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
Aya Bispham ayabispham@gmail.com Special Education 2nd & 3rd
Mentor Email School/District Date
Jordan Raymond jraymond@wishcharter.org WISH Charter/LAUSD 3/3/24
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– T - Supports students to initiate critical thinking through independently developing
through
1.5 Integrating questions, posing problems and reflecting on multiple perspectives
inquiry,
S – Applying
problem S - Students respond to questions and problems posed by the teacher and begin to pose
solving, and and solve problems of their own related to the content
reflection
Establish
professional
goals and T - Sets goals connected to the CSTP that are authentic, challenging, and based on self assessment.
engaging in
continuous T - Applying/ Aligns personal goals with school and district goals, and focuses on improving student learning.
6.2
and Integrating
purposeful Engages in and contributes to professional development targeted on student achievement. Pursue
professional a variety of additional opportunities to learn professionally.
growth and
development
Collaborate
with
colleagues
and the T - Collaborates with colleagues to improve student learning and reflect on teaching practice at the
broader classroom level
6.3 professional T - Applying
community to Interacts with members of the broader professional community to access resources that support
support teacher effectiveness and student learning.
teacher and
student
learning
Section 3: Teacher Leader Inquiry Focus and Planning
Project Title Inquiry Question Project Objective(s)
Create a shared document containing
pre-written IEP goals for students to:
How can an IEP goalbook
- Provide opportunities for increased
facilitate greater collaboration
collaboration between special
between special education
IEP Goalbook education teachers
teachers and provide greater
- Provide support during the IEP
support for the IEP writing
writing process
process?
- Create similar, measurable goals
across IEPs
How Project Fits into
Audience for Project Professional Goals and/or How Audience Satisfaction will be
(Who Participates/Who Benefits) Department/School/District Assessed
Needs
Boost collaboration amongst
colleagues and provide a
Google Form survey
Special Education teachers and case managers resource to support new sped
post-implementation of the goalbook
teachers in the IEP writing
process
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
The IEP Goalbook will utilize technology (via Google Docs, Slides, or Padlet)
ISTE 2.5.a: Use technology to create, adapt and
to create a collaborative space for special education teachers to document
personalize learning experiences that foster
goals and organize them by subject area and present levels of performance.
independent learning and accommodate learner
This will help to support newer special education teachers in having a
differences and needs
baseline to build off of familiar IEP goals to individualize to their students.
Inquiry Implementation Plan
Analyze Discuss Results
Milestone 1 Milestone 2 Milestone 3 Results with Mentor
Milestone 4 Milestone 5
Discuss usage and
suggestions during Send a Google
the May special Form to special
Present IEP Discuss Google
services staff education staff
Identify name and goalbook at Form data with
meeting, after other and service
date for activities. the April mentor and plan
Create IEP Goalbook special education providers to
special changes for
teachers across analyze
services staff future
campuses have had effectiveness
meeting implementation
time to add their and relevance
goals and utilize the of the resource
resource.
By 4/8/24 On 4/11/24 5/2/24 5/09/24 5/10/24
Provide 1-2 sentence I will create an IEP goalbook that will be used to collaborate with special education teachers and support
summary of your new special education teachers in the IEP writing process. I will gather previous goals I have written for
teacher leader students and organize them into a digital document by domain (reading, writing, math, etc.) and
project. curriculum (general education vs. alternate curriculum).
Summarize process
After implementation of the goalbook and collaboration with fellow special education teachers at my
for analyzing
school site, I will send out a Google Form to analyze its relevance and effectiveness in supporting my
effectiveness of
colleagues in the IEP writing process.
leadership role.
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.)
Writing Measurable IEP Goals Understanding the Complexity of Writing IEP Goals
Many special education teachers (especially new to Classroom assessment tools needed to be used to inform benchmarks,
the field) struggle to develop IEP goals. objectives, and goals.
Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at
department/school/district level.)
Special Education Teacher on Special Assignment
Director of special education services: provided a one-year (paid)
(TOSA): holds weekly to quarterly meetings with
membership to Goalbook (goalbookapp.com) to support new special
newer special education teachers to support with
education teachers in writing IEP goals.
IEP goal writing and data collection
Section 5: Results and Reflection
Revised Suggestions for Moving
CSTP Element Initial Rating Evidence/Rational for Rating
Rating Forward
Promoting To move to INNOVATING level:
critical Consider how to increase
thinking Teacher asked questions of analysis and complexity of task beyond a
T–
through evaluation. single lesson so that there are
T – Applying Integrating
1.5 inquiry, Students answered questions that continuing opportunities for
S – Exploring S -
problem included all levels of Bloom’s. Students students to engage in inquiry
Integrating
solving, created their own math problems. in complex problem. How
and could you extend lesson into
reflection PBL?
Establish
professional
Teacher engaged in collaboration with
goals and
colleagues and pursued opportunities to
engaging in
learn professionally. The teacher leadership Pair interventions and/or data
continuous
T - Applying / T- project was presented during a special collection tools to IEP goals within
6.2 and
Integrating Integrating services staff meeting, with feedback Goalbook to improve instruction
purposeful
received before and after Goalbook practices beyond the classroom.
professional
implementation to collect data and guide
growth and
suggestions to increase effectiveness.
developme
nt
Collaborate
with
colleagues
Facilitate a professional
and the Teacher engaged with broader members of
development meeting to new
broader the professional community (special
T- special education teachers during
6.3 professional T - Applying education teachers from the middle and high
Integrating summer PD in August to explain
community school campuses) to provide a new resource
Goalbook’s intended usage and
to support and support for the IEP writing process
collaboration.
teacher and
student
learning
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
Facilitated a collaborative approach to IEP writing for IEP Goalbook containing Served as a resource to special
special education teachers at my school site. Learned pre-written IEP goals for students education teachers across the school’s
how to digitally organize IEP goals into a cohesive, across the different domains elementary, middle, and high school
one-stop document. commonly utilized in Welligent campus
Mentor Feedback
Directions:
The Mentor should Identify strengths and areas of improvement in each of the following areas.
Goalbook was created using Google Slides, which allowed for the goals of
each performance area to be organized by separate slides. The Candidate
first sent a survey via Google Form to obtain data addressing teacher
interest. The Candidate then presented Goalbook at a special services staff
meeting, where all special education teachers and services providers across
Effectiveness of resources designed by the
the elementary, middle, and high school campuses were present. The
Candidate, including presentation, notes, handouts,
candidate reviewed Goalbook by highlighting its intended usage and
and other resources.
sharing the vision for collaboration during the IEP writing process. Finally,
the Candidate sent another survey via Google Form to allow for feedback
and interest levels post-presentation. The Candidate’s presentation was
easy to follow and the pre and post Google form surveys were a swift and
easy source to collect data/feedback.
After reviewing the Google Form survey results post-presentation, I would
deem Goalbook to be an effective tool for the IEP goal writing process
across all special education teachers. Special education teachers reported
Effectiveness of Overall Project
that this is a resource they want to utilize in the future, and have already
begun to use as a collaborative tool. I also see the potential effectiveness in
using this as a resource for new special education teachers.
For the target audience of special education teachers, this Goalbook
document is a valuable document to use as a stepping stone when feeling
stuck writing IEP goals. Fellow special education teachers contributed their
goals to widen the goal bank and 100% of participating special education
Value of project for audience.
teachers reported that this was a resource they could see themselves
utilizing in the future. This will also be a beneficial resource for new special
education teachers to utilize when navigating the IEP process for the first
time.
Goalbook is a resource that I hope continues to be utilized in the future,
especially for new special education teachers entering our school. To
support the internal organization of Goalbook, I think that it could be useful
to adapt a color-coded system to create a clear visual for which goals
Overall feedback. coincide with which performance areas, especially as the document gets
bigger and spans across numerous slides. I would also love to see the
Candidate host a professional development in the summer during new
teacher week to explain Goalbook and show how it can be utilized to
support the IEP goal writing process!
Action Items (some may not be applicable)
For curriculum
design, lesson Utilize goals created with support of Goalbook and individual student data collection to guide
planning, differentiation and interventions when planning instruction.
assessment planning
For classroom
practice
For teaching English
learners, students
with special needs,
and students with
other instructional
challenges
For future
Facilitate a meeting centered around Goalbook during new-teacher summer professional development in
professional
August 2024.
development
For supporting
Continue to add goals to Goalbook and encourage collaboration amongst special education colleagues,
others/department/
with the main objective to ease the IEP goal writing process.
school/district
Other
Other Notes and Comments