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
theonlymichellereyes@gmail.co
Michelle Reyes English K-2
m
Mentor Email School/District Date
Christine Sherrill christinesherrill92@gmail.com Frontiers Academy 2/24/22
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 - Facilitates systematic opportunities for students to apply critical thinking
T - Guide students to think critically through use of questioning strategies,
Promoting critical thinking by designing structured inquires into complex problems.
T – Applying posing/solving problems, and reflection on issues in content. T – Innovating
1.5 through inquiry, problem S - Students pose and answer a wide-range of complex questions and
S – Exploring S - Students respond to varied questions or tasks designed to promote S - Innovating
solving, and reflection problems, reflect, and communicate understandings based on in depth
comprehension and critical thinking in single lessons or a sequence of lessons.
analysis of content learning.

T - Refines the flexible use of an extensive T - Refines the flexible use of an extensive
Using a variety
repertoire of strategies, resources, and repertoire of strategies, resources, and
of instructional T-
Innovati technologies to meet students’ diverse T- technologies to meet students’ diverse
strategies,
ng learning needs. Innovating learning needs.
resources, and
1.4
technologies to S- S-
S - Students take responsibilities for using a S - Students take responsibilities for using
meet students’ Innovati Innovating
ng
wide range of strategies, resources, and a wide range of strategies, resources, and
diverse learning
technologies that successfully advance their technologies that successfully advance
needs.
learning. their learning.
T - Paces, adjusts, and fluidly facilitates T - Paces, adjusts, and fluidly facilitates
T-
Innovati instruction and daily activities. T- instruction and daily activities.
Using
ng Innovating
instructional
2.7 S - Students monitor their own time, are S - Students monitor their own time, are
time to optimize S- S-
engaged in accomplishing learning goals, engaged in accomplishing learning goals,
learning. Innovati Innovating
ng
and participate in reflection, and participate in reflection,
self-assessment, and goal setting. self-assessment, and goal setting.
Section 3: Teacher Leader Inquiry Focus and Planning
Project Title Inquiry Question Project Objective(s)
What are the most effective reading
Serve as the Intervention Specialist for the
Reading Intervention Strategies intervention strategies that can be
English department at my school.
implemented from K-5th grade?
Audience for Project How Project Fits into Professional Goals and/or
How Audience Satisfaction will be Assessed
(Who Participates/Who Benefits) Department/School/District Needs
This will be a helpful resource that Teachers will complete a Google Form
teachers can refer to and use long-term. where they will be asked if they thought
K-2nd grade English teachers and
My main goal is to support the English the presentation was helpful and how
administration
department in tackling reading likely they are to use these strategies in
intervention in their own classrooms. their classroom.
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
NBPTS: Proposition 2: Teachers know the
My Teacher Leader Project will be presented to the English teachers who teach Reader’s
subjects they teach and how to teach those
Workshop curriculum in their classes. This year we have two new teachers who are new to
subjects to students.
the curriculum and this presentation will help fill in the gaps of targeted reading skills the
curriculum does not explicitly teach. The presentation will supplement the curriculum and
TLMD: Domain 4. Facilitating Improvements
aid in student learning.
in Instruction and Student Learning.
Inquiry Implementation Plan
Identify name and date for Analyze Results Discuss Results with Mentor
Milestone 1 Milestone 2 Milestone 3
activities. Milestone 4 Milestone 5

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 6

Provide 1-2 sentence
summary of your teacher
leader project.
Summarize process for
analyzing effectiveness of
leadership role.
Research/Professional Learning (Identify two articles that have informed inquiry focus. Provide title, URL or citation, and statement of what was learned.)
Source 1: Scanlon, D. M., Anderson, K. L.,
& Sweeney, J. M. (2017). Early
intervention for reading difficulties: The
Interactive Strategies Approach. Guilford
Press.
https://books.google.com/books?id=XRaxDA
AAQBAJ&printsec=frontcover&source=gbs_g
e_summary_r&cad=0#v=onepage&q&f=fals
e
This book describes the interactive strategy
approach (ISA) to early literacy instruction
and intervention. The goal is to help
teachers understand early literacy
development and to effectively respond to,
plan for, and teach the children who find
reading difficult. The instruction focuses on
teaching foundational skills and strategies
that children will be able to use
independently while reading.
Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at department/school/district level.)
A teacher I previously worked with, who
teaches first grade, noticed how many
incoming students were struggling with
decoding and comprehension. She took it
upon herself to carve out a time of the day
where she solely focused on reading
intervention groups. She grouped children
by what skills they needed to focus on and
turned it into a workshop model. She was
able to monitor each group’s progress by
giving exit tickets after each session, then
seeing how their reading assessments
improved.
CSTP Element
Promoting critical
thinking through
1.5
inquiry, problem
solving, and reflection
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017
3/6/22 3/20/22 4/10/22 4/21/22 4/28/22
Work on ILP Teacher Complete Teacher Present Teacher Post-Conference
Submit ILP 1-4
Leader Project Leader Project Leader Project with Mentor
My main goal is to support the English department in tackling reading intervention in their own classrooms.
When it comes to reading intervention there are 5 main areas of focus: Phonemic Awareness– hearing,
identifying, and manipulating sounds, Phonics– the connection between letters and their sounds, Vocabulary–
words related to a specific text or topic, Fluency– the ability at which a student reads a text with limited errors
and expression, Comprehension– the ability of a student to understand what was read. I want the teachers to
reflect and ask themselves, “What are the areas I notice my students struggle in?” I will present using Google
Slides and show teachers where they can find all the resources in grade level folders in Google Drive.
At the end of the presentation I will ask teachers to complete a Google Form that will ask them if they thought
the presentation was helpful and if they would use the resources I provided.
I will address the principles of adult learning theory by having teachers reflect on their experiences with
struggling readers and providing teachers with immediate application of the strategies to help their students be
more successful readers.
Section 4: Inquiry Research and Exploration
Source 2: Evidence-based reading intervention strategies: Decoding, fluency, and
comprehension. LD@school. (2018, February 7). Retrieved March 4, 2022, from
https://www.ldatschool.ca/teaching-the-brain-to-read-strategies-for-enhancing-reading-de
coding-fluency-and-comprehension/
This article explains that reading is not a natural part of human development, rather it is
something that needs to be taught. A common problem in early readers is they tend to
memorize words instead of learning decoding skills. Over time children are introduced to
more difficult words that can’t be memorized. This is why their reading comprehension
declines with age. Most children experience one or more problems when it comes to their
reading development. It is important to implement effective and consistent intervention
early on.
A teacher I currently work with, who teaches K-2, started an after school tutoring program
where she meets with students who need more practice developing their reading and
writing skills. She noticed that even with small class sizes she did not have enough time in
the day to integrate reading and writing intervention. She brought this up with our
principal and asked if she could start an after school tutoring club with those students who
need more support. She is now cycling out students who no longer need support and
bringing in new students to take their place.
Section 5: Results and Reflection
Initial Revised
Evidence/Rational for Rating Suggestions for Moving Forward
Rating Rating
To move to INNOVATING level: Consider how to increase
Teacher asked questions of analysis and evaluation.
T – Applying T – Integrating complexity of task beyond a single lesson so that there are
Students answered questions that included all levels of Bloom’s. Students created their own
S – Exploring S - Integrating continuing opportunities for students to engage in inquiry in
math problems.
complex problem. How could you extend lesson into PBL?
Page 2 of 6
 Using a
variety of
instructiona
To continue to INNOVATE: Consider
l strategies, T- T-
Innovati Innovatin Teacher taught and provided various strategies for how to check in with teachers on
resources,
ng g differentiating reading instruction. how the strategies are working for
and
1.4 Students practiced using the strategies and have them and provide feedback. Also
technologie S- S- access to the provided slideshow to refer to in the visit classrooms to show
s to meet Innovati Innovatin
ng g
future. demonstrations on how to
students’
implement the reading strategies.
diverse
learning
needs.
T- Teacher spent time explicitly teaching strategies To move into INNOVATING level:
Using Innovati T- and spent more time on certain strategies to ensure Consider having students create a
instructiona ng Applying
student understanding. plan for how they are going to
2.7 l time to
S- S- Students worked with partners throughout the adjust their class schedule to
optimize
Innovati Applying presentation and reflected on their learning at the integrate reading intervention into
learning. ng end of the presentation. their English curriculum.
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
My teacher leader project directly correlated
to National Board Core Proposition 2 that
teachers must know the subjects they teach
and how to teach them. I learned that there
are many different ways to teach a skill,
reteach a skill, and break it down. Through
this I was able to grasp a deeper
● Reading Intervention Strategies
understanding of what I am teaching, and An introduction to reading intervention was
PowerPoint
how to teach it. Through researching and given to teachers as well as strategies and
● Notes
collecting data on the most effective reading resources to use with their students.
● Handouts
intervention strategies, I was able to fulfill the
requirement of Teacher Leader Domain 4:
Facilitate Improvements in Instruction and
Student Learning. My goal was to develop a
resource that teachers could refer to and use
in their classroom to enhance their English
curriculum.
Mentor Feedback
Directions: The Mentor should Identify strengths and areas of improvement in each of the following areas.
Michelle prepared handouts of the slides for teachers to take notes on during the training.
Effectiveness of resources designed by Candidate,
She also provided manipulatives for teachers to practice with throughout the training.
including presentation, notes, handouts, and other
resources. Michelle shared a Google folder, that included the resources and the powerpoint, with the
staff for them to reference in the future.
Michelle started the training with a question that asked teachers to reflect on their
teaching practice and provided them with an opportunity to share about their experiences
Effectiveness of Candidate in teaching and coaching in the classroom. Our staff has had little training when it comes to the English curriculum
adults. (Refer to Adult Learning Principles in FOTIP
Handbook
and Michelle shared some excellent visuals and practical ways for helping our students
[https://www.fotip.org/adult-learning-theory.html]. with their reading skills. Michelle went through every area of reading intervention
thoroughly and provided multiple strategies for each area. The staff left the presentation
with a variety of materials/resources to put into practice in their classrooms.
The information in this training was very valuable for the lower elementary teachers.
English instruction is an area that Frontiers has struggled with in past years and this
Value of topic for audience. presentation was a great way to bring attention to how the school can better their English
instruction in the lower grades. It is important for teachers to be able to identify areas of
struggle when it comes to reading as early as possible.
Michelle set a positive tone for the training and was able to keep the staff engaged by
Overall delivery by Candidate of the professional
asking a variety of questions and modeling different strategies. She started by asking
development experience, including audience
engagement, pacing, tone, and response to questions. teachers to think about their students and their reading needs. She had staff take on the
role of a student, like working in partners and sharing their work with others. The staff
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 6
 collaborated by sitting in groups based on which skill they wanted to focus on in their
classes. Michelle allowed time for staff to ask questions and provided them with multiple
opportunities to participate.The learning objectives were clear and she kept the
presentation moving in a timely manner. Overall, Michelle’s preparations were evident and
she led an effective professional development session for the lower elementary staff and
administration.

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.
To assess participant engagement, I created a Google Form for teachers to complete at the end of the presentation. I found that most
teachers were very satisfied with the information that was presented and found it helpful. All teachers said they would use the resources
in the future and appreciated having access to my files. The biggest takeaway was, teachers wanted more time to practice strategies from
each area of concern. Some thought it would be helpful to break up the presentation into 5 sections to really focus in on the 5 areas of
intervention.

Did you find this presentation helpful?

Out of the seven staff members that attended the presentation: 1 found it somewhat helpful, 4 found it helpful, and 2 found it very
helpful.

Action Items (some may not be applicable)

Reading intervention is necessary in the lower grade levels. I often see students struggle with reading
For curriculum design, lesson
comprehension, vocabulary, and fluency well into third and fourth grade. I would like teachers to designate at
planning, assessment
planning least 30 minutes of their English instruction to meet with students for reading intervention. This needs to start
in Kindergarten and continue throughout the lower grades.
I am going to meet with teachers at the beginning of the year and work with them to group their students
For classroom practice based on their reading needs. I will help them set their reading groups and go over what strategies to use with
each group. We can then meet again to discuss students’ progress mid-year and closer to the end of the year.
For teaching English learners, As I mentioned before, reading intervention is necessary especially for EL learners and students with special
students with special needs,
and students with other
needs. I will have teachers identify these students and ask them to work with them daily as well as pass on
instructional challenges strategies for parents to use at home.
For future professional For future professional development, I would like to focus on the workshop model and how to incorporate it
development into all subjects.
For supporting
I would like to present this training to the heads of the Chinese and Spanish departments to see if they think it
others/department/
school/district would be valuable to their departments.

Other

Other Notes and Comments

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 6
 Include copy of Google Survey Form assessment tool.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 6
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 6 of 6