Individualized Learning Plans

Student Learning Plans: Supporting Every Student's Transition to College and Career

This policy brief from the Rennie Center for Education Research & Policy describes student learning plans (SLPs) as a way to prepare students for the transition from school to college and career. The brief includes an overview of SLPs, the research on their effectiveness to improve student outcomes, and the implementation of SLPs in other states. While the brief was written for Massachusetts policymakers, the information and recommendations are useful for other audiences.

Out of School and Unprepared: The Need to Improve Support for Students with Disabilities Transitioning to Adulthood

This policy brief, sponsored by ARISE Coalition, documents the results of the review of about 200 individualized education plans (IEPs) for students with disabilities demonstrating noncompliance. The author provides recommendations that include identifying the diploma type sought in the transition plan, disseminating information about transition and post-secondary programs to students with disabilities and their families; and teaching self-advocacy skills. This resource may be especially relevant to policy makers and special educators.

Transition Planning/Coordinating Interventions for Youth with Disabilities: A Systematic Review

This practice-based review from the National Secondary Transition Technical Assistance Center provides a summary of research that examines the impact of transition planning/coordinating interventions on the transition and transition-related outcomes of high school aged students with disabilities. Results provide support for the use of student planning and student development interventions.

The Inadequacy of Individual Educational Program (IEP) Goals for High School Students with Word-level Reading Difficulties

This study analyzed the goals from the IEP of 54 high school students diagnosed with reading disabilities in basic reading skills (e.g. letter/word identification and/or decoding) to determine whether IEP appropriately acknowledged and addressed these issues. When available, the authors also examined the students' IEPs from elementary school (ES) and/or middle school (MS) and compared these to the high school IEP. It was found that most of the HS IEPS failed to address student deficits in basic reading skills.


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