Fullerton Online Teacher Induc on Program

Individualized Learning Plan (ILP) – Teacher Leader Project

Op on
Revised 1.1.19
Direc ons: The ILP should be completed with Mentor input. Complete blue cells prior to classroom implementa on.
Complete orange cells a er POP Cycle is completed. Cells will expand as needed. When submi ng completed ILP to
instructor, please include copies of all instruc onal resources, including Google Survey used for assessment of audience
sa sfac on.
Sec on 1: New Teacher Informa on
New Teacher Email Subject Area Grade Level

Ericka Brown ebrown@ccschool.org Mul ple Subject 1st Grade

Mentor Email School/District Date

Jenny Spencer jspencer@ccschool.org Calvary Chris an School 3/2/22

Sec on 2: CSTP Areas of Inquiry

Direc ons: Iden fy 2-3 CSTP elements for ILP focus. Use most recent CSTP Assessment for Ini al Ra ng. Iden fy both
teacher and student ra ng for CSTP 1 and 2. See example.
CST
Element Ini al Ra ng Descrip on Goal Ra ng Descrip on
P
T - Guide students to think cri cally T - Facilitates systema c opportuni es
Promo ng
through use of ques oning strategies, for students to apply cri cal thinking
cri cal T– T–
posing/solving problems, and by designing structured inquires into
thinking Applyi Innova
re ec on on issues in content. complex problems.
through ng ng
1.5 S - Students respond to varied S - Students pose and answer a wide-
inquiry, S– S-
ques ons or tasks designed to range of complex ques ons and
problem Explori Innova
promote comprehension and cri cal problems, re ect, and communicate
solving, and ng ng
thinking in single lessons or a understandings based on in depth
re ec on
sequence of lessons. analysis of content learning.
T- Adjust strategies during instruc on
Monitoring T- Makes ongoing adjustments to
T- T- based on the ongoing monitoring if
student instruc on based on observa on of
Applyi Integra individual student needs for
learning and student engagement and regular
ng ng assistance, support, or challenge.
1.6 adjus ng checks for understanding.
S- S- S- Students are able to ar culate their
instruc on S- Students successfully par cipate
Applyi Integra level of understanding and use teacher
while teaching. and stay engaged in learning
ng ng guidance to meet their needs during
ac vi es.
instruc on.
Using T- Uses a broad range of data to set
assessment learning goals for content and
data to T- T- Uses a variety of assessment data T- academic language that are integrated
establish Applyi to set student learning goals for Integra across content standards for
learning goals ng content and academic language. ng individuals and groups. Modi es
5.4
and to plan, S- S- Plans di eren ated lessons and S- lessons during instruc on based on
di eren ate, Applyi modi ca ons to instruc on to meet Integra informal assessments.
and modify ng students’ diverse learning needs. ng S- Plans di eren ated instruc on
instruc on targeted to meet individual and group
learning needs.
Sec on 3: Teacher Leader Inquiry Focus and Planning
Project Title Inquiry Ques on Project Objec ve(s)

Individualized Learning Plan, Fullerton Online Teacher Induc on Program (FOTIP), 2017 Page 1 of 6
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Analyzing MAP Tes ng Assessment
Audience for Project
(Who Par cipates/Who Bene ts)
The K-5th grade sta will par cipate
and bene t from my presenta on.
Direc ons: Iden fy 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.
NBPTS: 3 Teachers are responsible for
managing and monitoring student
learning. 4: Teachers regularly assess I will incorporate NBPTS 3.4 by using MAP tes ng to assess and monitor our
student progress.
Teacher Leader Model: 5. Promotes
the use of assessments and data for
school and district improvement. D)
Works with colleagues to use
assessment and data ndings to
promote changes in instruc onal
prac ces or organiza onal structures
to improve student learning.
Iden fy name and
date for ac vi es.
How can we use MAP Tes ng to
The sta will learn how to how to use,
determine where the students are
analyze, and apply our new MAP
excelling and areas the students are
tes ng assessments through my
struggling and how we can meet the
presenta on.
needs of our students?
How Project Fits into Professional
How Audience Sa sfac on will be
Goals and/or Department/School/
Assessed
District Needs
This project ts into professional
goals because we are using the I am going to have my colleagues
assessments to determine areas of complete a survey form that will
need and success within our determine their understanding of the
students. We can determines areas presenta on and they will ll out if it
where we can further meet the was insigh ul.
need of each child.
Special Emphasis: Teacher Leader Model Standards and NBPTS Core Proposi ons
Special Emphasis Focus How Special Emphasis will be Incorporated
students learning. We are going to analyze the data that was taken at the
beginning of the year and the middle of the year to determine the progress of
each student.
We are going meet as a sta to discuss how the assessment can provide insight to
how we can improve our instruc on to meet the needs of our students. We can
also determine if our students are meets the standards in comparison to
surrounding schools.
Inquiry Implementa on Plan
Discuss Results
Analyze Results
Milestone 1 Milestone 2 Milestone 3 with Mentor
Milestone 4
Milestone 5
Start of Adjus ng Discuss Progress
MAP Tes ng Sta Mee ng Analyze Scores
Lessons of Students

Feb. 7th-11th March 11th March 25th March 28th April 14th

I will present to my K-6th grade colleagues about MAP Tes ng. Since this is a new program for our
Provide 1-2 sentence
school, I am going to share about the program, what it is assessing, and how we can apply the
summary of your
informa on gathered into our lessons to meet the needs of our students. I will share di erent
teacher leader
strategies and allow them me to share and provide ideas that they think would be successful in
project.
their classroom.
Summarize process
I am going to have the teachers scan a QR code and ll out a survey that will help them apply the
for analyzing
informa on they learned. An example ques on I would use is, “With the informa on you learned,
e ec veness of
how can you di eren ate your lessons with the results from MAP tes ng?”
leadership role.

Individualized Learning Plan, Fullerton Online Teacher Induc on Program (FOTIP), 2017 Page 2 of 6
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 Sec on 4: Inquiry Research and Explora on
Research/Professional Learning (Iden fy two ar cles that have informed inquiry focus. Provide tle, URL or cita on,
and statement of what was learned.)
Map Growth: h ps:// MAP tes ng helps teacher recognize the needs and helps teachers have access
nwea.postclickmarke ng.com/ to recourses that will e ec vely improve instruc on. For example: Wowzers,
ProductTour/tools-for- Learning A-Z, and KhanAcademy.
teachers-17QL-237Q3.html?
Assessments allow opportuni es for teachers to determine any informa on
How Classroom Assessments gaps the students have in their studies. Correc ng and prac cing the skills in
Improve Learning small groups can allow the students me and opportunity to understand the
h ps://www.ascd.org/el/ar cles/ material and master it.
how-classroom-assessments-
improve-learning
Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at
department/school/district level.)
Kindergarten: The kindergarten teachers are constantly assessing their students.
They are able to recognize the exact areas their students are struggling in. The
Kindergarten kindergarten teachers provide a variety of resources to other teachers to help
assess the students.

My principal is passionate about assessments and determining areas of need. She

Principal (Mentor Teacher) found MAP tes ng and is implemen ng it into our school as a resource for the
sta to help meet the needs of our students. We are going to be able to see the
subjects we need to go over and prac ce in our classrooms.
Sec on 5: Results and Re ec on
Revi
Ini al sed Sugges ons for Moving
CSTP Element Evidence/Ra onal for Ra ng
Ra ng Ra Forward
ng
Promo ng
T– To move to INNOVATING level:
cri cal
T– Inte Consider how to increase
thinking Teacher asked ques ons of analysis and
Applyi gra complexity of task beyond a
through evalua on.
ng ng single lesson so that there are
1.5 inquiry, Students answered ques ons that included all
S– S- con nuing opportuni es for
problem levels of Bloom’s. Students created their own
Explor Inte students to engage in inquiry in
solving, math problems.
ing gra complex problem. How could
and
ng you extend lesson into PBL?
re ec on
Promo ng
cri cal T–
Moving forward, I would have
thinking T– Inte
During my lesson, I was asking many ques ons my audience take more me to
through Applyi gra
and receiving feedback from my colleagues. look and analyze the graphs
inquiry, ng ng
They had to cri cally about how to analyze the before jumping straight into the
1.5 problem S– S-
example data provided through the analyze. They could discover and
solving, Explori Inte
presenta on; then, they had to apply that new understand the material on their
and ng gra
knowledge on their own data. own, which would help them
re ec on ng
understand the material be er.

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 Monitorin T- My presenta on was well thought out, yet
g student T- Inte there was room for exibility and adjus ng my In the future, I want to con nue
learning Applyi gra teaching to meet the needs of my audience. to create an environment where
and ng ng They were able to ask ques ons and have a the students are asking more
1.6
adjus ng S- S- hands-on learning experience. At the end of ques ons and allowing my
instruc on Applyi Inte the lesson, my audience shared what they lessons to ow in a way that
while ng gra learned as a whole group and they shared their meets their speci c needs.
teaching. ng understanding through a google document.
Using
assessmen
Since Map Tes ng is a new program our school
t data to T-
is using, the teachers had limited
establish T- Inte
understanding on how to read the results of Moving forward, I will use the
learning Applyi gra
the students’ scores. I started from the basics data from the Map Tes ng
goals and ng ng
5.4 and then once I no ced my colleagues were assessment and create learning
to plan, S- S-
understanding and ready to move on; then, I groups. This will help meet the
di eren a Applyi Inte
had them analyze and research their own data. unique needs of each student.
te, and ng gra
If the audience had any ques ons, I would
modify ng
answer or reteach the informa on.
instruc on

Special Emphasis (Teacher Leader Model Standards or NBPTS Core Proposi ons
Key Learnings and New Skills/ Contribu on to Others/Department/
Product(s) Generated
Knowledge Developed by Teacher School/District
Through this project and
This informa on was extremely
presenta on, I learned how to read,
bene cial for my school. I taught all my
One key skill that I developed was analyze, and apply the data gathered
colleagues, including my principal and
thinking systema cally about my from Map Tes ng. I am able adapt
head of school how to read through the
prac ces and learning from my my lessons and create speci c
data and ways to apply it into the class.
experience. I am using research to groups to help ll any academic
This informa on not only helps within
improve my prac ce to posi vely learning gaps for my students. I also
the classroom, but it is informa on we
impact my students. learned that I can be a teacher
can share with families. They can work
leader and share new found
on speci c areas of academics at home.
knowledge.
Mentor Feedback
Direc ons: The Mentor should Iden fy strengths and areas of improvement in each of the following areas.
E ec veness of resources designed -The presenta on was fantas c because it followed informa ve informa on from
by Candidate, including presenta on, a previous years mee ng. This was more tangible way for the teacher to
notes, handouts, and other understand the material because it was hands on and interac ve.
resources. -The sta would like a digital handout as well as the tangible handout.
E ec veness of Candidate in teaching
-The candidate did well and was capable of teaching the adults, even if she felt
and coaching adults. (Refer to Adult
uncomfortable in the beginning.
Learning Principles in FOTIP
-She focused on the applica on and need for this presenta on and the value it
Handbook [h ps://www.fo p.org/
can bring into the classroom.
adult-learning-theory.html].

-This topic was very bene cial for the sta because all the students took the test
Value of topic for audience.
and the teachers can monitor their students growth.

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 Overall delivery by Candidate of the
professional development
-The overall delivery was excellent. She made the presenta on interac ve, she
experience, including audience
walked around the room, and was ready to respond to any ques ons.
engagement, pacing, tone, and
response to ques ons.
Analysis and Summary of Audience Assessment
Direc ons: 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.
Overall, my audience was pleased and well informed about the presenta on on Map Tes ng. They enjoyed learning about
analyzing the assessment and learning how to apply it in their classroom. They had an opportunity to experience a hands
on interac ve ac vity. They logged into their account and looked at their students results. They focused on iden fying
their students and strengths and weaknesses. They had a chance to talk with their neighbors and discuss ways they can
meet the needs of their students who are struggling or needing a challenge. They had a chance to respond through a
google form and share what they learned and how they are going to apply the informa on into the classroom.

100% of my colleagues agreed that they understand how to use, analyze, and apply their new Map Tes ng assessments to
impact their instruc on.
Ac on Items (some may not be applicable)
For curriculum
Applying the data when lesson planning is an e ec ve strategy when trying to ll any informa on
design, lesson
gaps. This would be helpful within reading and math. I can help challenge students who are
planning, assessment
excelling and I can reteach any students who are struggling.
planning
For classroom If I no ce a majority of the students are struggling in a speci c subject or lesson, then I have an
prac ce opportunity to reteach and do a whole class lesson.
For teaching English
Map Tes ng is a unique and personalized assessment. It is perfect for students who are English
learners, students
learners, students with special needs, and students with other instruc onal challenges. Many
with special needs,
mes, it can be di cult to pin point exactly what the students know or understand do to their
and students with
struggle of communica ng verbally. The test will provide more challenging or easier ques ons to
other instruc onal
determine the students knowledge.
challenges
This topic would be a perfect future professional development mee ng topic. A er the each Map
For future
Tes ng assessment, the PLC teams should meet together to discuss the data and determine the
professional
steps needed to meet the needs of the students. They can share di erent strengths and
development
weaknesses that would be helpful within the classroom.
The data and informa on is a great tool to help give a teacher direc on when mee ng individually
For suppor ng
with their students. Mee ng together with other teachers to discuss the data can be bene cial
others/department/
because the teachers can give speci c feedback or examples to help the students. Map tes ng
school/district
also helps monitor the process of the whole school.

Other

Other Notes and Comments

Include copy of Google Survey Form assessment tool.

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 MAP Testing Send

Questions Responses 7 Se4ings

7 responses
Accepting responses

Summary Question Individual

One area that my students did well in was parts of speech. The students have mastered verbs,
adjectives, and prepositions.
7 responses

Capitalization

My students demonstrated strength in vocabulary in Reading.

My students did very well on operations and algebraic thinking for math.

My students scored high in operations and algebraic thinking, and numbers and operations.

Capitals, Spelling and Punctuation

Kristan Laughinghouse & Denisse Elliott. 3

Overall they did well in math, considering what units we have covered so far.

One area of growth I would like to focus on with my students is the area of pronouns. The students
have not fully mastered this concept and need more practice in this area.
7 responses

Research

Overall, one area I need to spend time with them on is Informational text.

I would like to focus on language and writing skills with my students.

I can see that I need to expose my kids to more vocabulary development.

Geometry

We would like to focus on Numbers and Operation in math and informational text in reading.

Problem solving continues to be an issue we are working on.

Based upon the data gathered through the MAP testing, I can help strengthen my students' skills by
focusing on intensive, reflexive, indefinite pronouns. I can also create opportunities for the students
to edit and proofread more often so that the students can use and practice their part of speech
knowledge.
7 responses

Students will be reading a book on their state and completing a state report for the 4th quarter

As a grade level, we recognized the need to practice finding text evidence as a way to think about reading
informative texts. We have started doing "rainbow reads" to respond to article/question sets, which guides
the students to annotate the text itself.

I would like to do groups that center on the students' needs that are specified on the MAP Learning
Continuum Report.

I can group students in target groups for specific skills needed, and I can use the specific information to
assist in my reporting to parents.

Create math groups

We can identify learning goals more clearly per students needs.

By looking at the individual data, I will be able to see what students need individual or small group
intervention.

After the presentation, do you feel you understand how to use, analyze, and apply our Copy
new MAP testing assessments to impact your instruction.
7 responses

No
Somewhat
Yes

100%

Individualized Learning Plan, Fullerton Online Teacher Induc on Program (FOTIP), 2017 Page 6 of 6
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