Individual Learning Plan (ILP) Spring Semester Education Specialists – Case Management Purpose: The Individual Learning Plan is a structured inquiry that supports the growth and development of Credential Candidates’ teaching practice. Embedded in its foundational structure, is the Plan, Teach, Reflect, Apply (PTRA) cycle. The PTRA cycle provides a process by which to build a teacher’s habit of mind for continuous growth toward mastery of the California Standards for the Teaching Profession (CSTP). The Individual Learning Plan is a collaborative project with a shared responsibility for learning by the Credential Candidate, Mentor, District Administrator, and Alliance for Teacher Excellence Trainer.

PLAN What do I know about my teaching practice? o What are my goal(s)? o What are my measurable outcome(s) for the focus student? o What evidence can I gather to monitor progress toward my goal(s) and measurable outcome(s)? o

TEACH

APPLY

What resources can I access to help me develop an action plan to meet my goal(s) and measurable outcome(s)? o Which action steps will I need to implement to achieve my goal(s) and measurable outcome(s)? o What timeline will I need to follow to achieve my goal(s) and measurable outcome(s)? o

How will I apply what I have learned in my classroom to enhance student learning? o What are my next steps for continuous improvement? o How can my Administrator, Mentor, and/or Trainer support me in implementing these next steps? o

REFLECT To what degree did I achieve my goal(s) and measurable outcome(s)? o What have I learned… o about my students’ learning? o about my teaching? o

Directions and Tips: 1. 2. 3. 4.

The Mentor and Credential Candidate discuss and complete the Individual Learning Plan (ILP) together. It is a joint partnership. Save your working document frequently and in more than 1 location (Desktop files, Google Drive, flash drive, etc.). When you are ready to submit, save your document as a Microsoft Word or PDF document (.doc, .docx, or .pdf). o If you edit the document in Pages, Word Perfect, Google Docs, etc., be sure to convert it to a .doc, .docx, or .pdf document before submitting in Blackboard. Submit the ILP document in its entirety according to the deadlines below.

Due Dates:

PLAN PHASE Due: Sunday, April 9, 2017

TEACH PHASE

REFLECT PHASE Due: Friday, May 12, 2017

APPLY PHASE

Individual Learning Plan Spring Semester – Education Specialists – Case Management The Mentor and Credential Candidate discuss and complete the Individual Learning Plan (ILP) together. It is a joint partnership.

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Mentor’s Name:

Credential Candidate’s Name:

Mentor’s Credential Type:

Credential Candidate’s Credential Type:

Mentor’s Teaching Assignment:

Credential Candidate’s Teaching Assignment:

PLAN PHASE

Due: April 9, 2017

Self-Assessment and ILP Focus Directions: a) Identify a focus student for the Individual Learning Plan (ILP). b) Consider the IEP goals of the focus student, and use the CSTP placemat to identify a standard as the focus of the ILP. c) Using the Continuum of Teaching Practice, identify which element will be the focus of the ILP. d) Using the Continuum of Teaching Practice, self-assess to determine the current development level in the chosen element. e) Mentor: Observe your Credential Candidate to gather evidence of their current developmental level and to confirm that the element chosen as the ILP focus is an appropriate choice. f) List the CSTP focus element, the current development level, and the desired developmental level in this CSTP element. CSTP Focus Element:

Current Developmental Level in this CSTP Element:

Desired Developmental Level in this CSTP Element:

Triad Conference and Rationale Directions: a) Hold a Triad Conference. (Mentor, Credential Candidate, and Administrator should all be present.) b) Discuss the CSTP focus element, and ask for the Administrator’s input and recommendations. c) Give the Administrator an opportunity to recommend an additional area for growth based upon a school or district initiative. d) Discuss the Credential Candidate’s needs, and ask the Administrator for potential resources available from the school or district to support the ILP. (e.g. release time, professional development, and opportunities for observations) e) List the input, support, and resources offered by the Administrator to support the ILP. f) Write a rationale for selecting the Credential Candidate’s CSTP focus element. Be sure to cite evidence from the self-assessment, observation conducted by the Mentor, and Administrator’s input to justify your choice. Input, Support, and Resources Offered by Administrator to Support the ILP:

Rationale for Selecting the CSTP Focus Element:

Individual Learning Plan Spring Semester – Education Specialists – Case Management The Mentor and Credential Candidate discuss and complete the Individual Learning Plan (ILP) together. It is a joint partnership.

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Focus Student Profile Focus Student’s First Name: Primary Disability:

Secondary Disability: Reading/Language Arts:

Math: IEP Goals Other Related Goals & Objectives (e.g. behavior, related services):

Accommodations and Modifications

Statewide Assessments Statewide & District Assessments

Check the box or highlight:

District Assessments List district assessments below:

☐ DRDP – Access ☐ CAASPP ☐ CELDT

☐ CMA ☐ CAA Services

Plans

Check the box or highlight:

Related Services & Plans

☐ ☐ ☐ ☐ ☐ ☐ ☐

SLP PT OT APE O&M DHH VI

Check the box or highlight:

☐ ☐ ☐ ☐ ☐ ☐

BICM Transportation ESY TPP Workability Other

Individual Learning Plan Spring Semester – Education Specialists – Case Management The Mentor and Credential Candidate discuss and complete the Individual Learning Plan (ILP) together. It is a joint partnership.

☐ BSP ☐ PBIP ☐ Transition Plan

☐ Health Plan ☐ Services Plan ☐ Other

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Goals, Measurable Outcomes, and Evidence Directions: a) Goal: Use the Continuum of Teaching Practice language to develop and write a goal. b) Measurable Outcome(s): Identify the focus student’s learning that will result from the teacher improvement. c) Evidence: Identify the evidence to be collected to monitor growth toward the desired teacher improvement. d) Formative Assessment: Identify the formative assessment to be administered to monitor the focus student’s learning toward his/her IEP goal(s). e) Professional Development: List the professional development you attended in connection to your ILP goal. f) Rationale: Describe how the professional development supports your ILP goal. g) Total Hours: List the total number of hours of professional development you attended in connection to your ILP goal. h) If the Administrator recommended an additional goal, list the goal, the measurable outcome(s), and the evidence you will collect. (Only required if your Administrator recommended an additional goal. The Administrator goal, measurable outcomes, and evidence do not need to address the focus student’s learning toward his/her IEP goal.) Evidence: Formative Assessment: Goal: Measurable Outcome(s): What is the desired teacher improvement?

The teacher will:

What is the desired student learning?

The students will:

What will you collect that will measure teacher improvement?

 Teacher Improvement: The teacher will collect ________ to measure _______.

Professional Development:

Rationale:

Administrator Goal:

Measurable Outcome(s) for Administrator Goal:

What is the desired teacher improvement?

What is the desired student learning?

The teacher will:

What will you collect that will monitor student learning?

The students will:

 Focus Student Learning Related to IEP Goal(s): The teacher will administer ________ to monitor the focus student’s _______. Total Hours:

Evidence for Administrator Goal: What will you collect that will measure teacher improvement and student learning?

 Teacher Improvement: The teacher will collect ________ to measure _______.  Student Learning: The teacher will collect ________ to measure _______.

Individual Learning Plan Spring Semester – Education Specialists – Case Management The Mentor and Credential Candidate discuss and complete the Individual Learning Plan (ILP) together. It is a joint partnership.

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Plan Phase Completion Checklist 1. 2. 3. 4. 5. 6. 7.

The rationale for the ILP focus is supported by data from the self-assessment, Mentor’s observation, and/or the Administrator’s input. The goal is about teacher improvement. The goal is based upon the desired developmental level in the Continuum of Teaching Practice. The measurable outcome(s) identifies the desired focus student’s learning and aligns with the goal. The evidence to be collected is a valid measure of the teacher improvement. The formative assessment to be administered is a valid measure of the focus student’s learning. The professional development is aligned with and support the ILP goal(s).

Individual Learning Plan Spring Semester – Education Specialists – Case Management The Mentor and Credential Candidate discuss and complete the Individual Learning Plan (ILP) together. It is a joint partnership.

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Due: April 9, 2017

TEACH PHASE Resources to Explore for Action Steps Directions: a) Observe colleagues who have expertise related to the ILP goal to gather ideas for action steps. b) Research best practices related to the ILP goal. c) Consult with colleagues to identify additional ideas for action steps. d) List ideas generated from observations, research, and consultations with colleagues. Sources:

Ideas:

Observation of a Colleague(s): Research of Best Practices: Consultations with Colleagues:

Develop and Implement Action Steps Directions: a) List the action steps the Credential Candidate plans to implement to achieve the goal(s), measurable outcome(s), and collection of evidence. o Action steps need to be specific, logically ordered, comprehensive, and based upon ideas from observation(s) of a colleague(s), research of best practices, and consultations with colleagues. b) Identify the timeline for each action step. Indicate the date(s) or a specific date range for each step. c) Implement the action steps over a minimum of 2 weeks. d) Gather evidence of teacher improvement. e) Gather formative assessment(s) of the focus student’s learning. f) If the Administrator recommended an additional goal, complete steps a – d specifically for the Administrator’s goal. (Only required if the Administrator recommended an additional goal. Remember that the Administrator goal does not need to address the focus student’s learning toward his/her IEP goal) Implementation Timeline: Action Steps: Minimum of 2 weeks

Action Steps for Administrator’s Goal:

Implementation Timeline for Administrator’s Goal:

Teach Phase Completion Checklist 1. The action steps are reflective of ideas gathered from observation(s) of colleague(s), research of best practices, and/or consultations with colleagues. 2. The action steps are specific, comprehensive, and in logical order. 3. The action steps are aligned to the goal(s) and measurable outcome(s). 4. The timeline defines date(s) or a specific date range for each action step. Submission: Submit via the Blackboard assignment titled, “Spring ILP – Case Management – Plan & Teach Phases” Due Date: Sunday, April 9th by 11:59 PM Feedback: Your Trainer will provide feedback via Blackboard by April 30th. (If your assignment is submitted by the due date.) Individual Learning Plan Spring Semester – Education Specialists – Case Management The Mentor and Credential Candidate discuss and complete the Individual Learning Plan (ILP) together. It is a joint partnership.

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REFLECT PHASE

Due: May12, 2017

Directions: a) Mentor: After the Credential Candidate has fully implemented the action steps, observe their teaching practice to gather evidence of growth in the CSTP focus element. b) Hold a post-observation conference to discuss the observation and the Credential Candidate’s growth in the CSTP focus element. c) Review the evidence gathered during the implementation of the actions steps. Consider what the evidence indicates about teacher improvement and the focus student’s learning. d) Refer to the Continuum of Teaching Practice (CTP) to identify the Credential Candidate’s current developmental level in the CTSP focus element.  List the initial and current development level in the CTSP focus element. e) Write a reflection of growth in the CSTP focus element.  Describe the degree to which the ILP goal(s) were achieved.  Describe the progress made toward meeting the focus student’s IEP goals.  Cite specific evidence gathered to justify your claims. Be sure to include: 1. evidence of teacher improvement, 2. formative assessment of the focus student’s learning, 3. Mentor’s observation, and 4. post-observation conference discussion.  Provide an update on the Credential Candidate’s progress in coursework in advanced specialty areas, additional authorizations, opportunities for leadership or professional advancement, or professional development related to distinct specified protocols. Initial Developmental Level in this CTSP Element: Current Developmental Level in this CTSP Element: CSTP Focus Element: As identified in the Plan Phase

As identified in the Reflect Phase

Reflection of Growth:

Reflect Phase Completion Checklist: 1. 2. 3. 4.

The reflection describes the degree to which the goal(s) and measurable outcome(s) were achieved. The evidence cited reflects teacher improvement aligned to the goal(s). The evidence cited reflects the focus student’s learning aligned to the measurable outcome(s). The evidence cited reflects the Mentor’s observation and/or post-observation discussion.

Individual Learning Plan Spring Semester – Education Specialists – Case Management The Mentor and Credential Candidate discuss and complete the Individual Learning Plan (ILP) together. It is a joint partnership.

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APPLY PHASE

Due: May12, 2017

Next Steps for Continued Growth Directions: a) Identify your desired developmental level in the CSTP focus element for continued growth. b) Use language and/or ideas from the desired developmental level of the Continuum of Teaching Practice to formulate next steps. c) Identify additional support needed from the Mentor, Administrator, and/or ATE Trainer to implement the next steps. Desired Developmental Level in this CSTP Element:

Next Steps:

Support Needed from Mentor, Administrator, and/or ATE Trainer:

Triad Conference Directions: a) Hold a Triad Conference. (The Mentor, Credential Candidate, and Administrator should all be present.) b) During the meeting:  share the CC’s learning throughout the ILP process,  share the evidence gathered and growth achieved by the CC,  discuss the CC’s next steps for continued growth, and  discuss the support needed from the Administrator and/or district to implement the next steps. c) Describe your Administrator’s response and feedback during the Triad Conference. Name of Administrator:

Administrator’s Feedback:

Apply Phase Completion Checklist: 1. The next steps use language and/or ideas from the desired developmental level of the Continuum of Teaching Practice. 2. The next steps are specific. 3. The support needed from the Mentor, Administrator, and/or ATE Trainer is specific and it aligns to the next steps. 4. The Administrator’s input was evident in the Triad Conference. Submission: Submit via the Blackboard assignment titled, “Spring ILP – Case Management – Reflect & Apply Phases” Due Date: Friday, May12th by 11:59 PM Feedback: Your Trainer will provide feedback via Blackboard by June 2nd. (If your assignment is submitted by the due date.)

Individual Learning Plan Spring Semester – Education Specialists – Case Management The Mentor and Credential Candidate discuss and complete the Individual Learning Plan (ILP) together. It is a joint partnership.

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