"I Can" Statements and the Individual Learning Plan (ILP)

The Individual Learning Plan (ILP) serves as a personalized approach to tailoring your child's educational journey.

Through the ILP, you can articulate the specific curriculum materials essential for your child's needs and establish clear learning objectives. These plans are adaptable to each student's unique requirements and are typically discussed upon enrollment, finalized within ten days, and can be submitted electronically.

The ILP is a dynamic document, open to modifications throughout the academic year. Quarterly progress reports, coupled with data-driven comments for each subject, are pivotal in assessing your child's growth.

Our educational paradigm is rooted in continuous improvement, performance, and project-based learning. We emphasize diverse strategies to gauge growth across all content areas, recognizing mandated tests as just one facet of student evaluation. Real-life performances, showcased through portfolios comprising videos, projects, writing samples, etc., serve as tangible evidence of academic progress.

TNW acknowledges the limitations of traditional education systems, where students may experience varying degrees of success due to structural issues or misalignments between teaching and testing methods. We contend that crucial skills such as problem-solving, communication, responsibility, research, technology, and physical activity often elude measurement on standard tests. Consequently, TNW places importance on a Continuous Improvement Model, assessing physical, intellectual, emotional, and social progress.

Acknowledging the impact of external factors on student achievement, we emphasize that teachers and administrators should not be held accountable for circumstances beyond their control. Our stance favors a holistic Continuous Improvement Model that aligns with the conviction that parents can be invaluable partners in shaping this educational journey.

Our collaborative efforts extend to assisting you in formulating a comprehensive assessment program aligned with standards, providing evidence of Physical, Intellectual, Emotional, and Social growth. While the end-of-year state assessment is a component, it doesn't singularly define growth. We are enthusiastic about working together as a team to nurture the individual strengths of your children.

“I Can” Statements: K-8

“I Can” statements are written to help teach the standards in a language children can more easily understand.

  • ​LONG-TERM LEARNING TARGETS (ALT) – The big ideas that define learning within a specific content area. Student proficiency levels on long-term learning targets are (will be) reported on progress reports and report cards.

  • SUPPORTING LEARNING TARGETS (AST) – The supporting targets are used to define the learning necessary to become proficient on a long-term learning target. The supporting targets assist teachers with developing their instruction and assessments and will often be defined in a rubric.

“I Can” Statements: High School




Social Studies

World Languages




Social Emotional Learning Targets


If you are taking part in one of our robotics league teams I want to be sure you have all of the information needed to connect them with your ILPs. During the league season not only do our students learn about Robotics and engineering, they spend a significant amount of time working through topics in language arts, social studies, and art! I have listed the I CAN statements below that your students may gain proficiency in during the Lego League season. Under each subject heading, you will find a short explanation of how this subject will be incorporated into the robotics league program. I am creating this document for students from 3rd through 10th grade as students who participate in our robotics leagues must be between the ages of 9-16. If you need help with a student outside of this grade range, please contact Kori Dunn, kdunn@marcola.k12.or.us.