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
th
Roya Bolouri Roya.bolouri@animo.org Anatomy & Physiology 12 Grade
Mentor Email School/District Date
Animo Inglewood CHS/ Green
Andrew Larkin Andrew.larkin@animo.org 2/24/21
Dot Public Schools
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
T - Guide students to think critically through use of questioning strategies, T - Facilitates systematic opportunities for students to apply critical
Promoting critical thinking posing/solving problems, and reflection on issues in content. thinking by designing structured inquires into complex problems.
T – Applying T – Innovating
1.5 through inquiry, problem S - Students respond to varied questions or tasks designed to promote S - Students pose and answer a wide-range of complex questions
S – Exploring S - Innovating
solving, and reflection comprehension and critical thinking in single lessons or a sequence of and problems, reflect, and communicate understandings based on in
lessons. depth analysis of content learning.

Engages English learners in

Integrates knowledge of English assessment of their progress in
Addressing the language development, English learners' English language development and in
needs of English strengths and assessed needs into meeting content standards. Supports
learners and English language and content students to establish and monitor
student with instruction. language and content goals.
3.6 Integrating Innovating
special needs to
provide Develops and adapts instruction to Is resourceful and flexible in the
equitable access provide a wide range of scaffolded design, adjustment, and elimination
to the content. support for language and content for of scaffolds based on English
the range of English learners. learners' proficiencies, knowledge,
and skills in the content.
Plans instruction incorporating a
Plans instruction using a wide range of
repertoire of strategies specifically
Planning strategies to address learning styles and
meet students' diverse language and
instruction that meet students' assessed language and
learning needs and styles to advance
incorporates learning needs. Provides appropriate
learning for all.
appropriate support and challenges for students.
4.4 Integrating Innovating
strategies to
Facilitates opportunities for students
meet the Integrates results from a broad range of
to reflect on their learning and the
learning needs assessments into planning to meet
impact of instructional strategies to
of all students students' diverse learning and language
meet their learning and language
needs.
needs.
Section 3: Teacher Leader Inquiry Focus and Planning
Project Title Inquiry Question Project Objective(s)
How can coaching purposeful planning
To improve student learning and
of accommodations and strategies
mastery of SEPs in an Anatomy &
Student Teacher Differentiation increase mastery of the Science and
Physiology class by coaching a
Engineering Practices within specific
student-teacher in differentiation.
subgroups?
Audience for Project How Project Fits into Professional Goals
How Audience Satisfaction will be Assessed
(Who Participates/Who Benefits) and/or Department/School/District Needs
Participating in the project will be my student As accessibility and success of all
teacher, the students in all of my classes (150), and students are essential to education,
myself. this project will continue to support
student learning. Audience satisfaction will be
Different subgroups in my classes will benefit assessed through an exit slip at the
directly from this project. In addition, teachers Moreover, this project fits into the end of the presentation.
who attend my presentation, their students, and student teaching assignment's goals,
my student teacher's future students will benefit the school's goal to improve ELL data
from implementing similar practices. and grades, and fulfills needs for
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 6
 teachers who struggle with
differentiation.
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
This standard will be incorporated into this project by working with the students
we will be planning for and monitoring the project's data collection portion.
Proposition 3.5: Teachers Engage Students in the
Students will conference with us based on their educational goals (as outlined in
Learning Process
their IEP), review accommodations and supports, and discuss additional needs.
(NBPTS Standard)
Students will also provide feedback throughout the process and at the end of the
project to provide qualitative data to be reviewed.
Standard 4.b: Engages in reflective dialog with This project incorporates this standard by engaging multiple colleagues in
colleagues based on observation of instruction, identifying student needs, planning instructional strategies, observing
student work, and assessment data and helps effectiveness, student monitoring, and analyzing data. The colleagues included in
make connections to research-based effective the project are the Resource Teacher and the student-teacher who is being
practices. coached. We will meet at various milestones to check in with progress and
(Teacher Leader Model Standard) analyze the data collected before presenting it to the staff.
Inquiry Implementation Plan
Discuss Results with
Analyze Results
Milestone 1 Milestone 2 Milestone 3 Mentor
Milestone 4
Milestone 5
Project Kickoff:
Progress
Discussion with
Strategies are monitoring and Qualitative and
Identify name and date for Student-Teacher, Project Analysis
activities. implemented into collection of data Quantitative
Resource Teacher, and Review
lesson planning (Including student Data Analysis
Conferences with
surveys)
Students
3/1/21 3/8/21 3/8/21 – 4/14/21 4/16/21 4/21/21
Provide 1-2 sentence In this project, I will coach my student teacher to implement individualized differentiation per IEP, EL data,
summary of your teacher and 504 plans. Student learning and mastery of specific skills (Science and Engineering Practices) will be
leader project. tracked over ~5 weeks.
Quantitative and qualitative data will be collected regarding SEP 2 (modeling), SEP 4 (data analysis), and SEP
Summarize process for
6 (constructing an explanation). Students will be surveyed before implementing individualized supports and
analyzing effectiveness of
leadership role. at the end of the 5 weeks for qualitative data. Quantitative data will include student proficiency of their
skills based on grade-level rubrics and rate of assignment completion.
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.)
This article focuses on how to differentiate inquiry in a secondary science
classroom. The article's example is an investigation about density and how a
teacher differentiated the activity into multiple tiers for different subgroups. The
Title: Differentiating inquiry
article also outlines the 5 critical components to successful differentiation:
Authors: Brooke A. Whitworth, Jennifer L. Maeng, and
students feel safe and supported, the lesson is high quality, multiple forms of
Randy L. Bell
Link: Article assessment are used to inform the teacher, classroom management is in place,
and curriculum aligns with the goals set. This article helps envision how this can
happen in an NGSS-focused classroom and helps guide our planning to be
efficient and effective.
This article informs my inquiry focus as it discusses six science teachers who
Title: Differentiated Instruction in the High School engaged in differentiated instruction. Their findings are based on qualitative and
Science Classroom: Qualitative and Quantitative
quantitative data; this is similar to the project outlined in this ILP. The data
Analyses
collection methods and the approach to quantitative and qualitative data
Authors: Jane Ragasa Pablico, Moustapha Diack,
Albertha Lawson acquisition informed and supported the proposal I had made for this project.
Link: Article Abstract and Link to full PDF However, instead of interviewing teachers for qualitative data, I propose to
survey and interview the focus students in our project.
Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at department/school/district level.)
Colleague: Stephanie Foard I contacted Stephanie Foard to discuss this teacher project, as she holds the
• REAL Master Teacher (same Student-Teacher same Master Teacher title in the same program as I. Our schedules have been
Residency Program) similar as we have focused on the same domains throughout the year. As
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 6
 • Math Teacher at Animo Inglewood Charter individualized differentiation is the next focus, we discussed how we would
High School support our student-teachers through this part of their program.

In addition, Stephanie uses differentiation in her math class by creating small

groups. Students enter the class, are debriefed on the learning goal and
expectations of the period, and are sent to different breakout rooms. Students
will collaborate in the breakout room and learn the material by reading the text
and answering problems. The small groups are created through homogeneous
groups based on needs; thus, different supports are given to the different
groups.
In our science department, best practices are at the forefront of our professional
development needs.

Areas of focus include:

• NGSS focused lessons and implementation
• Science and Engineering Practices
• D/F Data
Science Department at Animo Inglewood Charter High • Subgroup student support (IEP, ELL, 504)
School
Members: As seen above, this project will cover two areas of focus: SEPs and subgroup
• Tom Rice support. Key takeaways for the department will include the success of multiple
• Andrew Larkin strategies and best practices of differentiation to support various subgroups.
• Diana Rivera
• Daniel Pascoe In addition to these areas of focus, differentiation has been challenging through
distance learning. Many department meetings are focused on D/F data of
subgroups and the lack of engagement from these students. Hypotheses of the
cause of the D/F data include lack of understanding, disengaged students, and
lack of teacher-student relationships through a distance learning setting. This
project will help highlight and focus on successful online practices for
differentiation to eliminate the cause of lack of understanding and student
support.
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 that
T – Applying T – Integrating
1.5 through inquiry, problem Students answered questions that included all levels of Bloom's. Students created there are continuing opportunities for students to engage
S – Exploring S - Integrating
solving, and reflection their own math problems. in inquiry in complex problem. How could you extend
lesson into PBL?

The student-teacher and I engaged English

Learners in assessing their progress through
their pre-assessment and post-assessment Moving forward, I will hold
surveys. Students were asked various more frequent conferences
Addressing the questions about their ability to master the SEP with my students to engage
needs of English 2: Modeling (NGSS Science and Engineering them in assessing their
learners and Practice) and discuss their feelings of support, progress and needs. Students
student with confidence, and ability in the class. Students will revisit their goals and
3.6 Integrating Innovating
special needs to set their goals for the rest of the year. create new ones, as necessary.
provide Looking toward the future, I
equitable access Students were monitored by myself and the will create a streamlined
to the content. student-teacher over the month. Based on the version for all students and be
data collected, plans, scaffolds, and strategies implemented vertically in our
were adjusted. Accommodations were science department.
eliminated if they were not needed and
increased if more support was needed.
Planning The student-teacher planned a vast amount of To continue supporting
instruction that strategies to support student learning in the students in the classroom, I will
4.4 incorporates Integrating Innovating classroom. Various needs were considered: continue to seek new
appropriate behavioral, medical, development, mental strategies and online
strategies to health, learning, and motivation. Ensuring technologies to support

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 6
 meet the content is perceivable, operable, student learning. I want to look
learning needs understandable, and robust was at the top of at different extensions and
of all students the goals of this project. programs that the school can
include in our budgets to
Students were given various opportunities to support all content areas.
reflect on their learning throughout lessons,
after lessons, and at the end of the project. Schedule more opportunities
Students were allowed to reflect on the for students to reflect on their
impact of the instructional strategies and their learning and to conference
success in helping students meet their goals. with their teachers. Create
protocols for students to self-
reflect independently and learn
how to advocate for their
needs and the tools necessary
for their success.
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
Through this project, various students were
The audience of my presentation was
uncomfortable talking about their "needs," and
teachers at my current school site, a
some were hesitant to ask for support when
couple of curriculum specialists in my
needed. Although we pre-conferenced with
district, and a few educators at
students and asked about their preferred
different school sites in California.
strategies, many did not know how to answer or
said they had never been given a choice before, so
Through this project, various products School site level: My student teacher
they did not know how to choose. As a 12th grade
were created, including: was mentored and supported in her
teacher, I would like to vertically align with our
- Student Pre-surveys and Post- planning, implementation, and data
department in conferencing with students at the
surveys analysis of differentiation; she will
start of their 9th-grade year and continue this
- Protocol for EL/SPED student- take with her as she moves on to her
process as they continue through their high school
conferences classroom. Teachers from my school
careers.
- Student progress monitoring site and other sites walked away with
excel spreadsheet templates immediate next steps and strategies
Students were motivated and encouraged when
- Various teacher resources on to support student learning currently
they knew that their opinions, input, and feedback
best practices, common and for future years.
were considered and valued. Although we ask
accommodations and
students periodically for feedback through exit
modifications, and strategies District level: The couple of
slips, many of our SPED and EL students felt
for accessibility curriculum specialists who attended
especially valued when we conferenced them.
my presentation looked to see the
general understanding of current
Through this project, I learned that teachers need
teachers and how best to support
additional supports on how to see this
their needs; they expressed their
implemented in their specific content areas. There
ability to see the needs and overall
are various opportunities to collaborate with
understanding through discussions
department leaders to enact this professional
during the presentation.
development.
Mentor Feedback
Directions: The Mentor should Identify strengths and areas of improvement in each of the following areas.
The candidate provides opportunities for the adults to reflect on the practices
that they are using within their classrooms. The presentation demonstrated the
main concepts of differentiation and emphasized each part of the What, Why,
Effectiveness of resources designed by Candidate, including
presentation, notes, handouts, and other resources.
and How. The resources that are used provide the teachers with numerous
examples of differentiation. Some of these practices they may already have
implemented, and this list allows them to see other methods they can add to
ensure that the content is accessible by all of their students.
The candidate is effective when coaching adults because of the candidate’s
Effectiveness of Candidate in teaching and coaching adults. ability to create a presentation that is engaging and practical. The candidate is
(Refer to Adult Learning Principles in FOTIP Handbook able to coach the adults to analyze the strategies that are currently being
[https://www.fotip.org/adult-learning-theory.html]. implemented and encouraging them to try a new method for their classrooms.
The candidate also uses differentiation in the presentation as the adults may be
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 6

Value of topic for audience.
Overall delivery by Candidate of the professional development
experience, including audience engagement, pacing, tone, and
response to questions.
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.
At the end of the presentation, a Google Form was administered to all participants.
at different levels of their profession and provides a thorough list of strategies.
This demonstrates an effective coach as the candidate includes reflection of
what the adults are currently doing and how they would like to improve their
practice. The adult’s self-reflection will allow them to determine which method
they would like to implement based on their comfort and skill level.
This topic has proved to be extremely valuable to the audience and will continue
to be valuable as schools’ transition from distant learning back to in person
learning. One of the most valuable components of the presentation is providing
multiple examples of how to use differentiation in the classroom. The resource
that provides examples allows each teacher to see practices that they feel
comfortable using and the ability to try a different method.
The candidate is empathetic to the staff and is able to connect and relate with
them. The candidate is patient and is precise with her speaking to create a safe
space for the audience to reflect and look internally without the feeling of being
attacked on their practice. Being able to communicate clearly, include the
audience in the presentation, and provide resources for them to use promotes a
positive interaction that encourages growth.

The only assessment data that I collected that did not come back
as 100% Strongly Agree is the statement seen to the left. For two
participants, differentiation was not one of their most pressing
needs, but was a need as they both expressed that they
"Agreed."

Otherwise, assessment data indicated that all participants

strongly agreed with the following statements:
▪ The handouts and materials were useful.
▪ I am walking away with next steps.
▪ This presentation helps me improve my practice.
▪ The pacing of the presentation was appropriate.
▪ The presentation was engaging.
▪ The presenter was knowledgeable and effective.

In addition to these statements, the key takeaways from participants included the value of differentiation or specific strategies they
plan to implement immediately. Most participants did not include questions in their feedback. The two received are seen below.

In future presentations, I would include different content areas or collaborate with department heads to create professional
development opportunities for specific departments. In addition, I would like to include how I managed to do these conferences
during independent work periods and through Resource Room Periods (a class period for SPED students to work with their Resource
teacher or EL students to receive additional support from EL Leads).

Action Items (some may not be applicable)

For curriculum design, lesson
• Continue using the best practices, accessibility strategies, and accommodations/modifications
planning, assessment
planning outlined in the presentation, and continue looking for more strategies or technologies

For classroom practice • Continue collecting data and monitoring the progress of all students
For teaching English learners,
students with special needs,
and students with other • Plan and schedule more conferences with students
instructional challenges

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 6
 • Continue developing more content-specific resources
For future professional • Present to the whole staff
development • Adapt presentation to include hybrid adjustments and emphasize strategies that are equally
successful in digital and in-person environments
• Conduct a similar study with all members of our science department
• Offer to be a resource to teachers on campus who would like to collaborate
For supporting • Continue working with curriculum specialists
others/department/ • Continue mentoring student teachers and implement individualized differentiation earlier in their
school/district
program
• Support my current department in vertically aligning the process of student conferences and
student advocation

Other

Other Notes and Comments

Include copy of Google Survey Form assessment tool.

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