Nineteen states currently require what can be termed "individual learning plans" for identified students. (This is distinct from state policies requiring such plans for all students; interested readers may find information on individual learning plans for all students here.) These policies include Arkansas' requirement that personal education plans be implemented for students identified as at-risk for academic failure and New Mexico's requirement that identified 8th graders be retained or provided with a graduation plan.
Methodology: This information was collected from state statutes, rules and regulations, and will be updated as new policies and programs are enacted.
Sources for all data points are accessible through this link.
Last updated: June 7, 2007
Research conducted by Kyle Zinth. Please contact Jennifer Dounay Zinth at 303.299.3689 or email@example.com with comments or questions about this database.
|State requires individual learning plans for at-risk students|
|Alabama||Yes, local boards are required to submit a plan for the provision of educational services to at-risk students. Local boards are required to budget at least $100 per at-risk student to be expended on tutorial assistance programs, including after-school, Saturday school, summer school or any combination of these programs.|
|Arkansas||Yes, students failing to demonstrate a proficient level of achievement are required to participate in individual academic improvement plans. Districts are required to implement personal education plans for students identified as at-risk for academic failure.|
|Connecticut||Yes, local and regional boards of education are required to "identify a course of study for those students who have not successfully completed the assessment criteria to assist such students to reach a satisfactory level of competency prior to graduation."|
|Delaware||Yes, 9th graders who score at Level 1 or Level 2 on Delaware Student Testing Program reading or mathematics assessments must have an individual improvement plan. At a minimum, improvement plans must identify a specific course of study and the academic improvement activities that the student will undertake to help the student progress towards meeting the standards. (Appears in practice in 9th grade although policy no longer includes 9th grade.)|
|Florida||Yes, students not meeting district or state requirements for proficiency in reading, mathematics or science must be provided with an individualized progress monitoring plan to target instruction and identify ways to improve academic achievement.|
Yes, each high school is required to have at least one student support team, and must establish policies providing for:
|Indiana||Yes, parents of students who do not receive a passing score on the Indiana Statewide Testing for Educational Progress (ISTEP)+ or ISTEP must be notified, and a parent/teacher conference set up to discuss the student's scores and a proposed remediation plan.|
|Kentucky||Yes, extended day instructional programs (which must be offered to identified students) must include: (1) a method to assess the priority educational needs of each individual student and to determine the academic expectations to be exhibited by the student at the end of the program; (2) an appropriate educational program designed for the individual student which assists the student in mastering the academic expectations within the timelines specified by the program; (3) an ongoing method of informal and formal assessment to document the student's progress toward mastery of the academic expectations; (4) a schedule of services which shall be of the duration and regularity necessary to allow mastery of the academic expectations within a reasonable and projected timeline.|
|Louisiana||No. (Although students must be provided with 50 hours of instruction in the subject in which they failed to achieve proficiency on the Graduate Exit Exam.)|
|Michigan||Yes, each student failing to meet expectations for each standard on the Michigan Merit Examination must be provided with an individual report that will allow the student's parents and teachers to assess and remedy problems before the student moves to the next grade.|
|Minnesota||Yes, districts are required to develop a remediation plan for identified students.|
|Mississippi||Yes, intensive interventions specifically designed for individual students must be provided for students who have failed two grades or have been suspended or expelled for more than 20 days in the current school year.|
|North Carolina||Yes, students identified as at high risk of failing or who fail competency tests must be provided with plans designed to meet their specific needs. Additionally, students who do not meet district promotion standards (which must include statewide accountability standards) must be provided with personalized education plans.|
|Oklahoma||Yes, required alternative education programs must be designed to serve secondary school students in 6th-12th grades who are most at risk of not completing high school. Programs must include the development of a plan leading to graduation for each student in the program that will allow the student to participate in graduation exercises for the school district after meeting the requirements of the school district as specified in the individual graduation plan for that student.|
|Texas||Yes, a personal graduation plan must be administered for each student who: (1) doesn't perform satisfactorily on a Texas Assessment of Knowledge and Skills exit exam; or (2) isn't likely to receive a high school diploma before the fifth school year following the student's enrollment in 9th grade, as determined by the district.|
|Virginia||Yes, each school division is required to record for each eligible student attending a state-funded remedial program: (1) the state or local criteria used to determine eligibility; (2) the expected remediation goal for the student in terms of a target score on a locally designed or selected test which measures the SOL content being remediated; and (3) whether the student did or did not meet the expected remediation goal.|
|Washington||Yes, individual student learning plans must be implemented for each student in 8th-12th grade who was unsuccessful in a Washington Assessment of Student Learning content area the previous year.|
|West Virginia||No. (Although school counselors are required to work with individual students in providing developmental, preventive and remedial guidance and counseling programs to meet academic needs, including programs to identify and address the problem of potential school dropouts.)|
|Wisconsin||Yes, school boards are required to identify at risk students enrolled in the district and annually develop a plan describing how the board will meet their needs.|
© 2013 by the Education Commission of the States (ECS). All rights reserved. ECS is the only nationwide, nonpartisan interstate compact devoted to education.
To request permission to excerpt part of this publication, either in print or electronically, please fax a request to the attention of the ECS Communications Department, 303.296.8332 or e-mail
Helping State Leaders Shape Education Policy