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General Information: The Why and How

Monthly reviews between learning plan partners and family partners are a mandatory state program requirement. We follow this expectation because it is required but also because we believe this process is critical for the success of our partnership. During our review meetings we get the chance to learn more about families, adjust learning goals, and individualize learning plans and needs.

The purpose of each monthly review is to reflect upon and review the goals listed in the student learning plan. Before talking with your learning plan partner each month, please take time to:

  • review your child’s learning plan and determine which goals have been met
  • determine whether any goals should be revised or adjusted
  • note any new instructional plans for the upcoming month
  • celebrate the learning that’s taking place each month

While reviewing the monthly plan the learning plan partner will take into consideration many different factors including student life situation, effort, attitude, etc., before making the professional judgment about satisfactory or unsatisfactory progress (designations required by the state). While the learning plan partner makes the final determination, this process is a collaborative discussion with the student and family.

Developing a summary for this review based on home-based instruction is important for the process. The summary of progress should include goals met or working toward, activities, and any areas of concern. It should be a summary of the month’s learning.

The first meeting of the academic year must be in person. If adequate progress is being made subsequent meetings can be done through a variety of methods. First choice would be to continue them in person, however we can also “meet” via phone, email and Skype.

Helpful Hints and Tools

Please come to your monthly review meeting prepared for a conversation with your learning plan partner. Progress notes may be requested from the LPP to assist with the conversation and documentation of progress ahead of meeting time.

Here are some guiding questions to assist in the collaborative review process:

  1. What goals, topics, concepts, or skills did you introduce; continue to study or review this month?
  2. What things did you do? (e.g. workbook pages, projects, journals, lessons, units, presentations)
  3. How did the student do on them? (e.g. needed some assistance, completed with mastery, etc.)
  4. Did you have any discussions, group collaboration or field trips related to the class?
  5. Were there any areas of challenge that you will be revisiting or would like to receive suggestions on how to approach?

If meeting in person or over Skype it is also wonderful to share/show examples of work, photos, videos or demonstrations with your Learning Plan Partners.

Provide detailed and thoughtful comments for each area of instruction. Remember, you are describing the instructional progress for an entire month. Provide specific information about the learning and the materials used (those from the learning plan or others you discovered such as on-line resources, excursions, library resources, etc.). Note the areas of suspected difficulty, celebrate the progress made, and indicate any changes you anticipate for the coming month.

FAQs

What is the difference between class progress and overall progress?

Class progress is specific to a course in the Written Student Learning Plan (WSLP). It can be either an on-site or home-based (remote) course. Overall progress takes into account all of the classes listed in a WSLP.

How do the Learning Plan Partners determine monthly progress? Class and/or Overall?

Learning Plan Partners (certificated teachers) make a determination of remote (home-based) course progress based on the question: will the student master the goals as listed in the learning plan within the designated learning period (semester or year)? The teacher will take into consideration ALL factors (including student life situation, effort, attitude, etc.) when making the professional judgment. Students will be considered to have made adequate overall progress in any monthly review period when they show progress in at least half of their courses, or at least half of the time documented, in their WSLP. The instructors for the on-site courses will determine class progress each month for the courses they teach.

How do you know if your student is making satisfactory progress?

Monthly progress is based on the goals in the WSLP. Ask yourself, “Will my student complete the goals in the WSLP by the end of the designated learning period (semester or year) at this pace?”

What can be used as evidence of progress?

Students will be considered to have made progress in any monthly review period as evidenced by work samples, observations, evaluations, portfolio, planner/journal/log or other identified means in their WSLP.

Some learning goals take more time than just one month to master. Is that okay?

Absolutely. The mastery of any one goal may be an on-going process and some goals may overlap or be difficult to measure. Evaluation of progress toward the mastery of the goals will be based on monthly completion (or progress toward completion) of the learning activities that are designed to provide the means to achieve the goals of the learning plan. With that said, monthly progress can still be marked satisfactory based on the professional judgment of the teacher that the student will complete the goals of the course.

What if my student does not make overall adequate progress?

An “Intervention and Support Plan” is developed as required by the State ALE WAC 392-121-182. During the review meeting students, parent(s) and teacher will review student progress toward achieving the learning goals and performance objectives specified in the WSLP, and evaluate the effectiveness of the resources and activities used to achieve the proposed learning. If the teacher determines that there is not enough evidence to be considered as adequate progress, then an intervention and support plan will be developed. The plan will be developed in collaboration with the family. The intervention and support plan may include increased frequency or duration of personal contact, a modified manner for direct personal contact, modified learning goals or performance objectives, modified number or scope of courses or content of previous plan. The plan must be developed within 5 days of determining unsatisfactory progress.