Nancy S. Grasmick
State Superintendent of Schools
Juvenile Services Education
INDIVIDUALIZED LEARNING PLAN for READING
200 West Baltimore Street • Baltimore, MD 21201 • 410-767-0100 • 410-333-6442 TTY/TDD • MarylandPublicSchools.org
School: Choose your School
Meeting #: Choose meeting #
MY ACADEMIC GOALS:
MY CAREER GOALS:
HIGH SCHOOL COURSES UPON ENTRY:
NUMBER OF HIGH SCHOOL CREDITS EARNED UPON ENTRY:
Student name:
DATA
SOURCES:
STUDENT SELF
REPORT
Date:
BASI Pre-Test
Date:
READ 180 (SRI)
/READ-ON
Date:
OPT/ACCESS 21
Date:
CLASSROOM
ASSESSMENT
Date:
SCHOOL
COMMITMENT
STUDENT
COMMITMENT
Student ID:
Grade:
Age:
READING AREAS for IMPROVEMENT
READING STRENGTHS
List areas of student academic strengths discussed during student intake. Limit: 150
characters.
List areas of student academic concerns discussed during student intake. Limit: 150
characters.
BASI Pre-Test (Identify strengths from this list)
BASI Pre-Test (Identify areas for improvement from this list)
Type comments or copy and paste comments from list. Limit: 150 characters.
Type comments or copy and paste comments from list. Limit: 150 characters.
SRI / READ-ON (Identify strengths from this list)
SRI / READ-ON (Identify areas for improvement from this list)
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Type comments or copy and paste comments from list. Limit: 150 characters.
OPT (Identify strengths from this list)
OPT (Identify areas for improvement from this list)
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Type comments or copy and paste comments from list. Limit: 100 characters.
ACCESS 21 (Identify strengths from this list)
ACCESS 21 (Identify areas for improvement from this list)
Type comments or copy and paste comments from list. Limit: 100 characters.
Type comments or copy and paste comments from list. Limit: 100 characters.
List areas of strength identified through classroom assessments.
characters.
List areas for improvement identified through classroom assessments. Limit: 250
characters.
Limit: 250
How will the school help me?
List specific instructional, interpersonal, & career-related strategies to assist student in
accomplishing his/her stated goals. Limit: 300 characters.
What must I do to be successful?
List STUDENT feedback, including thoughts and ideas on what HE/SHE must do to
reach academic and career goals. Limit: 300 characters.
I understand my strengths in reading and I will work on my areas that need
improvement.
Student
Signature/Date_________________________________________________
Staff
Enter any additional comments (Limit 300 characters):
ADDITIONAL
COMMENTS:
Signature/Date_________________________________________________
Principal
Signature/Date_________________________________________________
INDIVIDUALIZED LEARNING PLAN
READING (VERBAL SKILLS)
VOCABULARY
Uses knowledge of context clues within a sentence to determine meanings of unfamiliar words
Uses knowledge of prefixes to determine word meaning
Uses knowledge of roots to determine word meaning
Identifies the correct synonym for a word
Uses knowledge of suffixes to determine word meaning
Identifies the correct antonym for a word
Analyzes analogies
LANGUAGE MECHANICS
Applies knowledge of subject/verb agreement
Uses the correct form of an adverb
Identifies the correct noun indicator
Uses apostrophes correctly in contractions
Capitalizes nouns correctly
Uses commas correctly in dates
Uses the correct verb tense in a sentence
Recognizes double negatives in a sentence
Uses correct irregular noun forms
Uses apostrophes correctly in possessives
Uses quotation marks correctly for direct quotations in a sentence
Correctly capitalizes proper nouns in a sentence
Uses the correct form of an irregular verb
Uses commas correctly in a sentence
Uses the correct irregular pronoun in a sentence
READING COMPREHENSION
Recalls relevant details in a passage
Follows written directions
Determines cause and effect relationships in a passage
Draws inferences from a passage
Uses own knowledge to predict outcomes
Infers the main idea of a passage
Identifies the correct order of events in a passage
Determines probable outcome based on knowledge of the world
Differentiates fact from opinion
Identifies forms of bias
Recalls the correct sequence of events in a passage
Recognizes the correct summary of a passage
Draws correct conclusions from a passage
Analyzes the author’s perspective correctly
Identifies the conflict and climax of a plot
Analyzes the effects of figurative language
Compares and contrasts details of a passage
Identifies persuasive techniques or forms of bias
Identifies characteristics of plot in a passage
Analyzes the setting in a passage
Analyzes the effects of figurative language in a passage
GENERAL SUGGESTIONS FOR AREAS OF STRENGTH (in addition to those listed above)
Demonstrates adequate verbal skills including comprehension, language mechanics and vocabulary
Demonstrates comprehension, vocabulary and grammar skills commensurate with grade placement
Demonstrates the ability to understand age appropriate vocabulary and to comprehend grade level text
Meets proficient performance standards in reading comprehension and vocabulary skills
Applies age appropriate reading comprehension strategies
Applies critical reading and thinking skills to analyze grade level text
Applies self-knowledge to develop personal, learning and career goals
GENERAL SUGGESTIONS FOR AREAS OF IMPROVEMENT (in addition to those listed above)
Demonstrates below expected levels in extracting and extending meaning from text
Demonstrates below expected levels in comprehending text and recognizing vocabulary
Demonstrates below expected levels in applying conventional language and mechanics
Demonstrates below expected levels in critical reading & thinking skills to analyze text
Nancy S. Grasmick
State Superintendent of Schools
Juvenile Services Education
INDIVIDUALIZED LEARNING PLAN for MATH
200 West Baltimore Street • Baltimore, MD 21201 • 410-767-0100 • 410-333-6442 TTY/TDD • MarylandPublicSchools.org
School: Choose your school
ILP Meeting #: Choose meeting #
MY ACADEMIC GOALS:
MY CAREER GOALS:
HIGH SCHOOL COURSES UPON ENTRY:
NUMBER OF HIGH SCHOOL CREDITS EARNED UPON ENTRY:
Student name:
DATA
SOURCES:
STUDENT SELF
REPORT
Student ID:
MATH STRENGTHS
Grade:
Age:
MATH AREAS for IMPROVEMENT
List areas of student academic strengths discussed during student intake. Limit: 150
characters.
List areas of student academic concerns discussed during student intake. Limit: 150
characters.
BASI Pre-Test (Identify strengths from this list)
BASI Pre-Test (Identify areas for improvement from this list)
Type comments or copy and paste comments from list. Limit: 150 characters.
Type comments or copy and paste comments from list. Limit: 150 characters.
OPT (Identify strengths from this list)
OPT (Identify areas for improvement from this list)
Type comments or copy and paste comments from list. Limit: 100 characters.
Type comments or copy and paste comments from list. Limit: 100 characters.
ACCESS 21 (Identify strengths from this list)
ACCESS 21 (Identify areas for improvement from this list)
Type comments or copy and paste comments from list. Limit: 100 characters.
Type comments or copy and paste comments from list. Limit: 100 characters.
List areas of strengths identified during classroom assessments. Limit: 250 characters.
List areas for improvement identified during classroom assessments. Limit: 250
characters.
How will the school help me?
I understand my strengths in mathematics and I will work on my areas that
need improvement.
Date:
BASI Pre-Test
Date:
OPT/ACCESS 21
Date:
CLASSROOM
ASSESSMENT
Date:
SCHOOL
COMMITMENT
STUDENT
COMMITMENT
List specific instructional, interpersonal, & career-related strategies to assist student in
accomplishing his/her stated goals. Limit: 300 characters.
What must I do to be successful?
List STUDENT feedback, including thoughts and ideas on what HE/SHE must do to
reach academic and career goals. Limit: 300 characters.
Enter any additional comments (Limit 300 characters):
ADDITIONAL
COMMENTS:
Student
Signature/Date_________________________________________________
Staff
Signature/Date_________________________________________________
Principal
Signature/Date_________________________________________________
INDIVIDUALIZED LEARNING PLAN
MATH SKILLS
MATH COMPUTATION
Finds the sum of two or more whole numbers with or without regrouping
Finds the difference of two or more whole numbers with or without regrouping
Finds the product of a whole number of up to three digits and a one-digit whole number with or
without regrouping
Finds the quotient without a remainder
Compares a pictured pair of fractions
Finds the difference of a pair of like fractions
Finds the sum of three decimal numbers to the tenths place
Finds the difference between two decimal numbers to the hundredths place with or without
regrouping
Finds the quotient of two whole numbers
Finds the sum of three whole numbers
Finds the sum of decimals
Finds a quotient containing three or more decimal places
Finds the product of fractions and whole numbers
Finds the difference between mixed numbers and fractions
Determines the square root of a perfect square
Finds the cubes of positive whole numbers through multiplication
Uses the order of operations to simplify and solve number sentences
Solves simple algebraic equations
Solves algebraic equations using the correct order of operations
Simplifies algebraic expressions
Converts fractions
Converts decimals into percents
Converts a percent into a fraction
Solves linear equations with one variable
Finds the difference between two mixed fractions
Finds the sum, difference, or product of both positive and negative integers
Simplifies numerical expressions using absolute value signs
Solves linear equations
MATH APPLICATIONS
Solves one-step word problems using whole numbers
Solves word problems involving fractions
Solves word problems involving decimals
Solves word problems involving measurement
Locates decimals on a number line
Calculates perimeter
Chooses the correct metric unit of measure for the weight of a pictured object
Interprets data in tables
Solves multi-step word problems with whole numbers
Solves word problems involving proportions
Solves word problems involving percents
Identifies coordinates of points on the four-quadrant coordinate plane
Translate a sentence into an algebraic equation
Computes the range of a set of numbers
Determines the probability of the outcome of events represented as a fraction
Calculates the area of a polygon
Uses the Pythagorean theorem to solve a word problem
Solves a multi-step word problem
Solves a multi-step word problem using decimals
Computes the range of data presented in a graph
Solves a multi-step word problem involving units of measurement
Solves a multi-step word problem involving exponents
Uses inverse proportions in algebraic equations
Applies knowledge of shapes to math problems
Finds the solution set for an inequality
Interprets data presented in a chart
Determines the slope of a line
Finds the length of altitudes and angle bisectors within triangles
GENERAL SUGGESTIONS FOR AREAS OF STRENGTH (in addition to those listed above)
Demonstrates average/above average ability in recognizing & applying basic computing with whole
numbers & fractions
Demonstrates average/above average ability in recognizing & applying basic algebraic functions &
patterns
Demonstrates average to above average ability in recognizing & applying math processes & concepts to
solve word problems, including real-world problems
Demonstrates proficiency at grade level to recognize & apply geometry to solve word problems
Masters 80% ***of the skills presented on the inventory of math skills (percentage can be changed
according to skill difficulty or student need)
Applies self-knowledge to develop personal, learning and career goals
GENERAL SUGGESTIONS FOR AREAS OF IMPROVEMENT (in addition to those listed above)
Demonstrates below expected ability in recognizing & applying basic computing with whole numbers &
fractions
Demonstrates below expected ability in recognizing & applying basic algebraic functions & patterns
Demonstrates below expected ability in recognizing & applying math processes & concepts to solve word
problems
Demonstrates lack of essential skills to recognize & apply geometry to solve word problems
Demonstrates lack of essential skills to apply measurement concepts to solve word problems
Masters less than 80% ***of the skills presented on the inventory of math skills (percentage can be
changed according to skill difficulty or student need)