Fullerton

Online Teacher Induction Program

Individualized Learning Plan (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
th
Taylor Speicher Taylor.Speicher@oxforchampions.com Multiple Subjects 4 grade
Mentor Email School/District Date
Oxford Preparatory
Ashleigh Mineau Ashleigh.Mineau@oxfordhcmapions.com Academy, Saddleback 10-10-19
Valley
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
Promoting critical T - Facilitates systematic opportunities for students
to apply critical thinking by designing structured
thinking through T - Guide students to think critically through use of questioning strategies, posing/solving
inquires into complex problems.
1.5 inquiry, problem
T – Applying
S – Exploring
problems, and reflection on issues in content.
S - Students respond to varied questions or tasks designed to promote comprehension and
T – Innovating
S - Innovating
S - Students pose and answer a wide-range of
complex questions and problems, reflect, and
solving, and critical thinking in single lessons or a sequence of lessons.
communicate understandings based on in depth
reflection analysis of content learning.

Using available T- Integrates a variety of

T- Uses technology to design and implement assessments,
technologies to assist technologies into the development,
record and analyze results, and communicate about student
in assessment, T- implementation, analysis of
5.6 analysis, and
T-Applying learning with administration, colleagues, families, and
Integrating assessments, and communication
students. Ensure that communications are received by those
communication of of student learning to all
who lack access to technology.
student learning audiences.
T- Provides systematic
opportunities for student self-
T- Begins to encourage students to establish learning goals
Involving all students assessment, goal setting, and
through single lessons or sequence of lessons that include
in self-assessment, progress monitoring.
goal-setting exercises.
T-
5.5 goal-setting, and T- Applying Teacher provides students with opportunities in single
Integrating Develops students’ meta-cognitive
progress monitoring lessons or sequence of lessons to monitor their own
skills for analyzing progress and
progress toward class or individual goals.
refining goals towards high levels

of academic achievement.

Section 3: Inquiry Focus and Planning (Attach Pre/Post Assessments to ILP)
Inquiry Focus Inquiry question Pre-Assessment Post-Assessment Expected Results
How do you expect
Based on your selected CSTP elements, Pose measurable and observable question in terms of What will you use as your baseline What will you use as your final student performance to
identify a focus of inquiry (e.g., group students (e.g., what impact will strategy X have on student assessment of student assessment of student change? Use percentages
discussion, differentiation, motivation…) performance as measured by Y?) actions/performance? actions/performance? to describe anticipated
growth.
There will be a 20% increase in
What impact will increased use of higher-order questions (teacher talk, the average exam score for
Use of analysis, synthesis, and evaluation
worksheet, and student problem generation) have on student performance Previous examination scores New chapter exam students who participated in
questions + student problem generation
as measured by chapter exam? class and successfully
completed the worksheet.

There will be a
10% increase in the
scores from the
Using progress monitoring
What impact will progress monitoring and Previous examination End of chapter initial assessment
and self assessment to help
self-assessment have on students ability to set scores (example: Social assessment (Social to the unit/chapter
set goals for future
and obtain their own goals for learning? Studies) Studies) test after students
assignment and assessments
have self-assessed
and tracked their
progress.
Focus Students
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 2: Student with
Focus Student 1: English Learner Focus Student 3: Your Choice
ILP/504
This student has a 504 plan. This This student is currently preforming
student is currently performing slightly below grade level and has an
This student is currently performing at grade level. She is a
below grade level. Some average of a D+ (68.5%) in class.
level 2 English Learner. I will provide her with study guides,
accommodations for this student This student is very shy and keeps
Performance Data visuals and other material to help support her language
include; special seating to the front of to her self. She tries her best, but
skills.
the room, pre-written note templates, has a very hard time focusing and

extra time on work and frequent brain staying on task. She has trouble
breaks. with comprehension and she is
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 5
 below grade level in reading by two
nd
grades (2 grade reading level).
This student will be able to set
This student will be able to set goals
This student will be able to set goals and use skills to self- goals and use skills to self-
and use skills to self-monitor their
Expected Results monitor their progress across different subjects with 85% monitor their progress across
progress across different subjects
accuracy. different subjects with 60%
with 80% accuracy.
accuracy.
Inquiry Lesson Implementation Plan
Administer Post- Discuss Results with
Administer Pre-Assessment Deliver Lesson(s) Analyze Results
Assessment Mentor
Identify dates for activities.
10/15/19 10/17/19 10/24/19 10/25/19 11/4/19
I have created a pre-assessment for our next Social Studies chapter “Explorers to California” using Google form. It is a series of
multiple-choice questions about the California Explorers. I will be giving this to my students to gauge what they already know
and what I need to focus on. I will go over the results and use this to guide my lessons. After each lesson I will give a short
Provide 1-2 sentence
online quiz and have my students self-assess their work. They will be their individual tracking scores using a Google doc that I
summary of your lesson plan.
have provided them in their Google classroom, as well as using this to set future goals. Before our last Chapter assessment, I
will ask students to set a goal for the score they want to achieve.

Pre-assessment: Check for understanding/ prior knowledge of concept using Google forms (multiple choice questions)

Collection of data will be continuous throughout the 4 lessons (short quiz using all assessments types (pen and paper, computer
based, multiple choice, short answer). Students will be able to self-assess their work and set a goal for the next assessment
Summarize process for using a chart in Google sheets.
administering and analyzing
pre- and post-assessments.
Post assessment: Students have been self-monitoring their progress and can compare all scores to set a final goal for the last
Chapter test. Lastly, students will be able to analyze and compare their first assessment score to their final assessment.

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.)

“Can Goals Motivate Students?”

Usher, Alexandra (2012) © Center on Education Policy, The
George Washington University Graduate School of Education
and Human Development.
"Working Inside the Black Box: Assessments for Learning in the Classroom" https://www.cep-dc.org › cfcontent_file
Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2004).

Working inside the Black Box: Assessment for Learning in the Classroom. Phi Delta Kappan, 86(1),
8-21. https://doi.org/10.1177/003172170408600105 Summary of article: As the research and programs suggest,
goals in general can help motivate
Summary of article: To incorporate some of the ideas about formative assessment into your own students to work harder if certain conditions are present.
practice, the first step is to reflect on what you are now doing. Teachers need to be giving For an assessment to be motivating, educators need to
make clear to students what they
students time to self-assess, self-reflect and set goals for their own accomplishments.
need to learn to do well on the assessment.

1.

Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
8th grade, multiple subjects teacher: Science
assessments
5th grade, multiple subjects teacher: Math assessment This teacher uses different types of assessments with his
This teacher takes each Math quiz her students take and highlights the most frequently missed students. The first type is showing their knowledge
questions or concepts. Then she re-teaches those students in a small group, using a mini-lesson through writing. He gives students the option to complete
on the concept. She then tracks how well or not those target students do on the next Math quiz or a writing prompt instead of a multiple choice test. He also
exit ticket. Se gives her students back the results and they keep track of them using a program she gives students a participation grade for answering
has provided. questions orally. Students keep track of their scores using
a chart through their Google classroom.

Special Emphasis: Instructional Strategy, ISTE Standards, NBPTS Core Propositions
Special Emphasis Focus How Special Emphasis will be Incorporated
ISTE: Empowered Learner
1a: Students articulate and set personal learning goals, develop strategies leveraging technology My goal is to have my students understand the self-
to achieve and reflect on the learning process itself to improve learning outcomes. monitoring process and how setting goals for themselves
Students use technology to help them self-grade and monitor their progress on assignments, as can have a positive outcome. Students will be able to use
technology to take assessments, self monitor their grade
well as help keep their learning goals in order.
and set goals for the next assessment.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 5
 Section 5: Results and Reflection
Directions: Record Pre- and post- assessment data into Pre/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 Three
Pre/Post Assessment Data Analysis Findings for Whole Class
Focus Students
When assessing my student’s data for the pre-
assessment, the data shows that all three focus
students improved their scores. My EL student
scored a 60%. On the post-assessment, the data
Overall, I think that the data from the post-assessment compared to the pre-
shows that they scored an 80%, which is a big
assessment, my students did very well. In the initial assessment, students scored
improvement. My student on a 504 Plan initial
an average of 70%. After the post assessment, students scored an average of
scored a 70% and in the post assessment they
90%.
scored a 70% and then scored a 90%. My choice
focus student scored a 70% on the pre-
assessment and a 100% on the post test.

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

To move to
INNOVATING level: I
will need to use a wide
Teacher gives students the range of technologies
Using available opportunity to take their Social to design, implement,
technologies to
assist in
studies assessment on the and analyze
assessment, computer using Google forums. assessments and
5.6 T-Applying T- Integrating
analysis, and They are also able to use a provides for an in
communication
listening app to have the depth and ongoing
of student
learning prompts read out loud to them communication
if they need to extra assistance. regarding student
learning to all
audiences.

To move to
INNOVATING level: I
will need to provide
systematic
Teacher has each student set a opportunities for
Involving all
students in self- goal for him or herself on where student self-
assessment, they would like to be at the end assessment, goal
5.5 goal-setting, T-Applying T- Integrating of the unit. They will revisit this setting, and progress
and progress
goal after the post assessment monitoring for all of
monitoring
to see if they have met their my students. My goal is

goal. to have students begin
to set these goals on
their own to enhance
their own learning.

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
I was able to use the ISTE Standard 1a: to Empower Learners and teach them how to While focusing on this special emphasis of
the ISTE Standard, I learned the value of
set and accomplish goals for their own learning. Each student had a different goal
helping my students set goals, both on a unit
that was unique to his or her own personal learning situation. Overall, student were
level and on an expanded, yearly level. They
able to achieve the goal that they were striving for on this Social Studies assessment. need to be able to master setting specific goals
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 5
 for themselves, act with purpose to achieve
those goals, and then reassess their progress
and continue to move forward onto the next
goal that they would like to achieve.

Action Items
I plan to continue working with my students on meeting their own personal goals that they set for
For curriculum design, lesson
planning, assessment planning
themselves. I plan to set time aside at the beginning of a new unit so talk with my students about what
they think they are capable of and what they would like to achieve by the end of the unit.
I plan to better organize my data online so that students are able to see their growth and progress
For classroom practice throughout the trimester. This will give them a better sense of where they are and what they need to do
to improve.
For teaching English learners,
students with special needs, I plan on working hard to give my EL students a good example of what a goal consists of and what are the
and students with other steps they can take to achieve it.
instructional challenges
For future professional development, I would like to attend more GATE conferences and eventually get
For future professional
development
GATE certified. I think that this would help strengthen my ability identify and work with students who
identify as GATE.
For the next ILP, I am going to be focusing on CSTP 3: Understanding and Organizing Subject Matter for
th
Student Learning. I think that because this was my first year teaching 4 grade, I was a little overwhelmed
with getting all of the subject matter done and on a schedule. For the next ILP I am going to focus on
For future inquiry/ILP
organizing each subject matter in a way that I have time to go over everything that is important and
needed.

For my next POP cycle, I think that I would like to focus on presenting a lesson in the subject matter of
Science. Science is my least favorite subject, but my students love it this year. I would like to focus on
For next POP cycle
improving on my presentation of the lesson material and practicing different ways to show students how
to learn about Science.

Other N/A

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
Individualized Learning Plan (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

Taylor Speicher Taylor.Speicher@oxfordchampions.com Multiple Subject 4th

Pre-Assessment Data Range and Average Post-Assessment Data Range and Average

5-8 points out of 10/ Data range from 50%-80% 6-10 points out of 10/ Data rage from 60%-100%

PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments
1. Focus Student: EL 6 8 Score improved by 2 points
2. Focus Student: 504/IEP 7 9 Score improved by 2 points
3. Focus Student: Teacher Choice 7 10 Score improved by 3 points
4. Student 1 6 9
5. Student 2 6 9
6. Student 3 5 7
7. Student 4 7 8
8. Student 5 8 8
9. Student 6 8 9
10. Student 7 8 9
11. Student 8 8 9
12. Student 9 7 9
13. Student 10 7 10
14. Student 11 7 9
15. Student 12 7 8
16. Student 13 5 6
17. Student 14 6 8
18. Student 15 6 8
19. Student 16 7 8
20. Student 17 5 7
21. Student 18 5 6
22. Student 19 9 9
23. Student 20 9 10
24. Student 21 8 10
25. Student 22 7 9
26. Student 23 7 10
27. Student 24 8 10
28. Student 25 7 9
29. Student 26 6 9
30.
31.
32.
33.
34.
35.
36.
910111213141516

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 5