Individualized learning plans (ILPs) are being implemented in high schools throughout the United States as strategic planning tools that help students align course plans with career aspirations and often include the development of postsecondary plans. Initial indications are that ILPs may be an important method for helping students achieve both college and career readiness. Parents, teachers, and students indicate that ILPs result in students selecting more rigorous courses, better teacher-student relationships, and positive parent-school relations. This article describes the emergence and nature of ILPs, promising practice strategies as well as challenges associated with gaining whole school buy-in, and the potential for career and vocational research.
Bibliographical noteFunding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This project was provided by the U.S. Department of Labor, Office of Disability Employment Policy (Cooperative Agreement OD-16519-07-75-4-11) through the National Collaborative on Workforce and Disability for Youth, housed at the Institute for Educational Leadership.
- career aspirations/goals/choices
- career exploration/preparation
- career programming/interventions
- career/vocational education/guidance