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
Carly Hayes carly.hayes@savsd.org Multiple Subjects Fourth
Mentor Email School/District Date
Suzanne Mattson suzanne.mattson@savsd.org Savanna School District 03/05/2022
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
Promoting
T - Guide students to think critically through critical thinking by designing
critical
use of questioning strategies, posing/solving structured inquires into complex
thinking T– T–
problems, and reflection on issues in content. problems.
through Applying Innovating
1.5 S - Students respond to varied questions or S - Students pose and answer a
inquiry, S– S-
tasks designed to promote comprehension wide-range of complex questions
problem Exploring Innovating
and critical thinking in single lessons or a and problems, reflect, and
solving, and
sequence of lessons. communicate understandings based
reflection
on in depth analysis of content
learning.
Using a
variety of Refines the flexible use of an
Creates, adapts, and integrates a broad range
instructional extensive repertoire of strategies,
of strategies, resources, and technologies
strategies, resources, and technologies to
instruction designed to meet students’
resources, meet students’ diverse learning
diverse learning needs.
and needs.
1.4 Integrating Innovating
technologies
Students actively engage in instruction and
to meet Students take responsibilities for
make use of a variety of targeted strategies,
students’ using a wide range of strategies,
resources, and technologies to meet their
diverse resources, and technologies that
individual students’ needs.
learning successfully advance their learning.
needs
Using and
adapting
resources, Integrates a wide range of adapted
Selects, adapts, and utilizes appropriate
technologies, resources, technologies, and
instructional materials, resources, and
and instructional materials to meet
technologies for concept and skill
standards- identified student needs and make
development in subject matter. Resources
aligned subject matter accessible to
reflect the diversity of the classroom and
instructional Applying Integrating students.
3.5 support differentiated learning of subject
materials Integrating Innovating
matter.
including Ensures that students are able to
adopted obtain equitable access to a wide
materials, to Assists student with equitable access to
range of technologies through
materials, resources, and technologies. Seeks
make subject ongoing links to outside resources
outside resources and support.
matter and support.
accessible to
all students
Section 3: Teacher Leader Inquiry Focus and Planning
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 8
 Project Title Inquiry Question Project Objective(s)
After the daily incorporation of
digital programs, iReady and
ThinkCentral, to support math
instruction in a fourth-grade
classroom, teacher will be able to
demonstrate that use of these
digital programs increases students’
How do the routine use of
success in understanding a unit’s
digital apps support students’
Technology-Based Support & Its Effect on Students’ Success content, with at least 70% of
achievement across a math
students scoring at least 70% on the
unit?
summative assessment.

After presenting the value in using

digital programs, colleagues will be
able to implement use into their
own classrooms.

How Project Fits into

Audience for Project Professional Goals and/or How Audience Satisfaction will be
(Who Participates/Who Benefits) Department/School/District Assessed
Needs
Audience satisfaction will be
assessed via a survey in which they
can provide feedback on the
information provided and whether
Following distance learning, or not it seems feasible to
SAVSD has purchased a implement in their own
variety of digital programs to classrooms.
be used diagnostically and to
support students’ learning.
After presenting, colleagues will be
Fourth Grade Level Team This project will demonstrate
given the option to implement the
the ways in which these
use of these digital programs into
programs can be used to
their classroom during the
inform teachers’ instruction
introduction of the subsequent
and positively impact
math chapter. Colleagues will be
students’ understanding.
surveyed again at the mid-chapter
checkpoint to determine whether
implementation is practical and
whether student achievement has
increased as a result.
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: I am incorporating this focus by utilizing apps in which I can
NBPTS Proposition 3: Teachers are responsible for managing
digitally assess students’ learning at every stage of the chapter’s
and monitoring student learning; Teachers Call on Multiple
instruction. I will be able to establish students’ baseline and track
Methods to Meet Their Instructional Goals
progress toward their goals each day. I am using self-created trackers
and assessments to document students’ progress and programs’
Teacher Leader Model Standards Domain 2: Accesses and Uses
effectiveness.
Research to Improve Practice and Student Learning; Facilitates
the analysis of student learning data, collaborative
Teacher Leader Model Standards: I am incorporating this focus into
interpretation of results, and application
my project by becoming well-versed in using district-purchased digital
of findings to improve teaching and learning.
programs. I am observing their role in my students’ learning, and
presenting my findings to colleagues in hopes that they too can
implement the use of these programs into their classrooms to
support students’ learning.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 8
 Inquiry Implementation Plan
Discuss
Milestone Analyze Results Results with
Milestone 1 Milestone 3
2 Milestone 4 Mentor
Milestone 5
Implement
Collect survey
post-
Present findings responses from
instruction
to colleagues, colleagues
Identify name and testing, Meet with
Implement diagnostic testing and including regarding
date for activities. including Mentor to
instruction of math unit with digital strategies for presentation
self- reflect on both
supports, tracking progress with self- them to and ease of
created student and
created trackers provided to students implement implementing
summative, colleague data
supports into the use of digital
and
their own rooms programs into
observe
their room
findings
03/07/2022 03/22/2022 04/06/2022 04/08/2022 04/15/2022
I will implement instruction of Chapter 9 math material through my district’s GoMath curriculum. I will
implement daily focused practice for all students through the digital programs ThinkCentral (GoMath affiliated)
Provide 1-2 sentence and iReady. I am providing students with self-created trackers to document their scores and progress as they
summary of your move through lessons. I’ve found in the past that our curriculum assessments primarily assess through word
teacher leader problems, while the actual unit lessons focus more on computation, with only one lesson dedicated to word
project. problem-solving. Therefore, I am creating a summative assessment that is aligned with the unit’s Common Core
Standards and more accurately assesses students’ learning. I will present my findings to colleagues and provide
instruction on how to implement the focused use of these digital programs in their own classrooms.
Summarize process
for analyzing I will analyze the effectiveness of my position in a leadership role by having my colleagues complete a survey
effectiveness of after presentation and a week of implementing the use of the digital programs in their own classrooms.
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.)
https://www.nytimes.com/2021/03/17/technology/learning-
apps-students.html
https://tophat.com/blog/how-does-technology-impact-student-
In this article by the New York Times, Natasha Singer questions
learning/
the success of digital programs in supporting students’ learning.
Over the course of the pandemic, many digital programs were
In this article, Vawn Himmelsbach explores a few of the ways digital
implemented in place of traditional teaching while students
programs do positively impact students’ learning. She states that
were out of the classroom. When utilized in this way, digital
technology makes instruction both “engaging and collaborative” and
apps are not widely proven to increase students’ learning.
allows students to learn by critically thinking versus simply
However, the replacement of traditional teaching was not the
memorizing. She emphasizes the role of technology enhancing
intended use of these apps. Many of these programs are
student learning versus replacing traditional teaching. Furthermore,
intended to be used as supplements to classroom learning,
she explores the ways technology can provide student-paced
providing additional practice for students on skills that are being
practice; something I’ve found incredibly useful in my own
taught via direct instruction. Now that teachers are back in the
classroom. Students can be exposed to curriculum-paced skills via
classroom, we are figuring out which apps really are useful and
direct instruction and practice, but through digital programs they are
do actually positively impact learning. Many of the apps to
able to receive instruction on and practice with skills they are
transition well into the classroom and can be used both in and
personally struggling with, as many programs adapt what is pushed
out of school hours. Determining which apps can benefit
out to students based on their performance within the app.
students and teachers for both instruction and data collection
can be a game-changer for providing additional support for
struggling students.
Colleagues (Summarize how two colleagues have addressed similar leadership roles OR the status of the issue at
department/school/district level.)

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 8
 Teacher, 4th Grade
Teacher, 3rd Grade
Current grade-level teammate has explored the implementation of
Former grade-level teammate has explored the implementation
ThinkCentral lessons as immediate review and reteach following
of daily iReady practice to increase students’ foundational skills
direct instruction. As ThinkCentral is powered by GoMath, teacher is
in math to provide a more solidified understanding moving into
able to assign digital lessons that directly align with skills taught in
new material. Teacher found that because iReady adapts lesson
traditional learning. This provides data for teacher on which students
flows to individual students, students are able to strengthen
are grasping or struggling with current concepts, as well as additional
their core skills and begin to bridge gaps in their understanding.
instruction for students on the skill. Again, this implementation is only
What is vital to this being successful is the consistent
beneficial as long as teacher is reviewing students’ performance on
monitoring of progress by the teacher. Teacher can meet one-
these lessons. The data gathered from this app provides additional
on-one with students to explain skills the student is struggling
information for the teacher regarding students’ understanding so that
with, and manage lessons to be repeated through the app as
instruction moving forward and/or leveled instructional groups can be
needed.
modified as needed.
Section 5: Results and Reflection
Initial Suggestions for Moving
CSTP Element Revised Rating Evidence/Rational for Rating
Rating Forward
To move to INNOVATING
Promoting
level: Consider how to
critical Teacher asked questions of analysis
increase complexity of task
thinking T– and evaluation.
beyond a single lesson so
through Applying T – Integrating Students answered questions that
1.5 that there are continuing
inquiry, S– S - Integrating included all levels of Bloom’s.
opportunities for students to
problem Exploring Students created their own math
engage in inquiry in complex
solving, and problems.
problem. How could you
reflection
extend lesson into PBL?
This element of CSTP 1 is identified by
a teacher that flexibly uses an To continue to solidify my
extensive repertoire of strategies to rating of “Innovating,” I
Using a
meet students’ needs, as well as would suggest that in
variety of
students taking initiative to use following units I can take
instructional
various strategies to advance their time to modify ThinkCentral
strategies,
learning. Throughout this project, I lessons as they are pushed
resources,
used a variety of supports, both out to students so that each
and
1.4 Integrating Innovating digital and self-created, to scaffold digital lesson is more
technologies
and support instruction to meet my individualized. Additionally,
to meet
students’ needs and increase their when presenting to
students’
achievement. Additionally, through colleagues or acting in a
diverse
implementation of these strategies, leadership role, I can create
learning
my students have become more opportunities for
needs
comfortable in using these tools to collaboration and present to
support their learning without first other grade levels.
needing my direction.
This element of CSTP is defined by To move entirely up to an
Using and
both engaging students to identify “Innovating” rating, I would
adapting
and adapt technologies to support suggest that moving forward
resources,
their learning, and by ensuring I continue to expand the
technologies,
students have equitable access to bank of technologies that
and
resources and outside support. I feel are used to support
standards-
that I demonstrate an students’ learning. Digital
aligned Applying Integrating
3.5 Integrating/Innovating rating for this programs can be used across
instructional Integrating Innovating
element first because I implement the content areas, and as
materials
use of standards and curriculum- technology is so prevalent in
including
aligned technology to support today’s world, students
adopted
students’ learning. Through this use, I benefit from becoming well-
materials, to
am able to gather data and versed in using digital
make subject
continuously observe students’ programs. Additionally, they
matter
progress within a math unit. In provide abundant data for
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 8
 accessible to providing students with self-created me to use to inform
all students trackers, they also become instruction, and they also
comfortable in using digital programs allow students (and parents)
and monitoring their own progress to view and track progress as
toward learning goals. Finally, I use well.
digital programs that are easily
accessible at home and have printed
support options for students that
simply do not have access to internet.
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
NBPTS: The goal of this
project was to demonstrate
the ways in which the use of
digital programs can increase
students’ learning. While
digital programs can
absolutely be used across
content areas, for the purpose
of this project I focused on
math. I implemented the use
of district-provided programs
NBPTS: The use of these district
iReady and ThinkCentral over
provided programs acted as a
the course of a math chapter.
contribution to students’
To support implementation, I
achievement as it increased their
created trackers that allowed
learning throughout the math unit.
both students and myself to
Additionally, the self-created
document their scores and
trackers used to support
NBPTS Proposition 3: Teachers are responsible for managing progress on lessons they
implementation contributed to
and monitoring student learning; Teachers Call on Multiple completed through the
teachers hoping to incorporate this
Methods to Meet Their Instructional Goals chapter. I also created a
technology into their instruction.
summative assessment to be
used in conjunction with the
Teacher Leader Model Standards:
Teacher Leader Model Standards Domain 2: Accesses and Uses GoMath summative
My presentation contributed to my
Research to Improve Practice and Student Learning; Facilitates assessment.
colleagues by providing a detailed
the analysis of student learning data, collaborative
explanation of digital support,
interpretation of results, and application of findings to improve Teacher Leader Model
including why and how it should be
teaching and learning. Standards: After
used in our classrooms. The project
implementing the use of
as a whole contributed to my grade-
digital programs to support
level’s ability to share ideas with
instruction and increase
one another and collaborate on
students’ learning, I analyzed
implementing useful strategies in
my collected data and
the classroom. In the future, this
presented to my colleagues.
information with contribute to the
My presentation explained the
school by encouraging other grade
significance of supporting
levels to implement use as well.
technology, step-by-step
instructions to using the
highlighted digital programs,
an overview of the collected
data that proved students’
improvement, as well as time
to practice navigating the
programs and collaborating as
a grade-level team. My
presentation ended with a
request for feedback and an
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 8
 opportunity for my colleagues
to pilot implementation their
own classrooms.

Mentor Feedback
Directions: The Mentor should Identify strengths and areas of improvement in each of the following areas.
The presentation was created professionally for the targeted
Effectiveness of resources designed by Candidate, including
audience. The teacher provided several “how-to” guides showing
presentation, notes, handouts, and other resources.
step-by-step directions.
The teacher:
• Planned activities where adults can direct their own learning.
• Used a variety of teaching and learning methods, including
Effectiveness of Candidate in teaching and coaching adults. hands-on learning.
(Refer to Adult Learning Principles in FOTIP Handbook • Made the learning relevant to what adults will be doing
[https://www.fotip.org/adult-learning-theory.html]. when they leave the classroom.
• Focused on problem-solving.
• Provided a supportive learning environment, with multiple
resources and opportunities to ask questions
The value of this topic for the audience was 100% applicable as the
content included specific digital apps that can support student
Value of topic for audience. success in the classroom. Implementation strategies were provided to
ease teacher application. Teachers will be able to walk away and
utilize all the resources provided.
The overall delivery by the candidate of the professional development
Overall delivery by Candidate of the professional development
experience, including audience engagement, pacing, and tone was
experience, including audience engagement, pacing, tone, and
great.
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.
In the first part of the project, I collected student-performance data through two digital programs. The first being iReady, I was able to
track students’ minutes of practice and level of performance on their individualized lessons. This program adapts instruction to meet
students’ needs and provides them with individualized practice. To include an accountability component, I provided students with
physical iReady trackers on which they had to document their score on each completed lesson and bring to me for my initials. This
allowed me to again have eyes on their performance, students to self-monitor, and allowed me to send home to communicate
performance with parents. The second program used, ThinkCentral, directly aligns with my district’s math curriculum. Lessons
completed in this program extended the skill being taught in direct instruction. Again, students were given trackers and required to
document their scores on each lesson and bring to me for a signature. At the end of the chapter, students were given a self-created
summative assessment that allowed them to demonstrate their ability to compute problems using the skills taught in Chapter 9. After
analyzing summative data, I found that 81% of students score an 82% or higher on the test. With the exception of one student, all
students that scored below a 70% had demonstrated consistent misunderstanding through completion of all iReady and ThinkCentral
lessons.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 6 of 8
 Student Achievement
10
8
6
4
2
0 Summative
Mid-Ch.
Check

Ch. 9

Below 70% Above 70%

After completing the first half of my project, I created a presentation which was given to my grade-level team. The presentation detailed
two specific programs; why and how to use them to increase students’ achievement specifically in math. The presentation allowed for
exploration and practice with the programs, as well as time to share ideas. Following the presentation, two surveys were distributed to
my team. The first immediately followed the presentation requesting feedback on the presentation and information given. Because my
team agreed to implement a trial-use of the digital programs in their classrooms, a second survey was distributed the following week
after five school days of implementation.

Below are the results of the first survey (survey attached below for reference):
Item 1 Item 2 Item 3 Item 4 Item 5 Item 6
Teacher 1 No Concerns Likely No Concerns Yes Yes Positive
Teacher 2 No Concerns Maybe No Concerns Yes Yes Positive

Based on the results above, I was able to conclude that both digital programs presented were of interest to teachers and seemed
practical to implement into the classroom. The only significant hesitation on the part of one teacher was using two physical trackers that
both required several teacher initials, as that can be time consuming in and of itself.

Below are the results of the second survey (survey attached below for reference):
Item 1 Item 2 Item 3 Item 4 Item 5
Teacher 1 Yes Yes Yes Both- with Trackers N/A
Teacher 2 Yes ThinkCentral Only Yes Both- 1 Tracker Concern with Time

Based on the results above, I was able to conclude that both teachers appreciated seeing an increase in students’ achievement as well
after using two digital programs to support instruction. One teacher elected not to use the iReady tracker as using both felt time
consuming. As this teacher implements the use of these programs in centers, it was unreasonable for students to interrupt the teacher’s
center for initials. Therefore, the ThinkCentral tracker was submitted by students to a basket and returned later after review. The
teacher decided that the ThinkCentral tracker was more valuable as the program pertains to the grade-level skills being taught rather
than adapted practice. Moving forward, this teacher is electing to continue implementation of both programs using a tracker only for
ThinkCentral.

Moving forward, the grade level is excited to continue with supporting instruction using technology and is eager to explore other
supplemental programs.
Action Items (some may not be applicable)
For curriculum As I move forward considering additional digital programs to use in the classroom, I will make it a point to
design, lesson ensure that the programs are not only engaging, but aligned with content standards. While technology can be
planning, assessment fun practice for students, it is vital that I select programs that directly align with standards being taught in
planning curricular lessons.
Thinking ahead to next school year, I hope to continue using digital programs to support students’ learning. It is
For classroom
my hope to explore additional programs that are engaging for students and can be used in other content areas
practice
as well. One element of implementation I’d like to consider more is time and method of implementation.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 7 of 8
 Students may be work in a whole-class setting during TLC (Technology Learning Center) time, or in a center
during daily rotations, or they might even complete digital tasks as part of a “May Do” list after first completing
curricular assignments.
For teaching English
learners, students
with special needs, In implementing digital programs, most have options to for students to view in Spanish, or content can at least
and students with be modified to be more accessible to English learners.
other instructional
challenges
For future There is such a vast amount of digital support available to teachers to use to support instruction. Moving
professional forward, it would be beneficial to explore more of the programs that would be most engaging and informative,
development as well as the programs that could be used across content areas.
For supporting
Collaboration with other teachers can be useful in exploring technology to use. Teachers can discuss how
others/department/
programs might be used, and provide feedback for observations they’ve made in their own classrooms.
school/district

Other

Other Notes and Comments

As I stated in my reasoning for creating a secondary summative assessment, I have observed repeatedly that the majority of lessons
through our math chapters focus on the actual computation of various problems. However, the chapters’ summative assessments
consist of mainly word problems so students are having to first determine what is being asked before computing. As the digital programs
used also focus on practice computing, I created a secondary summative assessment that allows students to focus less on reading and
more on solving the given problems. I have two thoughts moving forward to address the observed issue. First, I am working on creating
a time that is allocated specifically for refining word problem-solving strategies. Second, in keeping with the theme of this project, I
would like to research whether there are any available digital programs that provide students focused practice with word problems.
Include copy of Google Survey Form assessment tool.

1. Post-Presentation Survey:
https://docs.google.com/forms/d/e/1FAIpQLSfZGk_MEzP_YVMFhN1jbNJHB945tbVtKLxIYKzEVUeXnrpsdQ/viewfor
m?usp=pp_url

2. Post-Implementation Survey:
https://docs.google.com/forms/d/e/1FAIpQLSeoFl9XCslomdyvV_MaBCtjPEfcXR9yVbKlqHKbEfDbjwdWEQ/viewfor
m?usp=pp_url

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 8 of 8