Always helps if you attach the document 
 
Hi Karisha 
here is one example taken from a resource we wrote for the New Zealand
vocational teachers who wanted to integrate literacy skill development
into their trade course 
I have copied the ILP into a Word document and enclose the url for the
full PDF
 I realise we called it a literacy goal achievement plan to distinguish
it from the ILP that vocational teachers would use anyway 
In NZ teachers are called tutors - volunteer tuors are called volunteers
- I realise this is different from the US
http://www.workbase.org.nz/Document.aspx?Doc=Settingliteracygoals&record
ingprogress.pdf
 
regards Susan Reid 

Manager, Learning and  Development 

 

Workbase: The New Zealand Centre for Workforce Literacy Development 

2 Vermont Street, Ponsonby - PO Box 56571, Dominion Road, Auckland 1030
Phone: 09 361 3800 - Fax: 09 376 3700           
Website: www.workbase.org.nz <http://www.workbase.org.nz/>  - Email: 
sreid at workbase.org.nz

See New Zealand Literacy Portal 

www.nzliteracyportal.org.nz
 
Caution - This email and its contents contain privileged information
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________________________________

From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov]
On Behalf Of karisa tashjian
Sent: Tuesday, 30 January 2007 2:44 p.m.
To: The Assessment Discussion List
Subject: [Assessment 615] Re: Systematic formative ways to record
whatstudents learn and share this information


I'm very interested in seeing the format of individual learning plans.
Would anyone be willing to share?
 
Thank you,
Karisa Tashjian
Literacy Program Coordinator
Rhode Island Family Literacy Initiative

Virginia Tardaewether <tarv at chemeketa.edu> wrote:

	Well generally, students know their ethnic origins, gender and
age so we
	don't talk about that much :)
	Pre and post test scores are talked about in small and large
groups so
	that all students understand the system of progress. Each
student is
	given their own personal scores and an individual learning plan
that is
	developed with staff and the student. This plan changes through
time,
	but it helps tracks goal accomplishments and testing scores.
Students
	also work on resumes, complete job searches, complete FAFSA
forms and
	attend job interviews while enrolled.
	Va
	
	-----Original Message-----
	From: assessment-bounces at nifl.gov
[mailto:assessment-bounces at nifl.gov]
	On Behalf Of David Rosen
	Sent: Monday, January 29, 2007 9:52 AM
	To: The Assessment Discussion List
	Subject: [Assessment 612] Re: Systematic formative ways to
record
	whatstudents learn and share this information
	
	Susan and Virginia,
	
	You appear to have sophisticated systems for recording and
keeping 
	track of student progress. I wonder if you could tell us more
about 
	how teachers share the information with students, and how
students 
	get involved with using the data to make decisions about their
learning.
	
	I would like to hear from others who think they have good
systems 
	(not necessarily computerized) for tracking and sharing
information 
	for student decision making about their learning.
	
	David J. Rosen
	djrosen at comcast.net
	
	
	On Jan 29, 2007, at 12:09 PM, Virginia Tardaewether wrote:
	
	> Susan
	> We have a computer site where students can access assignments
and use
	> the email. All students get an email account when they
register so 
	> that
	> simplifies the matter. As the instructor, I have access to
their 
	> email
	> account from the registration records.
	>
	> The most useful tool we've developed is a daily tracking sheet

	> where we
	> track: OPT scores, CASAS pre and post scores, Agency data, and
GED 
	> tests
	> completed.
	>
	> For our GED OPTIONS students, we have a weekly attendance
sheet,
	> progress, and track information needed by the school district
for
	> completion of their end of year report: age, ethnic info,
completion
	> dates, enrollment dates, and gender. We complete this progress
report
	> in Excel so the hours cumulate and so that we can send it 
	> electronically
	> to the school district.
	>
	> -----Original Message-----
	> From: assessment-bounces at nifl.gov
[mailto:assessment-bounces at nifl.gov]
	> On Behalf Of David Rosen
	> Sent: Saturday, January 27, 2007 5:49 AM
	> To: The Assessment Discussion List
	> Subject: [Assessment 606] Systematic formative ways to record
what
	> studentslearn and share this information
	>
	> Susan Reid, and others who use formative assessment,
	>
	> I am interested in learning more about teachers' systems for
keeping
	> track of what students are learning and sharing this
information with
	> them. What paper-and-pencil strategies do you use? What
computer-
	> managed or computer-aided strategies? Do you record
information
	> during the class, after the class, keep it all in your head?
Does
	> anyone share formative assessment information with students by
	> regular one-on-one conferencing, by e-mailing them, in other
ways?
	>
	>
	> David J. Rosen
	> djrosen at comcast.net
	>
	>
	>
	> -------------------------------
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	-------------------------------
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	Assessment at nifl.gov
	To unsubscribe or change your subscription settings, please go
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