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
rd
Penelope Macias pmacias@iqcala.com Multiple Subject 3 Grade
Mentor Email School/District Date
Carina Oghoorian caoghoorian@iqcala.com iQ LA 2/27/23
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
T - Guide students to think critically through use of questioning strategies,
Promoting critical thinking 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
comprehension and critical thinking in single lessons or a sequence of lessons.
depth analysis of content learning.

Establish Once a quarter with our elementary Speaking with my mentor and
professional administrator we meet in what is called a establishing a goal for reading more
Growth and Proficiency meeting. This is a time
goals and where I meet with her to show the data on my research based strategies for how to
engaging in students and what I am doing to meet learning tackle reading intervention. We also
Applying
6.2 continuous and objectives and how we are progressing with our Integrating discussed different workshops and
purposeful instructional goals. We go over my quarterly professional development
planning and which standards I chose to teach.
professional Then I explain how I chose these standards and
opportunities, along with the
growth and the progression of which will take place during possibility of presenting at a
development. the quarter. conference in the future.
As a teacher it Is my obligation to comply by all
education codes to ensure the best learning
environment for my students. I make sure to
protect the privacy of students in the online
environment and work closely with parents to I will continue to understand each
create a positive environment. I model positive
Demonstrate behaviors and reward students for positive student and family individually to
professional interactions. I work closely with specialist provide the best personalized
Exploring
6.7 responsibility, teachers at my school such as ELD teacher and Applying education for each student. I will also
integrity, and IEP case managers to meet all student needs explore leadership positions starting
and create a beneficial learning environment
ethical conduct. for the students.  I have been working closer
with joining professional communities
with parents on directing them to the proper such as LCAP.
resources needed to support their students.
There are several resources available through
our school so that student needs are met either
it be emotional, social, or academic.
Section 3: Teacher Leader Inquiry Focus and Planning
Project Title Inquiry Question Project Objective(s)
rd
3 Grade Reading Intervention
How can I apply research-based strategies to Conduct research on best practices for reading
support students in reading intervention? intervention for 3rd grade students.
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 fits in to my long term goal of presenting
Through a survey at the end of the present via google
K-5 Teachers researched based reading strategies for intervention at
form
a conference.
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 1: Teachers are committed to students and

I would like to continue to learn about student reading development and ways I
their learning.
could continue to support student learning in a variety of ways in my classroom. I
will utilize my research findings to provide my colleagues with tangible strategies
TLMD: Domain 2 – Accesses and uses research to
that can be applied in their classrooms for reading intervention.
improve practice and student learning.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 4
 Inquiry Implementation Plan
Discuss Results with
Analyze Results
Milestone 1 Milestone 2 Milestone 3 Mentor
Milestone 4
Milestone 5

Identify name and date for March 29th April 3rd April 12th April 24th May 1st
activities.
Share research and
Review results
brainstorm Finalize presentation Present workshop Finalize ILP
and survey
presentation
Provide 1-2 sentence summary
of your teacher leader project.
I plan to present research-based strategies for reading intervention to colleagues during a staff meeting.

Summarize process for

With my mentor I will review the feedback I receive from the workshop and determine effectiveness based on
analyzing effectiveness of
leadership role. if any strategies will be implemented in our school.
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.)
Fluency Interventions for Elementary Students with Reading Difficulties: A Synthesis Both of these articles talk about interventions on foundational skills, fluency,
of Research from 2000–2019. Education Sciences. 2020; 10(3):52.
https://doi.org/10.3390/educsci10030052 comprehension, and oral language. These studies were done over a span of 20 years and
include a plethora of research and subjects. The main focus being to provide guidance in
“The State of Current Reading Intervention Research for English Learners in Grades
K–2: a Best-Evidence Synthesis.” Educational Psychology Review, vol. 34, no. 1, 2022, understanding current K-3 reading interventions evaluated by means of rigorous high
pp. 335–61, https://doi.org/10.1007/s10648-021-09629-2 quality studies.
Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at department/school/district level.)
Both of these former teachers have taken the role of curriculum specialist this year to focus
Anvi Backus on our school curriculum and reading intervention program. I have been inspired by their
Sandy Michael role to focus on reading intervention on my own and to research different strategies that I
can apply to my students.
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 increase
Promoting critical
Teacher asked questions of analysis and evaluation. complexity of task beyond a single lesson so that there are
thinking through inquiry, T – Applying T – Integrating
1.5 Students answered questions that included all levels of Bloom’s. Students created their continuing opportunities for students to engage in inquiry
problem solving, and S – Exploring S - Integrating
own math problems. in complex problem. How could you extend lesson into
reflection
PBL?

Eventually my goal is to present

Establish
beyond my direct staff. I would
professional I set a goal with my mentor to present to staff
use the skills learned through
goals and this semester which I was able to accomplish.
this project and apply them to
engaging in During the presentation I shared research-based
work with colleagues on
continuous Applying strategies for reading intervention that I had staff
6.2 Integrating developing a strong reading
and members participate in. By setting a professional
intervention program within
purposeful goal and accomplishing it, I can not move
teachers. I could present the
professional forward with setting new goals to work towards
information at our professional
growth and in my future.
development or a national
development.
convention.

I reached out to various staff members and ed I would like to collaborate more
specialists for insight on what to include in my with ed specialist to learn
presentation for strategies to meet the needs of about various strategies to
students with special needs. I have also been meet students with special
Demonstrate
able to implement these strategies with my needs such as dyslexia or
professional
students to see how they work in different group autism. I would like to work
responsibility, Exploring
6.7 Applying settings. I was then able to share my experiences closely with these students as
integrity, and
with my colleagues, and gain even more insight their GE teacher in order to
ethical
based on their input as well. Based on the google meet their needs in reading
conduct.
survey and Padlet responses I was able to see intervention. I would also
which information was most valuable to other incorporate parents into finding
teachers, and I was also able to pick up on new out what works best for their
information that I could apply to my teaching students needs.
practices as well.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 4
 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
I learned how to develop an educational
Presentation during zoom using google Other teachers were able to
presentation for colleagues. In creating my
slides. Teachers participated using collaborate during my presentation to
presentation I was able to spend time researching
padlet, google form, and annotation share their ideas, and to learn more
reading intervention strategies that I will implement
tools during the presentation. ideas from myself and others.
in my classroom and share with my colleagues.
Mentor Feedback
Directions: The Mentor should Identify strengths and areas of improvement in each of the following areas.
She did thorough research on the strategies she presented and did so with engaging
Effectiveness of resources designed by Candidate, including slides and resources. It was an appropriate amount of content given the time and
presentation, notes, handouts, and other resources. encouraged teachers to choose just one of the strategies they learned to implement
in their own classrooms.
Effectiveness of Candidate in teaching and coaching adults. She was calm and comfortable presenting to colleagues and encouraging their
(Refer to Adult Learning Principles in FOTIP Handbook participation and ideas. She was clear that teachers bring their own knowledge and
[https://www.fotip.org/adult-learning-theory.html]. experiences to the conversation.
Very valuable given the alarming rates of students who are below average in
Value of topic for audience. reading and literacy. To learn about reading intervention strategies is mission critical
for all teachers across all grade levels and subjects.
She did a great job packing in great resources and strategies into just 30 minutes all
Overall delivery by Candidate of the professional development
the while engaging teacher colleagues in the learning and sharing process. I look
experience, including audience engagement, pacing, tone, and
response to questions. forward to Penelope moving into leadership roles and become the expert in reading
intervention.
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.

Action Items (some may not be applicable)

For curriculum design, lesson
planning, assessment planning

I would like to build up the lessons and activities I use for reading intervention so that I can meet the various
For classroom practice needs of my students. I will take into account the suggestions from other teachers and continue to share ideas
with teachers that also hold reading intervention sessions.
For teaching English learners, I will continue to research strategies and activities for students with dyslexia. I would like to be able to make
students with special needs,
and students with other
beneficial progress in their reading despite any challenges. I will also talk with the ed specialists at my school to
instructional challenges get more insight on age appropriate strategies to use.
For future professional
development
In the future I hope to have the opportunity to present at a professional development or similar conference.
For supporting
others/department/
school/district

Other

Other Notes and Comments

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 4
 Include copy of Google Survey Form assessment tool.
https://forms.gle/H22uu2rqo21GZLSTA

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 4