Keenan Natalee 19-20 Individualized Learning Plan Ilp Final 1

Individualized Learning Plan
2019-2020
The ILP is designed to guide candidate growth and will support recommendation for your clear credential.
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Name: Employing Agency:
Natalee Keenan Menifee Union
Candidate & Coach Meetings

Coach Name: Paula Crouch Contact Information: pcrouch@menifeeusd.org
Which day and time will you Tuesday at 7:30 AM

regularly meet with your coach? Thursday at 3:00 PM
My Individual Development Plan

Consider your TPE developmental levels upon completing your preliminary credential.
If you have an I ndividual Development Plan from your teacher preparation program, submit the link below. Please be prepared
to share your plan with your coach. If you do not have your plan, leave blank.
http://nataleekeenanportfolio.weebly.com
If you do not have an Individual Development Plan, use the space below to briefly summarize your strengths and areas of growth
identified in your teacher preparation program or your last teaching experience. Please be prepared to share with your coach.
Areas of Strengths Areas of Growth
● Patience ● Classroom Management:

● Organization ● Group rotations within the classroom
● Love for Learning ● Behavior management within the classroom
● IEP writing and developing ● Collaborating with General Education Teachers
● Understanding of IEP compliance and legalities
© 2019 Center for Teacher Innovation

CSTP Self-Assessment
The California Standards for the Teaching Profession (CSTP) are intended to provide a common language and a vision of the
scope and complexity of the profession. Use the Continuum of Teaching Practice (pp. 7-9) to determine your developmental
levels for each of the six CSTPs. Please click on the link below to access the assessment. Your results will be emailed to you, and
you will submit the link or screenshot below.
Initial CSTP Self-Assessment Final CSTP Self-Assessment

Complete at the start of the program year. Link available in Spring 2020.
https://www.proprofs.com/quiz-school/personality/quizrepor https://www.proprofs.com/quiz-school/personality/quizrepor
t.php?title=201920-initial-cstp-selfassessmentz2&sid=MTE3M t.php?title=201920-final-cstp-selfassessmentu5&sid=MTMyN
TQ1NTc0 DE5NzM5
Meet With My Site Administrator

Meet with your site administrator for input on creating a meaningful professional learning goal.
● Consider using these questions to help guide the conversation.
● Roles in Induction flyer to provide your Administrator
9/25/19, 12/17/19, 3/20/20
My Professional Growth Goal

After reflecting on your Individual Development Plan and CSTP Self-Assessment outcomes, create a long-term professional
growth goal for this year. Consider the following elements when setting your goal:
● Individual Development Plan ● Personal Needs and Interests
● Teacher Performance Assessments (TPA) ● Input From Your Site Administrator
● CSTP Self-Assessment results ● Input From Your Reflective Coach
● Strengths and opportunities for growth ● Site and District Professional Development Initiatives
Within each focused cycle of inquiry, you will have planned opportunities to set short-term goals that may connect back to and
support this long-term goal. You may modify this goal throughout the program year as needed.
Date goal was established: _9/13/19___
By May 2020, I will work collaboratively with general education teachers to meet student’s academic needs while creating a
classroom that harnesses different learning styles.
My Personalized Timeline © 2019 Center for Teacher Innovation

My Personalized Timeline
http://induction.ctijourney.org
With your reflective coach, explore https://induction.ctijourney.org/ for possible topics

and resources designed to support your professional growth goal. You may choose to focus Start Completion
on the same topic for consecutive inquiries as long as you submit different evidence of Date Date
engagement for each inquiry.
Complete Inquiries 1 & 2 by winter break.
Intro & ILP (in CTI eConnect) prerequisite to all inquiry cycles
My Inquiry Organizer 1 CSTP 1- Engaging and Supporting All Students in 08/05/2019 10/29/19
Learning
1.4- Using a variety of instructional strategies,
resources, and technologies to meet students’
diverse learning needs
My Inquiry Organizer 2 CSTP 4- Planning Instruction and Designing 10/29/2019 12/17/19

Learning Experiences for All Students
4.5- Adapting instructional plans and curricular
materials to meet the assessed learning needs of all
students
Complete Inquiries 3 & 4 by spring break.
My Inquiry Organizer 3 CSTP 6- Developing as a Professional Educator 01/13/20 02/28/20

6.1- Co Teaching and collaborating with
paraeducators
My Inquiry Organizer 4 CSTP 6- Developing as a Professional Educator 02/28/20 03/10/20

6.3- Collaborating with colleagues and the broader
professional community to support teacher and
student learning
Complete Inquiry Cycle 5 and Digital Reflection by Colloquium 2020.
My Inquiry Organizer 5 CSTP 3- Understanding and Organizing Subject 03/16/20 06/05/20

Matter for Student Learning
3.5- Using and adapting resources, technologies,
and standards-aligned instructional materials,
including adopted materials, to make subject
matter accessible to all students
Digital Reflection http://nataleekeenanportfolio.weebly.com/ 08/10/2019 05/21/20
Observations
Schedule 3 observations with your Type of Observation Pre-Observation Observation Post

reflective coach to receive 2 face-to-face Conversation Date Observation
targeted feedback. 1 choice Date Conversation
Date

Observation 1 Reflective Video Conversation 12/3/19 12/6/19 12/6/19

https://drive.google.com/ope
n?id=1yeALqaDKI_fDx4ve-6Y2
pKN386OJnSJ1
Observation 2 Observation Feedback Notes 2/10/20 2/14/20 2/15/20

https://docs.google.com/docu
ment/d/1Ipi2IpPoMTB0N93Je
HfbHG2IVMpbym949YtEUiZjcz
E/edit?usp=sharing
Observation 3 Reflective Observation Form 03/02/20 03/02/20 03/10/20

https://docs.google.com/docu
ment/d/1S_4vBeGwWyzPOcst
D0R1_LOlxcauVSOpCgMzvcgR
HCY/edit?usp=sharing
Additional CTC Statutory Regularly review your CTI eConnect Candidate Summary Report. If any additional CTC
statutory requirements are required for your clear credential, they will appear in the
Requirements
Credential Profile section.
Inquiry Organizer
There is no requirement of length or brevity for this planning tool. It is intended to
organize your thinking to support a successful inquiry. You may choose to focus on the same topic for consecutive inquiries
as long as you submit different evidence of engagement for each inquiry. Explore www.induction.ctijourney.org for
resources designed to support your inquiries.
Inquiry 1 - CSTP 1- Engaging and Supporting All Students in Learning
CSTP Driving Question

Which specific CSTP element Construct a driving question to guide the focus of your chosen inquiry. Visit
will drive your inquiry focus? Edutopia or 2
1st Century Tech for additional support in crafting an effective
What is your current level? driving question.

1.4- Using a variety of How can I implement differentiated instruction and rotations to meet the
instructional strategies, assessed learning needs of students and increase active participation in
resources, and technologies learning?
to meet students’ diverse
learning needs
Level 1: Emerging
Where am I now? Where am I going? How do I close the gap?

In regards to my chosen CSTP and In regards to my chosen CSTP and How can I close the gap between
self-selected inquiry focus, where self-selected inquiry focus, what my reality and ideal?
am I now? What is my current would I like my reality to be? ● What specific action will I take?
reality? ● Which strategy, resource, or
tool will I implement to make a
positive change in my practice?
● How will I measure outcomes?
● How will I know if my change in
practice is effective?
Currently, in my new classroom, I I would like to create rotations that I want to implement a variety of
have involved students in small run smoothly, where students can supplemental and reinforced
group differentiated rotations. look at the schedule and know content for students to be exposed
exactly where they will be rotating to as they rotate, including
to. technological resources.
Student engagement and progress
monitoring data will assist me in
measuring my outcome.
Evidence of Application
Evidence to be completed after you implement your plan. Submit one type of evidence that demonstrates
growth and development in your self-selected focus area. Evidence may include video, images, student work
samples, performance data, student interviews, etc.


Reflection
Reflection is to be completed after you implement your plan. Your reflection can be verbal, audio/video, or
written.
● If you prefer verbal reflection, indicate that you have engaged in a reflective conversation with your
coach below.
● If technology works best for you, use a technology tool, such as audio or video, to capture your reflection.
Submit the link to your audio or video below, and share with your coach.
● If you process best via writing, use the space below to capture your reflection to share with your coach.
Whichever modality you prefer, your reflection should include consideration of impacts, outcomes, next steps
and how this inquiry helped you progress towards meeting your professional growth goal(s).
Before and after I implemented my rotations, I had a conversation with my coach. The rotation content
was benefiting the student’s needs based on progress monitoring data. Unfortunately, the classroom set
up/furniture was not conducive to meet my student and classroom needs. In a small classroom with large desks,
I found it posed a challenge when I needed to create areas where students could rotate. I tried a few different
ways to rotate students: I had the supplies move table groups and then I also tried moving students to different
table groups. Each posed a unique challenge. At the beginning of the year, I had students at table groups but
with their unique needs, but I had to rearrange the classroom.
The main challenge I faced was the room configuration. With a limited amount of time to set up the
classroom at the beginning of the year, furniture already in the room, I used what was available. Eventually, the
school was going to order some kidney tables and I was going to reconfigure the room set up. The room design
needed to fit the students and classroom needs. My next step is to rearrange the classroom in a way to diminish
student conflict and create a successful rotation set up which will assist me in creating smooth rotations with
active participation.
Upload to CTI eConnect
To complete this inquiry, upload the link to this ILP in CTI eConnect. Inform your
reflective coach that you have uploaded your ILP and are awaiting completion
confirmation.
This inquiry will show as “complete” once you submit your End-of-Inquiry Cycle
Survey in CTI eConnect.
You are now ready for Inquiry Cycle 2!

Inquiry Organizer
There is no requirement of length or brevity for this planning tool. It is intended to organize your thinking to support a
successful inquiry. You may choose to focus on the same topic for consecutive inquiries as long as you submit different
evidence of engagement for each inquiry. Explore www.induction.ctijourney.org for resources designed to support your
inquiries.
Inquiry 2 - CSTP 4- Planning Instruction and Designing Learning Experiences for All Students

Which specific CSTP element will Construct a driving question to guide the focus of your chosen inquiry.
drive your inquiry focus? Visit Edutopia or 21st Century Tech for additional support in crafting an
What is your current level? effective driving question.
4.5- Adapting instructional plans and How can I plan lessons that address the IEP goals and accommodations
curricular materials to meet the of my students with special needs?
assessed learning needs of all
students
Level 2: Exploring

I am adapting to co-teaching in a Currently, I am collaborating with I would like to become more

new classroom environment and general education teachers in familiar with each teacher’s
meeting student’s various developing lesson plans that classroom set up and style along
educational needs. support special education student’s with figuring out an effective way
identified needs. to co-teach that meets everyone’s
needs and addresses students’ IEP
accommodations.


Reflection
written.
coach below.
● If technology works best for you, use a technology tool, such as audio or video, to capture your
reflection. Submit the link to your audio or video below, and share with your coach.
My coach and I verbally reflected on my co-teaching practices. I had planned a lesson with the general
education teacher on the three-fifths compromise. During the lesson, I utilized a powerpoint and graphic
organizer to assist students in understanding the differences between the North and the South positions. First, I
activated student’s background knowledge with a KWL chart. Students then began with the vocabulary to be
discussed. We went through the different positions and how it impacted the Constitution, in relation to the
state standard. I checked for student understanding at the end through a Kahoot game. This assisted me in
seeing if students were able to grasp the concepts taught. I also incorporated special education student needs
through accomodations and graphic organizers.
After reflecting on my co-teach lesson, I would have students work in groups and discuss their graphic
organizers with each other, such as a think-pair-share model. For my next co-teach lesson, I will also incorporate
more group rotations and classroom management strategies. Some students did not want to participate in
discussions. It was recommended that I incorporate a random selection strategy in the general education
classroom to choose students to participate in the class discussions as well.
confirmation.

Inquiry Organizer
inquiries.
Inquiry 3 - CSTP 6- Developing as a Professional Educator

6.1- Co Teaching and collaborating How can I collaborate and co-teach with teachers successfully to
with paraeducators maximize student support and maintain student engagement?
Level 2: Exploring

Currently, I have been working with I would like to be able to implement I am continuing to understand the
General Education Teachers and strategies that assist students in current learners’ needs and align
their classroom management and understanding and retaining the them with state standards.
environment to plan and coordinate information provided through a Currently, I have implemented
lessons that meet all learners' positive learning environment with parallel co-teaching. I will be able
various needs. positive classroom management. to measure student outcomes
through checking for understanding
and exit tickets to monitor student
engagement.

Reflection
written.
coach below.

My coach and I verbally reflected on my co-teaching practices. The co-teaching method during this
lesson was called one teach-one assist. For this lesson, students participated in a lesson about the Japanese
Religion, Shinto. Students participated in a class discussion of the lesson, utilized their ISN to work together to
answer Think-Pair-Share questions. I then utilized a graphic organizer to assist students with understanding the
Shinto Religion. The graphic organizer became the student’s exit ticket that assisted me with measuring how
well they understood the lesson.
After reflecting on my co-teach lesson, I incorporated more group collaboration with the
Think-Pair-Share questions. We also discussed the SPED accommodations utilized and further supports that
could be incorporated into the lesson to meet student needs. We discussed my need for improvement with
classroom management and the challenges associated with being a special education co-teacher. Next time, I
could implement rotations or different stations within the lesson to increase student engagement. I also will
continue to implement school-wide PBIS and classroom management strategies.
confirmation.

Inquiry Organizer
inquiries.
Inquiry 4 - CSTP 6- Developing as a Professional Educator

6.3- Collaborating with colleagues How can I collaborate and co-teach with teachers successfully to
and the broader professional maximize special education student support and maintain student
community to support teacher and engagement?
student learning
Level 3: Expanding

I currently work with General I would like to be able to implement I am continuing to understand the
Education teachers to create and strategies that assist students in current learners’ needs and align
coordinate engaging lessons that understanding and retaining the them with state standards.
meet students’ needs. information provided through a Currently, I have implemented
positive learning environment with parallel co-teaching with a lesson
positive classroom management on Nat Turner’s Rebellion. I will be
while making sure I am meeting able to measure student learning
student’s Individualized Education objectives through an interactive
Plans. Kahoot.


Reflection
written.
coach below.
My coach and I verbally reflected on my co-teaching practices. The co-teaching method during this
lesson was called parallel co-teaching. For this lesson, students participated in a lesson about the Nat Turner
Rebellion. The General Education Teacher and I utilized parallel co-teaching and shared knowledge to enrich
student's understanding. Students utilized their history notebooks to write the Main Idea, Vocabulary, and
then discussed within their group the Historical Thinking Questions. I focused on group collaboration and
discussion. I also wanted to add more about Nat Turner, so students were introduced to a video to increase
comprehension of the topic. Special Education accommodations were included based on individual needs,
such as Pre-printed class notes, visual vocabulary support, and sentence frames.
After reflecting on my co-teach lesson, we discussed some strengths and improvements. My coach
gave me positive feedback in terms of checking for student understanding, demonstrating content knowledge,
and monitoring and utilizing movement around the room. We discussed additional supports I could
incorporate. For my next lesson, I would like to incorporate an activity utilizing movement around the room.
For example, I could have various profiles of individuals who fought against slavery and have students rotate
around the room.
confirmation.

Inquiry Organizer
inquiries.
Inquiry 5 - CSTP 3- Understanding and Organizing Subject Matter for Student Learning

3.5- Using and adapting resources, How can I assist students through a digital platform to convey key
technologies, and standards-aligned concepts in the subject matter during distance learning and maximize
instructional materials, including instructional resources to support student learning?
adopted materials, to make subject
matter accessible to all students
Level 2: Expanding

During this pandemic, Digital I would like to meet student needs I will create digital documents that
Learning is the new reality. through the digital platform will assist students in accessing the
Previously, I had utilized technology through appropriate supports and general education curriculum,
in school but I had not yet given collaboration with general including visual step-by-step and
student's their special education education teachers. writing planning tools.
accommodations through the digital
platform.

Reflection
written.
coach below.

During Distance Learning, for the past five weeks, I have been having weekly meetings with General
Education Teachers to assess and discuss how to best meet student needs through the digital platform. We
have planned lessons that meet state standards and convey key concepts. In 8th grade science, we have been
focusing on astronomy and students were asked to participate in a Gizmo about gravity. I created a digital
document for students to type directly in. I also created an additional document with visual supports for
those learners that require visuals and step-by-step directions along with a visual anchor chart on weight and
mass. In 8th grade history, I created writing support planning guides for special education students.
Based on student work samples, I can see that students are benefiting from the supports provided. I
also noticed that many of my supports benefited the general education students as well. I will continue to
adapt to the digital learning platform and provide necessary lessons and supports. For my next lesson, I will
use a different text color for when students need to change the simulator on the Gizmo. I would like to
incorporate additional digital supports.
confirmation.
You are now ready to complete your Digital Reflection!

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Individualized Learning Plan

Name: Employing Agency:

Natalee Keenan Menifee Union

Candidate & Coach Meetings

Which day and time will you Tuesday​ at 7:30 AM

My Individual Development Plan

Areas of Strengths Areas of Growth

● Patience ● Classroom Management:

© 2019 Center for Teacher Innovation

Initial CSTP Self-Assessment Final CSTP Self-Assessment

Meet With My Site Administrator

9/25/19, 12/17/19, 3/20/20

My Professional Growth Goal

My Personalized Timeline ​© 2019 Center for Teacher Innovation

With your reflective coach, explore ​https://induction.ctijourney.org/​ for possible topics

Complete Inquiries 1 & 2 by winter break.

My Inquiry Organizer 2 CSTP 4- Planning Instruction and Designing 10/29/2019 12/17/19

Complete Inquiries 3 & 4 by spring break.

My Inquiry Organizer 3 CSTP 6- Developing as a Professional Educator 01/13/20 02/28/20

My Inquiry Organizer 4 CSTP 6- Developing as a Professional Educator 02/28/20 03/10/20

Complete Inquiry Cycle 5 and Digital Reflection by Colloquium 2020.

My Inquiry Organizer 5 CSTP 3- Understanding and Organizing Subject 03/16/20 06/05/20

Digital Reflection http://nataleekeenanportfolio.weebly.com/ 08/10/2019 05/21/20

Schedule 3 observations with your Type of Observation Pre-Observation Observation Post

My Personalized Timeline ​© 2019 Center for Teacher Innovation

Observation 1 Reflective Video Conversation 12/3/19 12/6/19 12/6/19

Observation 2 Observation Feedback Notes 2/10/20 2/14/20 2/15/20

Observation 3 Reflective Observation Form 03/02/20 03/02/20 03/10/20

Inquiry 1 - ​CSTP 1- Engaging and Supporting All Students in Learning

CSTP Driving Question

My Personalized Timeline ​© 2019 Center for Teacher Innovation

Level 1:​ Emerging

Where am I now? Where am I going? How do I close the gap?

My Personalized Timeline ​© 2019 Center for Teacher Innovation

My Personalized Timeline ​© 2019 Center for Teacher Innovation

Upload to CTI eConnect

You are now ready for Inquiry Cycle 2!

My Personalized Timeline ​© 2019 Center for Teacher Innovation

CSTP Driving Question

Level 2:​ Exploring

Where am I now? Where am I going? How do I close the gap?

I am adapting to co-teaching in a Currently, I am collaborating with I would like to become more

My Personalized Timeline ​© 2019 Center for Teacher Innovation

My Personalized Timeline ​© 2019 Center for Teacher Innovation

Upload to CTI eConnect

You are now ready for Inquiry Cycle 3!

My Personalized Timeline ​© 2019 Center for Teacher Innovation

Inquiry 3 - ​CSTP 6- Developing as a Professional Educator

CSTP Driving Question

Level 2:​ Exploring

Where am I now? Where am I going? How do I close the gap?

My Personalized Timeline ​© 2019 Center for Teacher Innovation

My Personalized Timeline ​© 2019 Center for Teacher Innovation

Upload to CTI eConnect

You are now ready for Inquiry Cycle 4!

My Personalized Timeline ​© 2019 Center for Teacher Innovation

Inquiry 4 - ​CSTP 6- Developing as a Professional Educator

CSTP Driving Question

Level 3:​ Expanding

Where am I now? Where am I going? How do I close the gap?

My Personalized Timeline ​© 2019 Center for Teacher Innovation

My Personalized Timeline ​© 2019 Center for Teacher Innovation

Upload to CTI eConnect

Which day and time will you Tuesday at 7:30 AM

My Personalized Timeline © 2019 Center for Teacher Innovation

With your reflective coach, explore https://induction.ctijourney.org/ for possible topics

My Personalized Timeline © 2019 Center for Teacher Innovation

Inquiry 1 - CSTP 1- Engaging and Supporting All Students in Learning

My Personalized Timeline © 2019 Center for Teacher Innovation

Level 1: Emerging

My Personalized Timeline © 2019 Center for Teacher Innovation

My Personalized Timeline © 2019 Center for Teacher Innovation

My Personalized Timeline © 2019 Center for Teacher Innovation

Level 2: Exploring

My Personalized Timeline © 2019 Center for Teacher Innovation

My Personalized Timeline © 2019 Center for Teacher Innovation

My Personalized Timeline © 2019 Center for Teacher Innovation

Inquiry 3 - CSTP 6- Developing as a Professional Educator

Level 2: Exploring

My Personalized Timeline © 2019 Center for Teacher Innovation

My Personalized Timeline © 2019 Center for Teacher Innovation

My Personalized Timeline © 2019 Center for Teacher Innovation

Inquiry 4 - CSTP 6- Developing as a Professional Educator

Level 3: Expanding

My Personalized Timeline © 2019 Center for Teacher Innovation

My Personalized Timeline © 2019 Center for Teacher Innovation

My Personalized Timeline © 2019 Center for Teacher Innovation

Level 2: Expanding

My Personalized Timeline © 2019 Center for Teacher Innovation

My Personalized Timeline © 2019 Center for Teacher Innovation

My Personalized Timeline © 2019 Center for Teacher Innovation