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The Individual Learning Plan (ILP) is a way to individualize studies for your child.

The ILP will help you outline what curriculum materials you will want/need for your child and help you organize learner outcomes. The plans can be adjusted to each student’s individual needs. This is typically discussed at the time of enrollment, and completed within 10 days of enrollment. The ILP can be completed and then submitted electronically.

The ILP is a working document and can be modified throughout the year. Quarterly reports of your child(ren)’s progress are used to determine your child(ren)’s growth. Data-driven comments for each subject are required and your contact teacher is always available to help with this.

TNW is a continuous improvement, performance and project-based program that supports a variety of strategies to measure growth in all content areas.  Mandated tests are only one small indicator of student growth. TNW focuses on real-life student performances (well beyond a standardized test) to show proficiency and continuous improvement in reading, writing, listening, speaking and problem-solving across all content areas.  A portfolio of evidence in the form of videos, projects, writing samples, etc. is sufficient evidence to show academic growth. We strive to put systems in place that help all students to learn well without the loss of enthusiasm for learning.

We know that students may learn a lot (or very little) in a traditional (brick and mortar) system of education due to the systems and standards being applied, or due to the misalignment of teaching and testing. We also know that test scores for an accurate measure of learning can be potentially flawed or misleading.  For example, students may learn important skills in school such as problem-solving, speaking, listening, responsibility, researching, technology and physical activity, none of which can be measured on a written test. TNW believes that student achievement is influenced by a host of factors outside of a teacher’s control, such as a student’s prior educational experiences and the stability and supports present in a student’s environment.  With this in mind, it is inappropriate to hold teachers and administrators accountable for factors that are beyond their influence or control. In these cases, a Continuous Improvement Model (ILP) that measures the physical, intellectual, emotional and social progress of all TNW students makes perfect sense. We know our parents can be the best teachers for our students and we are happy to provide you with the support, resources and professional development to do so.

We will assist you in developing a plan and a holistic assessment program that aligns with the standards and provides evidence for Physical, Intellectual, Emotional and Social growth.  The end of year state assessment is not the only evidence we use to show growth. We are very excited to work as a team to develop the individual strengths of your children.

“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 the 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 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 the 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 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 the 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.

 

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