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
Social Science Credential
Brooke Bern bbern@oflschools.org 9-12
ILP spans all content areas
Mentor Email School/District Date
Tristan Churchia tchurchia@oflschools.org Opportunities for Learning 3/8/2020
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 and
S – Exploring S - Innovating
solving, and reflection comprehension and critical thinking in single lessons or a sequence of problems, reflect, and communicate understandings based on in depth
lessons. analysis of content learning.
Using assessment
Uses a broad range of data to set learning goals for
data to establish Uses a variety of assessment data to set student
content and academic language that are
learning goals and learning goals for content and academic
integrated across content standards for individuals
5.4 to plan, Applying language. Plans differentiated lessons and Integrating
and groups. Plans differentiated instruction
differentiate, and modifications to instruction to meet students’
targeted to meet individual and group learning
modify diverse learning needs.
needs.
instruction.
Sets and modifies a broad range of professional
Establishing Sets and modifies authentic goals connected to the
goals connected to the CSTP to improve
professional goals CSTP that are intellectually challenging and based
instructional practice and impact student learning
and engaging in on self-assessment and feedback from a variety of
within and beyond the classroom. Engages in
6.2 continuous and Integrating sources. Engages in and contributes to professional Innovating
ongoing inquiry into teacher practice for
purposeful development targeted on student achievement.
professional development. Contributes to
professional growth Pursues a variety of additional opportunities to
professional organizations, and development
and development learn professionally.
opportunities to extend own teaching practice.
Section 3: Teacher Leader Inquiry Focus and Planning
Project Title Inquiry Question Project Objective(s)
How can student achievement data on Lexile Use Renaissance Star student achievement data
Lexile Measure Workshop Measure growth inform instructional decisions in to identify trends in Lexile growth to determine
all content areas? the next possible steps for instruction.
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 project fits into school needs because it
All teachers who have a class or caseload of students
directly relates to one LCAP Goa (improving Lexile
(across content areas and departments) may participate
measures for English Learners) and indirectly to
and would benefit: classroom teachers, independent Google Form survey after workshop is completed.
another (increasing graduation rates). It also
studies teachers, English Learner Specialists, and Special
supports data driven instruction for all students
Education Specialists.
across content areas.
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
NBTS Proposition 3: Teachers are responsible for NBTS Proposition 3 and TLMS Domain 5 will be both incorporated into my teacher leader project
managing and monitoring student learning. throughout the workshop. In recognition that teachers are responsible for managing and monitoring
TLMS Domain 5: Promoting the use of assessments and student learning, teachers will be disaggregating student outcomes and discussing what they notice, why
data for school and district improvement. they believe that might be, and possible implications for instruction. This workshop promotes the use of
assessment data as teachers will be disaggregating two student achievement reports generated by the
Renaissance Star assessment platform, and using it to determine where achievement gaps exist and how
to address them.
Inquiry Implementation Plan
Analyze Results Discuss Results with Mentor
Milestone 1 Milestone 2 Milestone 3
Milestone 4 Milestone 5

Identify name and date for Choose Topic Finalize Presentation Deliver Presentation Analyze Results Discuss Results
activities.
2/24/2020 3/15/2020 3/20/2020 3/27/2020 4/3/2020

Provide 1-2 sentence Lexile Measure workshop, including a data dive, to analyze Lexile measure growth using student achievement data on the triannually
summary of your teacher administered Renaissance Star benchmark assessment. Lexile growth is a 19-20 LCAP goal at our school and something we are tracking
leader project. throughout the year.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 4
 I’m going to analyze the effectiveness of my leadership role through a Google form survey after the workshop. This survey will tell me
Summarize process for
each participants level of engagement, practical use of what they learned, and appreciation of the content. I will also informally
analyzing effectiveness of
measure the effectiveness of this workshop by observing staff participation and the completion of the key takeaways page at the end
leadership role.
of the workshop.
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.)
Using Data to Increase Student Achievement, Step by Step. Lexile Measures in the Classroom
Sindelar, N.W. (2003, March) Metametrix (2008)
In this article, the author argues that regular use of assessment data allows The Lexile Framework for reading is an approach to measuring reading
teachers to improve practice, which, in turn, helps students succeed more. ability and text; it puts both texts and readers on the same scale to
There are three key purposed to using data: to change curriculum, to accurately match readers with reading material. Lexile may be used to
refocus and improve instruction and to address individual student measure instructional programs and resources. It allows educators to
weaknesses and build upon student strengths. If school personnel are connect students with books and articles at the same Lexile measure
willing to use data in these three ways, they’ll see improvements in student with assuredness that the text will be appropriately challenging for
achievement. Educators working together in this way can be a meaningful the student. Lexile measure are flexible and may be used in any kind
form of staff development, because it allows them to build on each other’s of reading format. Lexile measure help teachers manage
strength by sharing practices, ideas, and materials. Teacher receive comprehension and further adjust anticipated comprehension by
objective information about what students know (have learned) and are choosing more or fewer texts within a student’s Lexile range, which
able to address the question “What will we do if students haven’t learned?” spans 50L above and 100L below a student’s Lexile measure. Lexile
Most often, the answers to this are clear: go deeper on a subject, change measure also helps teachers set learning goals, monitor and evaluate
texts, or use a different teaching strategy. Because using student instruction and easily track progress. The Lexile framework also
achievement data contributes so powerfully to improving student provides educators with a way to objectively communicate a student’s
achievement, educators welcome the opportunity to collaborate. reading abilities to parents. It may also help teachers generate a
Therefore, data driven instruction becomes an important part of the school suggested at-home reading list for parents. More than 150 publishers
culture. have Lexile measures associated with their texts.
Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at department/school/district level.)
One of my colleague, who facilitates and lead PLCs as department head said In speaking with some of the English teachers, I learned that they use
she ran into trouble with participation when she first started. She Lexile measures to choose texts for their students. They also the use
mentioned that the PLCs included topics and information that people Lexile converter tools online and other resources to check Lexile levels
wanted to discuss, but the way information was presented and reviewed of various books to support differentiated instruction for students
wasn’t engaging for participants. She suggested making the workshop based on their reader level.
engaging and involved so that people pay attention and get the most out of
the experience.
Section 5: Results and Reflection
Initial Revised
CSTP Element Evidence/Rational for Rating Suggestions for Moving Forward
Rating Rating
Promoting critical To move to INNOVATING level: Consider how to increase
Teacher asked questions of analysis and evaluation.
thinking through T – Applying T – Integrating complexity of task beyond a single lesson so that there are
1.5 Students answered questions that included all levels of Bloom’s. Students created their
inquiry, problem S – Exploring S - Integrating continuing opportunities for students to engage in inquiry in
own math problems.
solving, and reflection complex problem. How could you extend lesson into PBL?
Using
To move toward Innovating, consider
assessment I used multiple sets of student achievement data about implementing the practice of reviewing
data to reading ability, which spans across content areas, in Lexile measures more often than once or
establish order to improve instructional practices and embed
twice a year. In terms of working with
5.4 learning goals Applying Integrating reading instruction more intentionally. I integrated
adult learners, consider better
and to plan, multiple checks for understanding through group
understanding what they know and don’t
differentiate, discussion and share outs in order to meet the varying
needs of adult learners. know before the professional
and modify
development.
instruction.
Establishing
professional
goals and
engaging in I used the CSTPs as a guide through this ILP and to make Continue refining my practice by
decisions about my workshop for adult learners. I considering the CSTPs when setting new
continuous
6.2 Integrating Innovating contributed to overarching school goals for improving professional goals and consider revisiting
and
student reading outcomes and provided teachers with CSTPs I wasn’t able to focus on this
purposeful
tools for improving their practice. semester.
professional
growth and
development
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
The main product is the ideas generated for
Through this teacher leader project, I was able to The Data Dive Protocol is a great tool our
individual teachers as well as the whole
practically apply the principles of adult learning. I schools can continue to use to objectively
school. Now that teachers have analyzed
learned that when those principles are applied, understand and analyze student learning
student learning data, they can make
people are more authentically engaged and actually data in order to make instructional decisions
informed decisions about their instruction,
care about what they are learning. I learned that I for student growth (TLMS 5).
making needed changes based on the needs
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 4
 prefer to lead people through actively constructing
knowledge rather than passively receiving it.
Directions: The Mentor should Identify strengths and areas of improvement in each of the following areas.
Effectiveness of resources designed by Candidate,
including presentation, notes, handouts, and other
resources.
Effectiveness of Candidate in teaching and coaching
adults. (Refer to Adult Learning Principles in FOTIP
Handbook [https://www.fotip.org/adult-learning-
theory.html].
Value of topic for audience.
of students identified in the data (NBTS
3). Systematic changes can also be made
based on the ideas that were generated. For
instance, one idea presented was to schedule
students for intervention appointments to
work on specific skill areas identified in the
data.
Mentor Feedback
Strengths: Presentation slides were well designed and delivered solid background content
along with opportunities for the audience to actively engage. The slides not only guided the
workshop activities, but will also be a valuable resource for teachers to refer back to when
carrying out action items.
Growth: To save valuable workshop time, looks for ways to streamline the process for
teachers to access and print their data reports in any future workshops that require data
disaggregation.
Strengths: Brooke created a safe space for teachers to learn and share by establishing norms
and using structures (data dive protocol) to ensure equity of participation in discussions. She
also communicated the importance of the learning by connecting the goal of the workshop to
school LCAP goals. Teachers were given space to reflect on the learning and determine how
they will apply the learning by writing ideas for next instructional steps.
Growth: Consider helping teachers make stronger connections to their own experiences by
giving them space to reflect on their specific challenges and write down how the workshop
could help them address those challenges.
The topic is very valuable because not only is increasing Lexile measures an LCAP goal, all
teachers will agree that students’ reading abilities significantly impacts their motivation and
efficacy, with all subjects. Especially in an independent studies setting, where the bulk of the
learning is done by reading, the better their reading skills, the faster students’ progress
towards graduation.

Growth: Consider surveying teachers ahead of time to see what they already know about the
topic to better tailor the presentation to their specific needs
The audience was actively engaged in the data dive protocol, collaborated with peers, and
asked good questions. Brooke set a productive tone and redirected distracted and negative
Overall delivery by Candidate of the professional behaviors with firmness, but also with warmness and humor.
development experience, including audience
engagement, pacing, tone, and response to questions.
Growth: Look for ways to even out the pacing so everyone has enough time to process and
reflect.
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.

Participants were asked to complete an anonymous Google Form that asked for their feedback on the effectiveness of the planning and facilitation,
which elements of the workshop they found the most meaningful and comments regarding their biggest takeaways and suggestions for
improvement. 90% found it well planned and facilitated; 70% found it relevant; 80% found it engaging (meaning they scored it 4 or 5 out of 5). People
were most satisfied with the “Lexile overview and importance” and “sharing key takeaways” elements of the workshop. One comment that stood out
to me was the idea that sometimes we, as instructional staff, have workshops or professional development on a particular area of teaching and
learning but it is not followed up on or made a consistent priority thereafter. This is something I may consider bringing to our school leadership
department as an advocate for my instructional staff team, which aligns with Domain 7 of the Teacher Leader Standards.

Action Items (some may not be applicable)

For curriculum design, lesson
Select texts with Lexile measures in mind. I may also try new reading comprehension strategies and report successes
planning, assessment
planning and challenges in PLCs.

For classroom practice Silent sustained reading for the first 10 minutes of class?

For teaching English learners,

students with special needs,
and students with other
instructional challenges

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 4
 For future professional Host another Lexile workshop at the end of the school year to analyze student growth over the entire school year as
development well as to reflect on best practices and plan for the upcoming school year.
For supporting
Follow up with teachers and administrators to encourage continued focus on Lexile growth, perhaps in PLCs, staff
others/department/
school/district meetings, and even individually in person or through email.
Talk to school administrators about providing future workshops on building the specific skills highlighted in the
Other Renaissance Star reports. A few teachers mentioned they would benefit from learning more about that in the feedback
survey.
Other Notes and Comments

Include copy of Google Survey Form assessment tool.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 4
 Lexile Workshop Feedback
Please provide honest feedback about the Lexile workshop.
* Required

1. The Lexile Workshop was well planned. *

Mark only one oval.

1 2 3 4 5

Disagree Agree

2. The Lexile Workshop was facilitated well. *

Mark only one oval.

1 2 3 4 5

Disagree Agree

3. The content was relevant and meaningful to my practice. *

Mark only one oval.

1 2 3 4 5

Disagree Agree
4. The Workshop was engaging. *

Mark only one oval.

1 2 3 4 5

Disagree Agree

5. How satisfied were you with the following? 1=Dissatisfied 4=Very Satisfied *

Check all that apply.

1 2 3 4 N/A

Lexile Overview & Importance

Disaggregating Data

Data Dive

Planning Next Steps for Instruction

Sharing Key Takeaways

6. Something I will put into practice is... *

7. What additional information or resources, if any, would be helpful in implementing

your next steps for instruction?
8. What improvements could be made for future workshops?

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