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
Brianna Villalpando bvillalpando@ofy.org Mathematics 9-12
Mentor Email School/District Date
Options For Youth –
Richard Aguilar raguilar@ofy.org 2-28-2019
Acton
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 - Teacher refines sequence of long-term
Developing and sequencing Utilizes extensive knowledge of curriculum, content
plans to reflect integrations of curriculum
long-term and short-term standards, and assess learning needs to design cohesive
4.3 T - Integrating guidelines, frameworks, and assessed T-Innovating
instructional plans to and comprehensive long- and short-term instructional
instructional needs to ensure student
support student learning plans that ensure high levels of learning.
learning.
T - Reviews and monitors a broad range of
Review data, both
data individually and with colleagues to Facilitates collaborative work and fosters colleagues
individually and with
5.3 T - Integrating analyze student thinking and identify T-Innovating ability to identify and address causes for achievement
colleagues, to monitor
underlying causes for trends. patterns and trends.
student learning
T - Collaborates with colleagues to expand
impact on teacher and student learning Facilitates collaboration with colleagues.
within grade or department and school and Works to ensure the broadest positive impact possible on
Collaborate with colleagues
district levels. instructional practice and student achievement at school
and the broader professional
6.3 T- Integrating Engages with members of the broader T-Innovating and district levels and for the profession.
community to support
professional community to access resources Initiates and develops professional learning opportunities
teacher and student learning
and a wide range of supports for teaching with the broader professional community focused on
the full range of learners. student achievement.

Section 3: Teacher Leader Inquiry Focus and Planning

Project Title Inquiry Question Project Objective(s)
Utilize data from the California
Dashboard to determine students’
Could meeting with department lead educators to identify key areas of need and
strengths and areas of need that will be
DELAC – LCAP Stakeholder appropriate interventions and strategies for addressing those areas of need through
used to develop LCAP goals. Share
Engagement Meeting developed LCAP goals and sharing LCAP process and goals with parents lead to the
LCAP process and goal with parents to
development of more effective school goals for the upcoming school year?
receive feedback prior to LCAP draft
board presentation.
Audience for Project
How Audience Satisfaction will be
(Who Participates/Who How Project Fits into Professional Goals and/or Department/School/District Needs
Assessed
Benefits)
Parents will receive information This is the first year that our school has generated colors on the CA Dashboard. I think
about the areas of success and it is very important that we utilize the data that we have to reflect on our students’ Audience satisfaction will be assessed
improvement and the goals progress and to determine how we can better support them. Furthermore, this through a brief survey at the end of the
that were developed to address reflection can be used when developing our LCAP goals for next year and to support presentation.
these areas of need. the development of lesson plans for the upcoming school year.
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 5: Teachers
are members of learning
communities.
I will bring Math & English teachers together as a community to analyze data that we have available and utilize information from this
analysis session to design and implement interventions and inform lesson planning for the upcoming school year. This session should
TLMD: Domain 1: Fosters a
really be beneficial in developing and fostering a collaborative culture in which educators can come together to discuss areas that
Collaborative Culture to
may be challenging to develop creative solutions.
Support Educator Development
and Student Learning.

Inquiry Implementation Plan

 Analyze Results Discuss Results with Mentor
Milestone 1 Milestone 2 Milestone 3
Milestone 4 Milestone 5

Identify name and date for February 28, 2020 March 13, 2020 April 9, 2020 April 10, 2020 April 14, 2020
activities.
Meet with mentor Collect Data & prepare for DELAC Analysis of
Discussion with Mentor
to discuss ILP idea. Session /develop Google form. Presentation Presentation
I would like to develop a PLC in which Math & English educators come together to further examine Smarter Balanced and
Provide 1-2 sentence summary of
Renaissance Star data in order to identify trends and determine areas of improvement for our students. I also plan to discuss
your teacher leader project.
potential interventions that could be piloted in the upcoming school year.
I will make a Google form that participating educators will complete at the end of the PLC as feedback to inform effectiveness.
Summarize process for analyzing
Additionally, I would like for my mentor to sit in on the PLC so that he can also provide his input of the effectiveness of this
effectiveness of leadership role.
leadership role.
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.)
Importance of Being &
Having a Mentor As a mentor, I can further develop interpersonal relationships, provide necessary support for a new educator, and
also continue to grow as an educator by learning from my mentee. (Importance in Being & Having a Mentor).
Analyzing Student Data for
School wide & Individual This chapter highlights the importance of using student data across several levels (Analyzing Student Data).
Student Improvement
Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at department/school/district level.)
Our Principal has held a Data dive session that overviewed the indicators on the CA Dashboard with the Assistant Principals and
other school leaders to reflect on the progress made and the areas of improvement as a school.

Principal Our Lead EL Specialist held a reflection and planning session with the EL specialists at our school to take time to discuss the progress
made so far this year and to touch on areas that could be better addressed in the upcoming school year.
Lead EL Specialist
I took both of these colleagues’ leadership roles and felt that it would also be beneficial for the educators to have time to come
together and to reflect on some of the data that we have available and how it pertains to our students and classrooms.

Section 5: Results and Reflection

Revised
CSTP Element Initial Rating Evidence/Rational for Rating Suggestions for Moving Forward
Rating
Promoting critical To move to INNOVATING level: Consider how to increase
T– Teacher asked questions of analysis and evaluation.
thinking through T – Applying complexity of task beyond a single lesson so that there are
1.5 Integrating Students answered questions that included all levels of Bloom’s.
inquiry, problem S – Exploring continuing opportunities for students to engage in inquiry in
S - Integrating Students created their own math problems.
solving, and reflection complex problem. How could you extend lesson into PBL?
Developing and
sequencing long- To further improve in this area: consider
Teacher supported in the writing of the LCAP
term and short- T– implementing quarterly meetings to monitor
4.3 T - Integrating writing and development of long-term
term instructional Innovating effectiveness of long-term instructional plans
instructional plans that aligned with LCAP goals.
plans to support throughout the school year.
student learning
To move to innovating level: consider developing
Review data, both
Teacher reviewed CA dashboard data and regular PLC meetings to continuously review data
individually and
T- benchmark assessment data with lead SES, Lead EL for various subgroups. Ensuring that educators at
5.3 with colleagues, T - Integrating
Integrating Specialist, and Leadership team to determine areas our school are consistently using data to inform
to monitor
of need for unduplicated subgroups. instruction to meet the needs of all students.
student learning
Collaborate with
colleagues and
To further improve in this area: consider further
the broader Teacher collaborated with the leadership team,
involving the Special education teachers and EL
professional T- District English Learner Advisory Committee, and
6.3 T- Integrating teachers to further receive feedback and learn what
community to Innovating Special Education Local Plan Area to develop LCAP
strategies are being implemented in our classrooms
support teacher goals that addressed the needs of all subgroups.
to further meet students’ needs across our school.
and student
learning
Special Emphasis (Teacher Leader Model Standards or NBPTS Core Propositions
Key Learnings and New
Contribution to
Skills/Knowledge Product(s) Generated
Others/Department/School/District
Developed by Teacher
Teacher collaborates with
other professionals to
improve school Teacher supported in the
effectiveness. development of the LCAP goals for
Teacher works the LEA while in collaboration with
The teacher assisted in the development of the LCAP for our school. Teacher
collaboratively with colleagues, lead teachers, and
coordinated with key stakeholder groups to set up meetings and review data
families. administrators. Together, teacher
while receiving feedback on the goals that should be incorporated into the
Teacher facilitates the and key stakeholders reviewed and
plan. This contributed to the focus and instructional plans that should be
analysis of student learning analyzed relevant data. This
implemented across departments in the upcoming school year.
data, collaborative contributed to the overall
interpretation of results, educational plan the school will
and application of findings follow in the upcoming school year.
to improve teaching and
learning.
Mentor Feedback
Directions: The Mentor should Identify strengths and areas of improvement in each of the following areas.
Effectiveness of resources
The snippets of indicator ratings from the CA Dashboard provided a frame of reference for understanding why specific goals were
designed by Candidate,
developed. Presentation and handouts were clearly organized. Notes could have been more comprehensive to provide further
including presentation, notes,
rationale and evidence to support development of goals.
handouts, and other resources.
Effectiveness of Candidate in
Given that the LCAP is a comprehensive document with several nuances, the teacher was able to make the plan at its core
teaching and coaching adults.
understandable for parents. Parents gained a general understanding that the Local and Control Accountability plan is how the school
(Refer to Adult Learning
plans to address the needs of specific subgroups through the development of specific goals that are achieved through metrics and
Principles in FOTIP Handbook
actions funded with specific money. While the teacher did ensure that most content was understandable, there were a couple areas
[https://www.fotip.org/adult-
that could further been clarified.
learning-theory.html].

Parents at the DELAC meeting were engaged in the topic because they appreciated being provided the opportunity to give feedback
Value of topic for audience.
for the school’s educational plan that directly impacts their students. Parents expressed appreciation at the end of the presentation.

Overall delivery by Candidate of

the professional development Overall, the audience was involved in the presentation and was willing to ask questions and provide feedback. The teacher could
experience, including audience have slowed the pace slightly and provided more background information to clarify how goals were developed and the process of
engagement, pacing, tone, and creating LCAP.
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.

Parents seemed to agree with the LCAP goals that were developed, but there was some concern that the distance learning model may pose a challenge to the goals that
were presented. Parents gave feedback about potentially considering adjusting the goals so that they would be attainable even while the school is in the distance
learning format. During the feedback portion of the presentation, parents also provided valuable feedback about how they really liked that meeting was virtual and
they recommended adding virtual options for other parent meetings, even post- distance learning, because they liked the flexibility in being able to attend from home.
This was not something that we necessarily foresaw happening, but we are happy that the new format we were limited to was well-received.

Action Items (some may not be applicable)

From the SELPA meeting it was recommended to explain that though it seems that there is a performance gap between students
For teaching English learners,
with disabilities and all students at OFY-Acton for the suspension rate indicator on the CA Dashboard that this discrepancy is in
students with special needs, and
fact due to one isolated incident because there are such few students in the SWD subgroup at our school. This needs to be
students with other instructional
addressed/updated in the LCAP.
challenges
Consider organizing regular PLCs to review data with teachers and quarterly meetings to assess the effectiveness of implemented
For future professional
strategies in our classrooms. Furthermore, provide regular updates about LCAP goal progress for relevant stakeholders.
development

For supporting LCAP has changed due to the current pandemic and instead of being a three-year plan for the 2020-23 school
others/department/ years, schools will be required to submit an operations plan outlining how they responded to COVID-19 and a one
school/district year LCAP plan for the 2020-21 school year. I will be supporting the school in the drafting of the new plans.

Other
 Other Notes and Comments

Supporting in the development of LCAP as a part of the writing team was such an incredible learning experience this semester, it
challenged me to grow as an educational leader. This is something I plan to continue to be a part of as I really enjoyed being a part of
stakeholder engagement and I greatly value having important discussions with various stakeholder groups to better understand how
we can meet our students’ needs and further increase school effectiveness.

Include copy of Google Survey Form assessment tool.