Fullerton Online Teacher Induction Program

Individualized Learning Plan (ILP) – Teacher Leader Project Option

Revised 1.1.19
Directions: The ILP should be completed with Mentor input. Complete blue cells prior to classroom implementation. Complete orange cells after POP Cycle is completed. Cells will expand as needed. When
submitting completed ILP to instructor, please include copies of all instructional resources, including Google Survey used for assessment of audience satisfaction.
Section 1: New Teacher Information
New Teacher Email Subject Area Grade Level
Carly Franco Carlyfranco@rocketmail.com Language Arts First
Mentor Email School/District Date
Lis Summers Lis.summers@heritageoak.org Heritage Oak Private Education 2/28
Section 2: CSTP Areas of Inquiry
Directions: Identify 2-3 CSTP elements for ILP focus. Use most recent CSTP Assessment for Initial Rating. Identify both teacher and student rating for
CSTP 1 and 2. See example.
CSTP Element Initial Rating Description Goal Rating Description
Developing and
sequencing
long-term and Plan weekly for instruction. Plan short term T -Use assessment data to plan
T– T –Innovating
4.3 short-term goals for the week and long term goals for a individual short and long term goals
Innovating
instructional unit or chapter. based on student needs. .
plans to support
student learning
Using available
technologies to
assist in Use I-Ready as a form of assessment as well as
T-Use data from technology
assessment, STAR. Recently started using Kahoot, See Saw
5.6 T-Applying T-Integrating assessments to communicate goals
analysis, and and Pearson, our curriculum, in the form of
with students, parents and colleagues.
communication informal assessments.
of student
learning
6.3
Collaborating
with colleagues
and the broader T-facilitate collaboration. Be
I meet with my team daily to collaborate. We
professional T- comfortable going to my team with
6.3 have professional developments with all other T-Innovating
community to Integrating new ideas and expressions my
teachers periodically throughout the year.
support teacher thoughts or concerns.
and student
learning

Section 3: Teacher Leader Inquiry Focus and Planning

Project Title Inquiry Question Project Objective(s)
Present to team members how we
Is I-Ready an accurate implementation to
Using I-Ready Data to Plan Individualized and Whole can use the I-Ready assessment data
measure student academic growth and
Class Instruction to plan individualized instruction and
differentiate instruction?
whole class instruction.
Audience for Project How Project Fits into Professional Goals and/or How Audience Satisfaction will be
(Who Participates/Who Benefits) Department/School/District Needs Assessed
Team members and first grade students will be
participating. My team members can benefit because Allows me to experience presenting and finding
Asking for feedback from my team
they may enjoy using this source as a way of new ideas to colleagues.This can lead to
members.
instruction. My students can also benefit because it departments or whole school usage.
can meet each of their individual needs.
Special Emphasis: Teacher Leader Model Standards and NBPTS Core Propositions
Directions: Identify at least one NBPTS and at least one Teacher Leader Model Standards that are the primary focus of your project. Explain how these standards will be incorporated.
Special Emphasis Focus How Special Emphasis will be Incorporated
 NBPTS Proposition 4.2 Teachers use  NBPTS 4.2 I will be researching students data to plan individual and whole class
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 4
 feedback and research to improve their
practice and positively impact student
learning
 NBPTS Proposition 1.1: Teachers recognize instruction based on the data.
individual differences in their students and  NBPTS 1.1 I will sue the data to look at what each student needs to work on
adjust their practice accordingly individually and assign things based on their certain needs.
 Teacher Leader Model Standards Domain  TLMS 2b I will be using student data to collaborate with my team and to research
2b: facilitates the analysis of student assignments through I-Ready that are beneficial to each students’ needs.
learning data, collaborative interpretation of
results, and applications of findings to
improve teaching and learning.

Inquiry Implementation Plan

Discuss Results
Analyze Results
Milestone 1 Milestone 2 Milestone 3 with Mentor
Milestone 4
Milestone 5
Was I-ready
Research growth
effective to use
through I-Ready data
Use I-Ready assessment for planning and
Have students take and continue to Use I-Ready
Identify name and date data and classroom implementing
formal I-Ready update assignments data to analyze
for activities. observations to determine individualized
assessment. every two weeks growth
individual needs. assignments to
based on student
help meet student
needs.
needs?
Beginning of each
Week of May
quarter. Quarter 4 starts Week of April 19th Week of May 3rd Week of May 17th
17th
April 12
Provide 1-2 sentence I will have students take a diagnostic assessment through I-Ready. I will review their results and gauge areas they need
summary of your teacher to improve upon. I will use I-ready to assign individualized assignments related to each students needs. I will also use I-
leader project. Ready in small group form.
Summarize process for
I will lead my first grade team members on how to use I-Ready to assign individual assignments based on student
analyzing effectiveness of
needs and how it can be used in small groups.
leadership role.
Section 4: Inquiry Research and Exploration
Research/Professional Learning (Identify two articles that have informed inquiry focus. Provide title, URL or citation, and statement of what was learned.)
https://www.curriculumassociates.com/-/media/mai
https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=9154&context=dissertations
nsite/files/i-ready/iready-research-base-for-
This article was written to show how I-Ready was implemented incorrectly. Because it is a
instruction-2015.pdf
technology based source, teachers were not implementing it as a way to improve learning
This article shows research of how I-Ready diagnostic
but instead were using it as a form of punishment. This resulted in students scoring low.
and I-Ready instruction is used.
Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at department/school/district
level.)
Miss Katz has taken a leadership role when she was
Mrs. Prince, has been my mentor teacher since I started teaching. She is a leader because if
asked to step up to become a mentor when our
our team has any issues, she talks to other grade members or other mentors on ways to
fellow mentor had to go on maternity leave. Since
resolve this issues. She leads by setting expectations for me very high that way I will always
then, she continuously is learning and always shares
be doing my best.
her learning with our team.
Section 5: Results and Reflection
Initial Revised
CSTP Element Evidence/Rational for Rating Suggestions for Moving Forward
Rating Rating
To move to INNOVATING level: Consider how to
Promoting critical thinking Teacher asked questions of analysis and evaluation. increase complexity of task beyond a single lesson so
T – Applying T – Integrating
1.5 through inquiry, problem Students answered questions that included all levels of Bloom’s. Students created their own math that there are continuing opportunities for students to
S – Exploring S - Integrating
solving, and reflection problems. engage in inquiry in complex problem. How could you
extend lesson into PBL?

4.3 Developing and T- T- I-ready allowed me to plan independent lessons based on

sequencing Innovating Innovating students needs. I assign n lessons every two weeks or
long-term and based off of their diagnostic or growth monitoring
short-term quizzes.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 4
 instructional
plans to
support student
learning
Using available
technologies to Share with school my findings
assist in and maybe their students will
I introduced Kahoot to my colleagues because my class
assessment, T- enjoy them as well.
5.6 T-Applying has been enjoying it so much. We also share i-ready data
analysis, and Innovating Find new math technology
after a diagnostic test.
communication games to introduce to my
of student team.
learning
Collaborating
with colleagues I feel that I am comfortable going to my team with new
and the ideas, However, to be innovating in the area I feel that I
broader need to be more comfortable going to any team with new Continue to share ideas with
T- T-
6.3 professional ideas. I recently shared in a staff meeting for the first time team and with all staff
Integrating Integrating
community to and very nervous. However, everybody loved my idea. I members.
support teacher wouldn’t say I am comfortable doing that all the time but
and student am making progress to be.
learning.
Special Emphasis (Teacher Leader Model Standards or NBPTS Core Propositions
Key Learnings and New Skills/Knowledge Developed by Contribution to
Product(s) Generated
Teacher Others/Department/School/District
 Sharing ideas
 Shared how to use i-ready
 Researching new technology  Found new technology that my students
with my team. This can be
 Spoke up at an all staff meeting and other staff members can use.
shared school-wide.

Mentor Feedback
Directions: The Mentor should Identify strengths and areas of improvement in each of the following areas.

Presentation was detailed and included images that went along with each step. The
Effectiveness of resources designed by Candidate, including
presentation, notes, handouts, and other resources.
presentation was easy to follow and included time for users to try the steps and ask
questions during the presentation.
Miss Franco did very well teaching her team members. She has expressed with me prior to
her presentation that she gets nervous when teaching adults, including parent conferences
Effectiveness of Candidate in teaching and coaching adults. (Refer or open house. However, she has also expressed that this is one of her goals for herself to
to Adult Learning Principles in FOTIP Handbook improve upon. In the beginning of her presentation Miss Franco told her team that she was
[https://www.fotip.org/adult-learning-theory.html]. nervous to share to them. After saying that out loud, I thought she relaxed more and it
seemed like a “normal” team meeting that they have weekly. She was able to speak freely
with them and be herself while teaching.
The topic was at great timing. Our school has started to use i-ready just to keep progress of
Value of topic for audience. students’ growth throughout the year by using the diagnostic test, so the program is still
very new to us.

Overall delivery by Candidate of the professional development Miss Franco spoke very clearly and made sure her team was following along the entire time.
experience, including audience engagement, pacing, tone, and I can tell she and her team work very well together and have a good relationship. Her team
response to questions. was very supportive of her.
Analysis and Summary of Audience Assessment
Directions: Record assessment data into Assessment Data Table (see end of document). Include copies of assessment tool with submission. Include at least one graph in your summary.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 4
 Action Items (some may not be applicable)
For curriculum design, lesson
planning, assessment planning

For classroom practice

For teaching English learners,

students with special needs, and
students with other instructional
challenges
For future professional Be confident in the program you are teaching others about. If it is a program that I enjoy, don’t be afraid to share it
development with others.
For supporting
others/department/
school/district

Other

Other Notes and Comments

Include copy of Google Survey Form assessment tool.

https://freeonlinesurveys.com/r/dT6PJ8ck

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 4