ref27">9</reflink>]). In Illinois, although ILPs are not mandated, they are encouraged by state education officials. However, for the Illinois school districts that participated in Illinois Race to the Top (RttT) activities, ILP implementation was one of several required reforms. The first three authors of this article provided support and resources to Illinois districts through RttT activities as they engaged in ILP reforms. The fourth author, as a district-level administrator, helped guide the ILP design and implementation process in McLean County Unit District No. 5.</p> <hd id="AN0136072786-5">A closer examination of ILPs in one district: McLean County Unit district No. 5</hd> <p>Located in a micro-urban community in central Illinois, McLean County Unit 5 school district (Unit 5) includes 17 elementary schools, four junior high schools, and two high schools. With an enrollment exceeding 13,600 students, 32.7% are eligible for free and reduced lunch. Student racial/ethnic demographics of the district include 66.9% White, 11.6% Black, 6.6% Hispanic, 8.5% Asian, 0.03% American Indian, 5.9% multi-racial, and 0.1% Pacific Islander. District-wide ILP development began during the 2012–13 school year. Since that time, the district has made considerable progress in the development, implementation, and refinement of ILP processes. Here, we focus on Unit 5's process involving grades 6–8.</p> <p>Adopting a phase-in approach, Unit 5 began with the 6th grade in the four junior high schools, adding another grade level with each subsequent year. During the junior high advisory periods, teachers deliver preplanned lessons to teach students goal-setting skills, conduct skill and learning style inventories using the career cruising self-exploration and planning platform, and engage in college and career exploratory discussions. Career exploration software is available from multiple vendors and can be designed based upon the school district's needs; costs typically may range from $1.50 to $4.00 per student. The advisory period was selected due to its small student:teacher ratio and the conditions it presents for building supportive student–teacher relationships. As students enter 6th grade, they are exposed to the career cruising internet-based career information system, explore career fields, and begin to generate career interest areas. In 7th grade, students create career fair projects aligned to their interests, synthesizing information they have acquired about potential careers and fields of study. In 8th grade, students explore the district's course of study guide for career cluster areas, note required academic and CTE coursework, and research and identify colleges and universities that offer academic programs in these fields. The ILP process is unique for each individual, and student learning plans include their course grades for each year and achievement test results. With teacher support, students also select career planning artifacts to include in their ILP portfolios. Students who receive special education supports also participate in the ILP process, and their case managers work closely with school counselors to create plans for postsecondary life. Given that all special education students go through transition planning, they have multiple supports to assist with mapping out both high school coursework and life beyond high school.</p> <p>A sampling of the junior high schools' advisory program scope and sequence for the first quarter of the academic year (Table 1) demonstrates the attention the task force took to ensure that lessons are progressively focused on college and career readiness.</p> <p>Table 1. 2016–2017 Unit 5 advisory task force scope and sequence, weeks 1–9, grades 6–8.</p> <p> <ephtml> <table><thead><tr><td>Date</td><td>6th Grade</td><td>7th Grade</td><td>8th Grade</td></tr></thead><tbody valign="top"><tr><td>Week 1 8/31/2016</td><td>SEL—identity advisory no. 1</td><td>SEL—explore your culture</td><td>SEL—labels and stereotypes OR cultural identity share (note: the cultural identity share can be a lesson or used as filler)</td></tr><tr><td>Week 2 9/14/2016</td><td>SEL—identity advisory no. 2</td><td>SEL—successful habits/organizing time</td><td>Enter fall MAP scores goal setting my skills inventory</td></tr><tr><td>Week 3 9/28/2016</td><td>SEL—identity advisory no. 3</td><td>Enter fall MAP scores goal setting worksheet 4: your career ideas and career matchmaker, stage 1 matchmaker, first 39 questions</td><td>My skills inventory worksheet 11: using my skills</td></tr><tr><td>Week 4 10/26/2016</td><td>SEL—identity advisory no. 4</td><td>Finish matchmaker finish worksheet 4: your career ideas and career matchmaker</td><td>SEL—get unplugged</td></tr><tr><td>Week 5 11/9/2016</td><td>SEL—identity advisory no. 5</td><td>SEL—review organizing time (succeed or fail?) celebrating success dealing with failure</td><td>Journal—career expo.reflection my activities and experiences</td></tr><tr><td>Week 6 11/30/2016</td><td>SEL—identity advisory no. 6</td><td>SEL—positive self-talk and self respect</td><td>Explore unit 5's course of studies for career clusters</td></tr><tr><td>Week 7 12/14/2016</td><td>SEL—identity advisory no. 7</td><td>SEL—respecting others/friendships</td><td>Continue to explore unit 5's course of studies for career clusters</td></tr><tr><td>Week 8 1/25/2017</td><td>Intro. to career cruising establish career cruising account career cruising scavenger hunt</td><td>Introduce career clusters</td><td>SEL—desire, time, effort</td></tr><tr><td>Week 9 2/8/2017</td><td>Complete learning styles inventory learning styles PowerPoint</td><td>Career clusters worksheet 7: career clusters research project</td><td>SEL—financial literacy</td></tr></tbody></table> </ephtml> </p> <p>1 Printed with permission of McLean County School Unit District No. 5, Normal, IL.</p> <p>Now in its seventh year, Unit 5's ILP process has expanded to include students in grades 6 through 12. Laura O'Donnell, former Unit 5 Director of Secondary Education, worked with the ILP process since its inception, assisting the junior high and high school faculties with designing appropriate activities for each grade level. Looking back on her district's ILP experiences, she noted four important factors that can affect successful implementation.</p> <hd id="AN0136072786-6">Understand the needs of your school, district, and community</hd> <p>ILP processes must be personalized for each district and for individual schools within districts. Identify the strengths, resources, and needs of your district and schools before attempting whole-system change. For example, a district with a high proportion of students who attend college after graduation may have different focal points within the ILP, compared to a district whose graduates primarily enter the workforce or military after graduation. Yet, all students should be encouraged to take the most rigorous course sequence possible throughout their high school careers, so that they are prepared for whatever pathway they may choose after graduation. One challenge that can arise is that schools may not have career pathways in place; thus, educators will need to develop sample programs of study for students, so they understand what academic and CTE coursework is needed as they prepare to transition to postsecondary and employment.</p> <p>Communities also offer different resources, such as access to local businesses and industries, or expanded access to the local community college or neighboring colleges and universities. Some districts may not have the financial resources to purchase career planning software and electronic platforms for student use; however, in such instances we advise district officials and educators to consider grant funding opportunities, as presently we sense there is substantial external support for ILPs and related initiatives. In addition, school districts may apply to use funding available through the Carl D. Perkins Career and Technical Education Act to support the costs of career exploration software. Personnel resources also may be a consideration; however, Unit 5 integrated ILP guidance into its existing teacher advisory program, which did not require additional personnel costs. In any case, it is important to identify your existing resources and work with what you have, as you begin to structure the ILP process for your district.</p> <hd id="AN0136072786-7">Develop an overall vision of ILP implementation, map backwards, and regularly review the proc...</hd> <p>Although Unit 5 used a phase-in model, district leaders began with a vision of how the overall ILP process would look from grades 6 through 12. Then, the educators built upon this vision to create activities and processes for each grade level, knowing their intended outcomes for each high school graduate. Teachers, administrators, and counselors annually review the process and make necessary revisions based upon their implementation challenges and teacher and student feedback. It is also critical to plan with a high level of flexibility, with the ability to address implementation challenges and modify practices along the way. For example, although the initial goal of Unit 5 was to incorporate personal student academic artifacts aligned to their identified college and career goals into the ILPs, it has been challenging for this to become an embedded practice.</p> <hd id="AN0136072786-8">Plan sufficient time to develop a comprehensive ILP process</hd> <p>As with any reform, it can be challenging for school leaders and teachers to design and implement a quality ILP process. Providing necessary time—to design the process and related structures, to provide professional development, and to assist educators with implementation—is essential. Certainly, implementation issues will occur, which may be unanticipated and must be addressed as they arise. It can be helpful to examine other districts' successful ILP processes, but school leaders must resist the temptation to adopt another district's model through a sense of urgency to simply "get it done." Instead, it is essential to involve principals, counselors, teachers, and even students and parents, in conceptualizing and designing the ILP process. As with any reform, faculty commitment is crucial; teachers and counselors have an understanding of district-wide and building-level initiatives that are already in place and can help to align these existing components so that ILP processes work in tandem with them. Providing time to design and implement the process, allocating sufficient funds to support ILP development, and training the faculty on the ILP process were critically important. For example, Unit 5 provided summer professional development workshops to assist teachers in understanding how the system worked and learning their roles in supporting students as they created their ILPs. In addition, engaging teachers and counselors to write lessons, help with planning, and consider how to incorporate career information throughout all courses is essential.</p> <hd id="AN0136072786-9">Collect and analyze formative and summative data to review the effectiveness of ILPs in facil...</hd> <p>As they are continuing to phase in the ILP process and students have not yet graduated, summative data on how ILPs have affected Unit 5 students' college and career preparation has not yet been collected and analyzed. However, as part of their ongoing monitoring of ILP implementation within advisory, Unit 5 conducted student surveys to assist with reviewing and revising ILP advisory lessons. In a recent survey, 81.8% of students reported that the lessons and activities helped them become more aware of college and career opportunities. This is an encouraging sign, as generating student interest and encouraging investment is one of the central tenets of ILPs. As time progresses, it is important to continually collect data on the ILP process, to determine if the school district is effective in assisting students in traversing their postsecondary endeavors.</p> <p>As counselors have worked with students on creating ILPs, the aforementioned idea regarding the process being the important piece, has become glaringly obvious and apparent. The ILP process has resulted in students having explicit and purposeful conversations with counselors and teachers about planning for the future. The ILP grounds these conversations and becomes a road map for students to follow as they are navigating toward their postsecondary goals. Imagine a student whose parents barely finished high school, trying to map out his/her next steps without guidance. Since the infusion of purposeful college and career planning and the ILP process, the students who have experienced the most positive outcomes have been from marginalized populations, including aspiring first-generation college students.</p> <hd id="AN0136072786-10">Conclusion</hd> <p>In this article, we have noted that ILPs have become a strategy throughout the nation to assist middle-level and high school students with college and career preparation. We described defining features of ILPs and shared how McLean County Unit 5 school district has adopted a phase-in approach to ILPs, beginning with the middle grades. Based upon this experience, we concluded by providing four suggestions for school leaders and teachers, as they strive to design and implement quality ILP processes. School leaders and teachers will know their efforts were worthwhile and successful when students are observed using their ILPs as they confidently select a postsecondary path.</p> <ref id="AN0136072786-11"> <title> Footnotes </title> <blist> <bibl id="bib1" idref="ref26" type="bt">1</bibl> <bibtext> Color versions of one or more of the figures in the article can be found online at <ulink href="http://www.tandfonline.com/vtch">www.tandfonline.com/vtch</ulink>.</bibtext> </blist> </ref> <ref id="AN0136072786-12"> <title> References </title> <blist> <bibtext> American Recovery and Reinvestment Act of 2009, Pub. L. No. 111-5, 123 Stat. 115.</bibtext> </blist> <blist> <bibl id="bib2" idref="ref18" type="bt">2</bibl> <bibtext> American School Counselor Association. 2012. The professional school counselor and comprehensive school counseling programs. Alexandria, VA: Author. Retrieved from https://<ulink href="http://www.schoolcounselor.org/asca/media/asca/Position">www.schoolcounselor.org/asca/media/asca/Position</ulink> Statements/PS_ComprehensivePrograms.pdf</bibtext> </blist> <blist> <bibl id="bib3" idref="ref4" type="bt">3</bibl> <bibtext> Bloom, T., and E. Kissane. 2011. Individual learning plans: Improving student performance. Cincinnati, OH: Hobsons, Inc.</bibtext> </blist> <blist> <bibl id="bib4" idref="ref7" type="bt">4</bibl> <bibtext> Fox, H. L. 2014. Achieving their goals: Implementing an individualized learning plan process to build student success. Champaign, IL : Office of Community College Research and Leadership, University of Illinois at Urbana-Champaign.</bibtext> </blist> <blist> <bibl id="bib5" idref="ref25" type="bt">5</bibl> <bibtext> Individuals with Disabilities Education Act of 2004, Pub. L. 108–446, U.S. Code. 20 2004. §1400 et seq.</bibtext> </blist> <blist> <bibl id="bib6" idref="ref10" type="bt">6</bibl> <bibtext> Malin, J. R., D. D. Bragg, and D. G. Hackmann. 2017. College and career readiness and the Every Student Succeeds Act. Educational Administration Quarterly 53 (5): 809 – 838. doi: 10.14507/epaa.v19n31.2011.</bibtext> </blist> <blist> <bibl id="bib7" idref="ref2" type="bt">7</bibl> <bibtext> National Association of Secondary School Principals. 2004. Breaking ranks II: Strategies for leading high school reform. Reston, VA : Author.</bibtext> </blist> <blist> <bibl id="bib8" idref="ref1" type="bt">8</bibl> <bibtext> National Collaborative on Workforce and Disability for Youth 2016. Fact sheet: Individualized Learning Plans (ILPs). Retrieved from <ulink href="http://www.ncwd-youth.info/wp-content/uploads/2016/12/FactSheet-ILP.pdf">http://www.ncwd-youth.info/wp-content/uploads/2016/12/FactSheet-ILP.pdf</ulink></bibtext> </blist> <blist> <bibl id="bib9" idref="ref21" type="bt">9</bibl> <bibtext> Phelps, L. A., J. Durham, and J. Wills. 2011. Education alignment and accountability in an era of convergence: Policy insights from states with individual learning plans and policies. Educ. Policy Anal. Arch. 19 (31): 31 – 33. doi: 10.14507/epaa.v19n31.2011.</bibtext> </blist> <blist> <bibtext> Plasman, J. S. 2018. Career/education plans and student engagement in secondary school. Am. J. Educ. 124 (2): 217 – 246. doi: 10.1086/695608.</bibtext> </blist> <blist> <bibtext> Solberg, S., J. Martin, M. Larson, K. Nichols, H. Booth, J. Lillis, and L. Costa. 2018. Promoting quality individualized learning plans throughout the lifespan: A revised and updated "ILP how to guide 2.0." Washington, DC : National Collaborative on Workforce and Disability for Youth.</bibtext> </blist> <blist> <bibtext> Solberg, V. S., L. A. Phelps, K. A. Haakenson, J. F. Durham, and J. Timmons. 2012. The nature and use of individualized learning plans as a promising career intervention strategy. J. Career Dev. 39 (6): 500 – 514. doi: 10.1177/0894845311414571.</bibtext> </blist> <blist> <bibtext> Solberg, V. S., J. Wills, K. Redmond, and L. Skaff. 2014. Use of individualized learning plans: A promising practice for driving college and career readiness efforts: Findings and recommendations from a multi-method, multi-study effort. Washington, DC: National Collaborative on Workforce and Disability for Youth.</bibtext> </blist> </ref> <aug> <p>By Donald G. Hackmann; Joel R. Malin; Asia N. Fuller Hamilton and Laura O'Donnell</p> <p>Reported by Author; Author; Author; Author</p> </aug> <nolink nlid="nl1" bibid="bib11" firstref="ref3"></nolink> <nolink nlid="nl2" bibid="bib13" firstref="ref5"></nolink> <nolink nlid="nl3" bibid="bib10" firstref="ref11"></nolink> <nolink nlid="nl4" bibid="bib240" firstref="ref12"></nolink> <nolink nlid="nl5" bibid="bib12" firstref="ref13"></nolink> <nolink nlid="nl6" bibid="bib505" firstref="ref14"></nolink>
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  Data: <searchLink fieldCode="AR" term="%22Hackmann%2C+Donald+G%2E%22">Hackmann, Donald G.</searchLink><br /><searchLink fieldCode="AR" term="%22Malin%2C+Joel+R%2E%22">Malin, Joel R.</searchLink><br /><searchLink fieldCode="AR" term="%22Fuller+Hamilton%2C+Asia+N%2E%22">Fuller Hamilton, Asia N.</searchLink><br /><searchLink fieldCode="AR" term="%22O'Donnell%2C+Laura%22">O'Donnell, Laura</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Clearing+House%3A+A+Journal+of+Educational+Strategies%2C+Issues+and+Ideas%22"><i>Clearing House: A Journal of Educational Strategies, Issues and Ideas</i></searchLink>. 2019 92(1-2):63-70.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 9
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2019
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Descriptive
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Individualized+Education+Programs%22">Individualized Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Individualized+Instruction%22">Individualized Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Career+Readiness%22">Career Readiness</searchLink><br /><searchLink fieldCode="DE" term="%22College+Readiness%22">College Readiness</searchLink><br /><searchLink fieldCode="DE" term="%22Career+Exploration%22">Career Exploration</searchLink><br /><searchLink fieldCode="DE" term="%22Junior+High+School+Students%22">Junior High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Implementation%22">Program Implementation</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Needs+Assessment%22">Needs Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Planning%22">Educational Planning</searchLink><br /><searchLink fieldCode="DE" term="%22Data+Collection%22">Data Collection</searchLink><br /><searchLink fieldCode="DE" term="%22Formative+Evaluation%22">Formative Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Summative+Evaluation%22">Summative Evaluation</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Illinois%22">Illinois</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/00098655.2019.1571990
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0009-8655
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Individualized Learning Plans (ILPs), an effective strategy to promote students' college and career readiness, are increasingly used in US school systems as a mechanism to encourage students' career exploration and identification of career goals. After describing features of ILPs, we provide an example of the ILP process developed and implemented in the junior high schools in McLean County (Illinois) Unit District No. 5. Based upon this experience, we share important factors for school leaders that can affect successful implementation in their schools.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2019
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1213779
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1213779
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      – Type: doi
        Value: 10.1080/00098655.2019.1571990
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 9
        StartPage: 63
    Subjects:
      – SubjectFull: Individualized Education Programs
        Type: general
      – SubjectFull: Individualized Instruction
        Type: general
      – SubjectFull: Career Readiness
        Type: general
      – SubjectFull: College Readiness
        Type: general
      – SubjectFull: Career Exploration
        Type: general
      – SubjectFull: Junior High School Students
        Type: general
      – SubjectFull: Educational Change
        Type: general
      – SubjectFull: Program Implementation
        Type: general
      – SubjectFull: Program Effectiveness
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      – SubjectFull: Needs Assessment
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      – SubjectFull: Educational Planning
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      – SubjectFull: Data Collection
        Type: general
      – SubjectFull: Formative Evaluation
        Type: general
      – SubjectFull: Summative Evaluation
        Type: general
      – SubjectFull: Illinois
        Type: general
    Titles:
      – TitleFull: Supporting Personalized Learning through Individualized Learning Plans
        Type: main
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            NameFull: Malin, Joel R.
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            NameFull: Fuller Hamilton, Asia N.
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            NameFull: O'Donnell, Laura
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          Titles:
            – TitleFull: Clearing House: A Journal of Educational Strategies, Issues and Ideas
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