Fullerton Online Teacher Induction Program

Individualized Learning Plan (ILP) – Teacher Leader Project

Option
Revised January 2024
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

Mikaela Holland mikaela.holland@gmail.co elementary multiple subject 1st

m
Mentor Email School/District Date
michele.armanino@saintp St. Philip School, Archdiocese of
Michele Armanino 3/2//2024
hilipschool.org SF
Section 2: CSTP Focus
Directions:
Identify 2-3 CSTP elements in which you are at least at the applying level for ILP focus. Use most recent CSTP Assessment. Identify
both teacher and student rating for CSTP 1 and 2. See example.
Emerging, Exploring, Applying, Integrating, Innovating

Rating Description
CSTP Element Initial
Promoting
critical thinking T–
through Integratin T - Supports students to initiate critical thinking through independently developing
1.5 inquiry, g questions, posing problems and reflecting on multiple perspectives
problem S–
solving, and Applying S - Students respond to questions and problems posed by the teacher and begin to pose
reflection and solve problems of their own related to the content
Using a variety
of instructional
strategies, T- Refines the flexible use of an extensive repertoire of strategies, resources, and technologies to
resources, and Innovating meet students’ diverse learning needs.
1.4
technologies to S-
meet students’ Innovating Students take responsibilities for using a wide range of strategies, resources, and technologies that
diverse learning successfully advance their learning.
needs
Collaborating
with colleagues Facilitates collaboration with colleagues.
and the broader
professional T- Works to ensure the broadest positive impact possible on instructional practice and
6.3
community to Innovating student achievement at school and district levels and for the profession.
support teacher
and student Initiates and develops professional learning opportunities with the broader professional
learning community focused on student achievement.
Addressing the
needs of English
learners and T- Integrates accommodations, adaptations, and extensions to instruction for the full range of
3.6
student with Integrating students with special needs to ensure adequate support and challenge.
special needs to
provide equitable
 access to the Communicates and collaborates with colleagues, support staff, and families to ensure consistent
content instruction. Supports families in positive engagement with school.

Initiates and monitors referral processes and follow-up meeting to ensure that students receive
support and/or extended learning that is integrated into the core curriculum.

Reviewing data,
both individually
and with T- Reviews and monitors a variety of data on student learning individually and with colleagues to
5.3
colleagues, to Applying identify trends and patterns among groups of students.
monitor student
learning
Section 3: Teacher Leader Inquiry Focus and Planning
Project Title Inquiry Question Project Objective(s)
How does greater teacher To bring a greater awareness and understanding to
awareness and understanding of my educational community about the existence of and
Professional Development on Dyslexia, behaviors consistent with differences between dyslexia, dysgraphia, and
Dysgraphia, and Dyscalculia dyslexia, dysgraphia, and dyscalculia, and provide insight into how to support
dyscalculia improve student students who exhibit signs of these learning
learning for this population? differences.
How Project Fits into
Audience for Project Professional Goals and/or
How Audience Satisfaction will be Assessed
(Who Participates/Who Benefits) Department/School/District
Needs
Our school has a current focus on
building out our resource
program to identify and support
a wider breadth of students with
Grade level teachers, aides, and resource
diverse learning needs. Many of An exit ticket will be collected at the end of the PD.
teachers
our staff don’t know how to
identify or support the students
we currently have with these
learning differences.
Special Emphasis: Teacher Leader Model Standards and NBPTS Core Propositions
Directions:
Identify at least one standard (NBPTS, ISTE C, Teacher Leader Model Standards) that is the special emphasis focus of your project.
Explain how these standards will be incorporated. You may add more than 1 if you wish
Special Emphasis Focus How Special Emphasis will be Incorporated
NEA Domain II: Accessing and using research
to improve practice and student learning
I will use research to create a PD which will improve the teacher practice of myself and my
NEA Domain III: Promoting professional
colleagues in teaching students with learning differences, resulting in improved outcomes for
learning for continuous improvement
this population. I will host a PD to promote professional learning for myself and my
colleagues which will facilitate improvements in instruction and student learning.
NEA Domain IV: Facilitating improvements in
instruction and student learning

Inquiry Implementation Plan

Analyze Discuss Results
Milestone 1 Milestone 2 Milestone 3 Results with Mentor
Milestone 4 Milestone 5
Identify name and date 3/24 3/26 4/15 4/21 4/23
for activities. Research topic
Practice/share PD with Analyze the Meet with
and compile Present PD to
mentor and receive results of the mentor to
slides for colleagues.
feedback. Make exit slips discuss outcome
presentation.
 adjustments as needed collected after and areas for
before PD. the PD. future growth.
I will present a professional development session to my grade level colleagues to bring awareness to
Provide 1-2 sentence the differences between dyslexia, dyscalculia, and dysgraphia. The goal is for our staff to be more
summary of your aware of the learning behaviors that can indicate each of these learning differences and to be
teacher leader project. empowered with next steps of how to meet the learning needs of these students and how to move
forward in talking to parents about potential next steps for their children.
I will ask each participant in the PD to complete several activities as part of the PD, including an exit
Summarize process for ticket at the end. I will analyze their answers from the beginning questions in the PD versus their
analyzing effectiveness answers at the end to see if they learned something from the process. I will also make myself available
of leadership role. as an ongoing resource to my colleagues. The real test will be if colleagues reach out to me after the PD
for further support on the topic.
Section 4: Inquiry Research and Exploration
Directions
Research/Professional Learning (Identify two articles that have informed inquiry focus. Provide title, URL or citation, and
statement of what was learned.)
https://www.dyslexicadvantage.org/puttin
From this article I learned the clear differences between dyslexia, dysgraphia, and
g-a-name-on-it-dyslexia-dysgraphia-and-dy
dyscalculia, as well as how different the modifications and treatments are for each
scalculia/
one. If all children with “mixups” are broadly grouped in a teacher’s mind as having
Putting A Name On It: Dyslexia,
dyslexia, they will not receive the proper modifications to suit their specific learning
Dysgraphia, and Dyscalculia
needs.
https://www.readingrockets.org/article/dy
Dyslexia is neurobiological, meaning that it is a result of how the brain works
slexia-and-brain-what-does-current-researc
physically. It is not related to intelligence, socio-economic status, or quality of
h-tell-us
education, however the modality of education can have a meaningful impact on the
Dyslexia and the Brain: What Does Current
outcome of the child’s ability to read.
Research Tell Us?
Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at
department/school/district level.)
Aside from district-wide PD’s, which our part-time resource staff do not attend,
Currently we have a resource program, there is no additional professional development being offered or paid for for our
however most of our resource teachers are staff. Most of the professional development that we do attend is not geared
just former teachers. They do not have towards students with learning differences, despite this being an identified focus of
specialized training as reading specialists or our school. Our school aims to fortify our resource program moving forward by
in working with students with learning contracting out someone who can administer testing to identify students with
differences. learning differences, but as yet, we have no in-house system or staff other than
whatever training each individual teacher has.
Section 5: Results and Reflection
Rev
Initial ised Suggestions for Moving
CSTP Element Evidence/Rational for Rating
Rating Rati Forward
ng
To move to INNOVATING level:
Promoting T–
Consider how to increase
critical Inte
Teacher asked questions of analysis and complexity of task beyond a
thinking T– gra
evaluation. single lesson so that there are
through Applying ting
1.5 Students answered questions that included all continuing opportunities for
inquiry, S– S-
levels of Bloom’s. Students created their own students to engage in inquiry
problem Exploring Inte
math problems. in complex problem. How
solving, and gra
could you extend lesson into
reflection ting
PBL?
 Teacher provided a variety of options for instructional
Using a variety T-
strategies and resources that would meet the needs of
of instructional Inno
students exhibiting learning behaviors consistent with
strategies, T- vati Create a list of technologies that
dyslexia, dysgraphia, and dyscalculia.
resources, and Innovating ng teachers can use or suggest to
1.4
technologies to S- S- parents of this student population
The teachers who participated in the PD were able to
meet students’ Innovating Inno to extend the support further.
diverse learning answer questions about which strategies they would
vati
needs use to meet the needs of these learners in their own
ng
classrooms on a Google Form at the end of the PD.
Collaborating Teacher led a professional development session after
with colleagues drawing research from the broader professional
and the broader T- learning community, to further teacher learning about Bring in guest speakers for future
professional T- Inno students with learning differences. This led to further PDs in order to draw more on the
6.3
community to Innovating vati collaboration as participants were invited to meet with resources available in our local
support teacher ng the Teacher for further discussion on strategies they professional community.
and student could implement in their own classrooms to support
learning these learners.
Addressing the
needs of English Consider how this can be
learners and T- The differentiation strategies suggested by the teacher extended to serve English
student with T- Inte during the PD were aimed at making access to learners. How do teachers identify
3.6
special needs to Integrating grati curricular content more equitable for students of all students who are English learners
provide equitable ng ages and backgrounds. and also have language learning
access to the differences?
content
Special Emphasis (Teacher Leader Model Standards or NBPTS Core Propositions
Key Learnings and New Skills/Knowledge Contribution to
Product(s) Generated
Developed by Teacher Others/Department/School/District
● Supported school site goal to improve
and broaden our ability to serve students
● Research skills on current trends in with diverse learning needs by bringing
A professional Development
education teachers up to date on learning
session for teachers on the
● Ability to lead a group of teachers in differences that affect many of our
topic of Dyslexia, Dysgraphia,
discussion in a productive and students
and Dyscalculia, and an
collaborative way ● Inspired other teachers at school site to
initiative to begin a PD series
● Ability to present in front of a group participate in teacher leadership by
at our school site.
of peers leading future PD sessions in their areas
of speciality to further deepen teacher
learning.
Mentor Feedback
Directions:
The Mentor should Identify strengths and areas of improvement in each of the following areas.
Effectiveness of resources designed by the Her notes were comprehensive and showed that she had researched and
Candidate, including presentation, notes, understood her subject. Handouts had clear directions. The Google form inspired
handouts, and other resources. participation and collaboration.
Participants felt that they learned something about these subjects and could use
the information presented effectively in their own classrooms. The PD format was
Effectiveness of Overall Project
conducive to conversation and discussion. She looks forward to future PD meetings
especially with the success of this one.
This project was successful in many ways. It offered reminders for those teachers
who needed a refresher and for those who were new to the material offered a
Value of project for audience.
good overview about these subjects. This project was valuable as she is up- to-
date on current research re these subjects.
 This project helped Mikaela overcome her fear of speaking in front of a crowd. She
became much more confident as the presentations progressed. This PD
Overall feedback.
encouraged teachers to ask Mikaela questions and to think about other PD subjects
of which they didn’t have much knowledge and would find useful in the future.
Action Items (some may not be applicable)
For curriculum design,
lesson planning, N/A
assessment planning
Continue implementing differentiation and scaffolding within the classroom for students with diverse
learning needs. Offer to model classroom practices of interventions for students with dyslexia,
For classroom practice
dysgraphia, and dyscalculia for interested teachers. Collaborate with resource staff to ensure that 1:1
resource support for students is best utilized for students of highest need.
For teaching English
learners, students with
Create a handout to give to teachers as a “cheat sheet” for scaffolds and interventions to apply for
special needs, and
students exhibiting behaviors consistent with dyslexia, dysgraphia, or dyscalculia.
students with other
instructional challenges
For future professional
Meet with the principal to establish a PD schedule for the 24-25 school year.
development
Set up a schedule with the teachers who indicated interest after the PD looking for continuing support
For supporting with the diagnosis process or integrating scaffolds in the classroom to meet the needs of students with
others/department/ specific learning disabilities.
school/district Create a survey to find out what other topics teachers would like PD’s on. Then, research possible guest
speakers or on-site teachers to present on those topics.
Other
Other Notes and Comments