Fullerton Online Teacher Induction Program

I​ndividualized​ ​L​earning​ ​P​lan ​(ILP)

Revised 6.1.17
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/images of pre/post assessments/directions and the Pre/Post Assessment Data Table.
Section 1: New Teacher Information
New Teacher Email Subject Area Grade Level
Melinda Romo mrs.romo@olfartesia.org ELA 4th
Mentor Email School/District Date

Cristina Martins ms.martin@olfartesia.org Our Lady of Fatima 10/08/2019

Section 2: CSTP Areas of Inquiry

Directions: ​Identify 2-3 CSTP elements for ILP focus, including at least one as required: Semester 2 – CSTP 1/2/3; Semester 3 – CSTP 4/5/6; Semester 4 -all. 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
T - Facilitates systematic opportunities for students to apply critical thinking by
Promoting critical strategies, posing/solving problems, and reflection on issues in
designing structured inquires into complex problems.
thinking through T – Applying content. T – Innovating
1.5 S - Students pose and answer a wide-range of complex questions and problems,
inquiry, problem S – Exploring S - Students respond to varied questions or tasks designed to promote S - Innovating
reflect, and communicate understandings based on in depth analysis of content
solving, and reflection comprehension and critical thinking in single lessons or a sequence of
learning.
lessons.

Monitoring T- Adjusts strategies during instruction based

T- Seeks to clarify instruction and
student on the ongoing monitoring of individual
learning activities to support student
learning and student needs for assistance, support, or
T-Exploring understanding. T- Integrating
1.6 adjusting S-Exploring S- Integrating challenge.
S- Students receive assistance
instruction S- Students are able to articulate their level of
individually or in small groups during
while understanding and use teacher guidance to
instruction.
teaching. meet their needs during instruction.
T- Provides students with additional
Using
feedback based on formative
assessment
assessments from single lessons or T- Integrates the ongoing sharing of
information
sequence of lessons. Seeks to provide comprehensible feedback to students from
to share
feedback in ways that students formal and informal assessments in ways that
timely and
understand. T- Integrating support increased learning.
5.7 comprehensi T-Exploring
Communicates with families about Communicates regularly with families to share
ble feedback
student progress, strengths, and a range of assessment information that is
with
needs at reporting periods. Contacts comprehensible and responsive to individual
students and
families as needs arise regarding student and family needs.
their
struggling students or behavior issues.
families.
Section 3: Inquiry Focus and Planning ​(Attach Pre/Post Assessments to ILP)
Inquiry Focus Inquiry question Pre-Assessment Post-Assessment Expected Results
Based on your selected CSTP Pose measurable and observable question in
What will you use as your baseline How do you expect student performance to
elements, identify a focus of terms of students (e.g., what impact will What will you use as your final assessment
assessment of student change? Use percentages to describe anticipated
inquiry (e.g., group discussion, strategy X have on student performance as of student actions/performance?
actions/performance? growth.
differentiation, motivation…) measured by Y?)
What impact will increased use of higher-order
Use of analysis, synthesis, and There will be a 20% increase in the average exam score for
questions (teacher talk, worksheet, and student problem
evaluation questions + student problem Previous examination scores New chapter exam students who participated in class and successfully completed
generation) have on student performance as measured
generation the worksheet.
by chapter exam?

Students will answer

Will incorporating the use Students will determine if -Students will improve in
Use of technology guided reading
of ​Google Classroom​’s their predictions were answering questions through
to strengthen questions regarding
discussion feature improve correct based off their Google Classroom discussion
student character
my monitoring and understanding of board.
assessments, development in four
feedback of student character development at -Students will be more
discussions, and chapters of ​Percy
learning to help me adjust the end of the fourth engaged in understanding
teacher instruction. Jackson​ through
instruction? chapter. characters with the
making predictions
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 5
 on character incorporation of discussions
choices. through technology.
-I will improve in monitoring
their discussions as
assessments and using them
to adjust instruction.

Directions: ​Identify three focus students for your inquiry. Identify special characteristics of the students and include performance data. Explain why you have selected them for this inquiry focus. Do not
use actual names of students. (Note: At least one focus student should be an English learner and at least one must have an ILP/504 accommodation. The third is your choice, but please identify someone
that poses an instructional challenge.) Identify expected results for each focus student.
Focus Student 1: English Learner
This student currently has a C (71.4%)
in Ela, as she struggles with learning
new vocabulary. She avoids writing
Performance Data
and rarely asks for help. I believe that
through the use of technology, she
will become more encouraged to ask
for help with more feedback given
from me.
I am hoping this student will improve
in seeking assistance and feedback by
Expected Results
the end of this trimester. I would also
like her overall grade to become a B
or higher.
Focus Students
Focus Student 2: Student with
Focus Student 3: Your Choice
ILP/504
This student has been diagnosed
This student, rarely turns in homework and
with dyslexia and has difficulty in
has a D (60.7%) as her quiz results reflect her
spelling and writing. He currently
work effort. She will answer questions in class
has a C (70.3%) in ELA due to
and follow along with instruction but will do
misspelled words on the spelling
the work incorrectly or not at all. Since she is
quizzes. Focusing on the use of
good at answering questions, I am hoping
technology with him for this
through the use of Google classroom
inquiry focus would help me
discussions she will be able to complete her
monitor his writing.
work more effectively.
I am hoping this student is able
to use typing as a way to help
I would like to see an increase in work habits
distinguish letters and be able to
and classwork being turned in completed by
show his improvement through
the end of this semester. I hope by turning in
his spelling and writing. I would
her work she will have better quiz results as
like to see his grades go up to a B
well as raising her grade to a B or higher.
or higher.

Inquiry Lesson Implementation Plan

Administer
Administer Pre-Assessment Deliver Lesson(s) Analyze Results Discuss Results with Mentor
Identify dates for Post-Assessment
activities.
11/03/2019 11/04/2019 11/07/2019 11/15/2019 11/15/2019
The initial lesson will have students evaluate their character charts from the first four chapters. They will answer the
Provide 1-2 sentence discussion board question about making character predictions in a well thought about paragraph with reasoning
summary of your lesson behind their predictions. Then students will respond to two other classmate predictions. I will use this assessment to
plan. provide students with feedback and adjust my future lessons with the next four chapters.

Summarize process for The inquiry will begin with their current understanding of the characters. At the end of the book, I will compare
administering and student’s discussions and predictions with the beginning of this lesson and note overall improvement, which will
analyzing pre- and either prove or discredit the original hypothesis.
post-assessments.

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.)
How to Use Google classroom for Personalized Learning
https://www.classcraft.com/blog/features/google-classroom-personalize
Google Classroom: What works and How
d-learning/
https://www.jesoc.com/wp-content/uploads/2016/03/KC3_35.pdf
This article re enforced the concept of using google classroom for
This article reintroduced me to the google classroom. It showed a study of
communication. Given students the ability to receive feedback from the
the initial usages of google classroom. I learned that there are benefits to
instructor. It also adds on the communication between students to learn
both teachers and students in using google classroom.
from each other.

Colleagues ​(Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)

My mentor uses Google classroom discussion boards, providing students

My colleague addresses this issue in her fourth grade science class though
with discussion prompts and expectations in her ELA jr. high school classes.
communicating class rubrics for projects. She sends them rubrics and
She also provides them with feedback and changes the discussion questions
provides them with feedback through google classroom.
based on the initial assessments.

Special Emphasis: Instructional Strategy, ISTE ​Standards​, NBPTS Core Propositions

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 5
 Special Emphasis Focus How Special Emphasis will be Incorporated

This lesson will allow me to work on incorporating ​Google

ISTE Standards for Educators 2: Educator as Leader:​ I seek out
Classroom​ to promote student’s learning, engagement, and reading
opportunities for leadership to support student empowerment and
comprehension through the use of discussion questions and
success and to improve teaching and learning.
responses.

Section 5: Results and Reflection

Directions:​ Record Pre- and post- assessment data into P
​ re/Post Assessment Data Table​ (see end of document). Include copies/images of pre/post assessments/directions and the Pre/Post Assessment
Data Table with submission.
Pre/Post Assessment Data Analysis Findings for Whole Class Pre/Post Assessment Data Analysis Findings for Three Focus Students

Students motivated each other when incorporating technology into

the unit. They were able to use references in the character maps to The students were able to ask for help without being discouraged.
help write responses.

Initial Evidence/Rational for Rating

CSTP Element Revised Rating Suggestions for Moving Forward
Rating (Summarize from POP Section 3)
Promoting critical
To move to INNOVATING level:​ Consider how to increase complexity of
thinking through Teacher asked questions of analysis and evaluation.
T – Applying T – Integrating task beyond a single lesson so that there are continuing opportunities for
1.5 inquiry, problem Students answered questions that included all levels of Bloom’s.
S – Exploring S - Integrating students to engage in inquiry in complex problem. How could you extend
solving, and Students created their own math problems.
lesson into PBL?
reflection

Monitoring Teacher checked assessments as

student students were completing
learning assignments.
To move to INTEGRATING level:
and T-Exploring T-Applying Students were engaged and took
1.6 Consider opportunities for exit slips asa
adjusting S-Exploring S-Applying charge of completion of their work.
quicker assessment for instruction.
instruction They asked and helped each other
while while completing tasks before asking
teaching. me.

Using
assessment
information
to share
To move to APPLYING level: I would like
timely and
Once completed assignment, I to give feedback throughout
comprehen
5.7 T-Exploring T-Exploring provided students with feedback assignments. As well as share their
sible
based on formal assessments. progress with their family. How can I
feedback
share progress?
with
students
and their
families.
Special Emphasis (Skills, Themes, ISTE Standards·Teachers, NBPTS Core Propositions (if applicable)
Results of Incorporation into Lesson Key Learnings and New Skills/Knowledge Developed by Teacher

Students were able to hold discussions on their google classroom

Students learned how to use google classroom discussions.
discussion board. They were able to give each other feedback.

Action Items
For curriculum design,
lesson planning, Design the lesson as a unit and build upon the lessons throughout the assessments perhaps using exit tickets.
assessment planning

For classroom practice Students were engaged in the lesson and knew classroom procedures.
For teaching English
learners, students with Break down the questions into different parts and include sentence frames and graphic organizers.
special needs, and

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 5
students with other
instructional challenges
For future professional
development Continue to learn about google classroom through professional development resources.

For future inquiry/ILP Focus on communication more frequently with parents.

For next POP cycle Continue to implement technology into the lessons as students are willing to try new means of assessments.

Other

Other Notes

Pre-/Post- Assessment Data Table​ follows this document.

Include copies/images of pre-/post- assessments/directions and the Pre/Post Assessment Data Table with submission.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 5
 Fullerton Online Teacher Induction Program
I​ndividualized​ ​L​earning​ ​P​lan ​(ILP)
Revised 5.1.17
Directions​: Record student pre and post scores in this table. Do not use student’s actual names.
New Teacher Email Subject Area Grade Level
Melinda Romo mrs.romo@olfartesia.org ELA 4th
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average

November 3-5 Average 20 November 7 Average 12

PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments
1. Focus Student: EL 21 12 neatly organized
2. Focus Student: 504/IEP 21 12 few grammar errors
3. Focus Student: Teacher Choice 20 12
4. Anna 21 12
5. Brianna 21 11 Good examples
6. Ceanna 21 12 Very detailed with great citing from the book
7. Dianna 21 12
8. Elena 18 12 repetitive at the beginning
9. Fiona 21 10 not enough details the second time
10. Gianna 21 12
11. Harry 21 12
12. Isabella 21 12
13. Jerry 21 12
14. Kiana 21 12
15. Larry 19 12 missing one detail in the pre assessment
16. Manny 21 12
17. Nicola 21 12 really detailed and complete sentences
18. Oceana 21 11 opinion vs fact
19. Peema 21 12
20. Reanna 21 12 had good citations to chapters
21. Serry 21 12
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
910111213141516

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