Process for Identification
The Portage Community School District believes that every student should receive instruction at a level which will assist in his/her growth as a learner. Teachers differentiate lessons and activities in their classrooms for a variety of student levels. If a teacher feels a student needs something different or would like additional ideas to try, he/she discusses it with the team of teachers they work with. The teacher will continue to use a variety of strategies suggested by the team. When these strategies do not produce the type of results they believe the student can achieve, they will bring the student to the attention of the building Problem Solving Team. The Learning Coach, Principal, Psychologist, Guidance Counselor and other teaching staff are a part of this team. They discuss alternatives, interventions and strategies. Ultimately, an individualized Learning Plan is created (or continued) regarding the student's future instruction and the ILP documents this plan.
Individualized Learning Plans
Individualized learning plans are written for students who exhibit the qualities of an Advanced Learner. (Click on the word "Checklist" in the menu bar if you would like specific information on identification.) The ILPs document the beginning conversations between the Learning Coach and a parent, a teacher, a student and or the Problem Solving Team. Data is collected and recorded as part of the plan.
Main Sections of an ILP
Student demographic data
ILP team members Purpose of meeting Current situation Student strengths and concerns Comments from parents, staff, and the student Student data Options considered Student goal Plan of action and who is responsible Monitoring / Evaluation information Date to revisit student growth/ progress |
Type of Data Collected
Aptitude tests such as MAP, AIMS or STAR
Achievement tests such as the WKCE Ability or IQ tests Classroom assignments & tests Projects Portfolios and/or products Performances Nominations Checklists on areas of Advanced Learning Interviews with students Anecdotal evidence from staff members |
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