Fullerton Online Teacher Induction Program

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

Revised 11.5.18
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
Michaela Arabia MArabia @Stjulianaschool.org ELA & History 6-8
Mentor Email School/District Date
JHutchison@Stjulianaschool.o
Julie Hutchison Diocese of Orange 10/2019
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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 critical thinking by
T - Guide students to think critically through use of questioning strategies,
Promoting critical thinking designing structured inquires into complex problems.
T – Applying posing/solving problems, and reflection on issues in content. T – Innovating
1.5 through inquiry, problem S - Students pose and answer a wide-range of complex questions and problems,
S – Exploring S - Students respond to varied questions or tasks designed to promote S - Innovating
solving, and reflection reflect, and communicate understandings based on in depth analysis of content
comprehension and critical thinking in single lessons or a sequence of lessons.
learning.

Decides on the purpose for assessment and

Develops and adapts the range of appropriate
skills to be assessed to select appropriately
Applying assessments to address questions about
matches pre-, formative and summative
knowledge of students’ learning needs and progress.
assessments.
the purposes,
5.1 characteristics, A I Integrates a variety of characteristics into
Selects assessments based on clear
and uses of assessments to allow students with a range of
understanding of the purposes and
different types learning needs to demonstrate what they
characteristics of assessments to support
of assessments know.
student learning.

5.6 Using
available
Uses technology to design and implement
technologies to
assessments, record and analyze results,
assist in Integrates a variety of technologies into
and communicate about student learning
assessment, the development, implementation, analysis
5.6 A with administration, colleagues, families, I
analysis, and of assessments, and communication of
and students. Ensure that communications
communicatio student learning to all audiences.
are received by those who lack access to
n of student
technology.
learning

Section 3: Inquiry Focus and Planning ​(Attach Pre/Post Assessments and Data Collection Tools)
Directions: ​Your inquiry question should be concise and likely no more than 8-10 words.​ Y​ our hypothesis should indicate what you expect students to be able to do after the lesson, and it should be
able to be evaluated based on your assessment plan.​ ​Note that Semester 3 requires an inquiry question that focuses on use of technology to support teaching and learning.
Inquiry Question Hypothesis Lesson Series Topic Assessments/Data Collection
Can students understand history from an alternative Students will view history from an alternative perspective and
perspective and read opposing opinion pieces about a topic then use opinions and facts presented ot them to take a stand on Columbus Day vs. Indigenous Peoples’ Day Google Forms
while identifying the facts and opinions presented? their opinion about an important issue.

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 1: English Learner Focus Student 2: Student with ILP/504 Focus Student 3: Your Choice
Focus student 1 is a new student & Focus Student 2 has an ADHD
English LEarner with an aptitude for diagnosis, takes daily medication for
Focus student 3 is an average student
math but a noticeable struggle in ELA ADD. He struggles across all
with an approaching-on grade level
Performance Data
subjects, most likely from his recent curricular subjects, but struggles most
reading ability (5th Grade IRL and 6th
transition to our school and his recent with reading, decoding and
Grade TRL) She works hard and has a
move to the United STates. Although comprehending grade level texts. His
positive attitude in class.
he is fluent, his parents speak solely test scores show him at a 3rd grade
Japanese. From past experiences, independent reading level. His
 student 1 benefits from videos with attitude is positive but he has lazy
closed captioning and having things tendencies.
read to him. He currently has a 74%
in ELA . He does not participate, is
quiet, but enjoys working in
teacher-created groups.
This student vocalized her love of
project-based activities that begin
Will be completed after mentor Will be completed after mentor with essential and inquiry questions.
Expected Results meeting and discussion with ILP meeting and discussion with ILP I am anxious to see if her
coordinator. coordinator. achievement level increases based off
the type of activity we complete. She
is a C student.
Inquiry Lesson Implementation Plan
Directions: ​that Semester 3 requires a lesson that focuses on use of technology to support teaching and learning.
Administer Pre-Assessment Deliver Lesson(s) Administer Post-Assessment Analyze Results Discuss Results with Mentor

Identify dates for activities.

10/7/19 10/7-10/11 10/11 10/14 10/15

Provide 1-2 sentence
summary of your lesson plan.
Summarize process for
administering and analyzing
pre- and post-assessments.
Week-long lesson: The Columbus Day vs. Idigneous Peoples’ Day lesson will consist of whole-class instruction
in which the students will activate prior knowledge, use technology to annotate and read documents and
create their own assessments to digest information.
Students will complete an Anticipation Guide on Google Forms and activate prior knowledge to assess their
understanding of Columbus Day. Students will then watch 2 videos on BrainPop.com
(https://www.brainpop.com/socialstudies/famoushistoricalfigures/christophercolumbus/) and record on a
graphic organizer provided by BrainPop.com
(https://www.brainpop.com/socialstudies/famoushistoricalfigures/christophercolumbus/graphicorganizer/) a
list of achievements and cons of Columbus’ expeditions. Students will then read or have read to them via
Text-To-Speech options on ipad 2 opposing opinion pieces on PDF posted to Google Classroom. Where
students will annotate and highlight for facts and opinions using the PDF Viewer app on ipad. Students will
then complete a persuasive paragraph on their stance on Columbus Day.

Semester 3 Only: Identify the

specific technology tools, Will incorporating the use of the ​Text-to-Speech Read to Me Options and Online Annotations 
applications, links, and/or (Using PDF Viewer Annotations App)​ to improve my students’ ability to annotate documents,
devices to be incorporated understand info, and cite facts in a persuasive paragraph
into the lesson.

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.)
Panasan, Mookdaporn; Nuangchalerm, Prasart Online Submission, Journal
of Social Sciences: “​Learning Outcomes of Project-Based and
Inquiry-Based Learning Activities” ​(2010).
Rick Reis:​ Stanford University - Tomorrow's Professor Postings:
“Integrating Research and Teaching in Practice “ (2001). Studies show that project based and inquiry-based learning activities
were appropriately efficient and effective in a middle school science
Inquiry is informed by 6 different characteristics, but the one of interest classroom. Students achieved 10% higher on assessments when given a
being that teaching can be research-informed where teachers (potentially project based activity as opposed to reading and completing
in collaboration with their students) undertake enquiry into their teaching comprehension activities . Incorporating Inquiry Based and Project Based
that, like all scholarly work, ensures teaching is evidence-informed, public, lessons in the classroom with problem solving challenges “means that
and open to scrutiny by peers. students can build new understanding through interactions with their
environment. Also, the effectiveness index showed that students can gain
their knowledge and experiences of scientific conception after learned by
project-based and inquiry-based instructions.”
Colleagues ​(Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
Resources Teacher​ gets 1 on 1 time with 2 of 3 focus students and is able
Teacher in previous years (5th) check in with students throughout lessons
to work on organization, as well as focus on math. She helps students
, use peer-tutoring when creating groups for students to work in, and use
organize their materials catch up on late assignments, and segment
after school study sessions to complete homework with students as well.
assignments .
Special Emphasis: ISTE ​Standards (Semester 3 only)
Directions:​ Identify at least one ISTE-Educator and at least one ISTE- Student 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
Proposition 3: Teachers are responsible for managing and Students will be given equitable access to all materials in class
monitoring student learning. ​Accomplished teachers maintain regardless of their abilities or hurdles they face within the
high expectations for all students. They view themselves as classroom. Students can access information visually through
facilitators of student learning, helping children and young adults movies and videos on BrainPop, students can have materials read
reach their fullest potential. To achieve that goal, educators create to them through text-to-speech options on their ipad, students
vibrant, productive workspaces for their students, adjusting and can work in small groups to annotate documents for facts and
improving organizational structures as needed while establishing opinions, and students can annotate using ipads to hone skills . As
effective ways to monitor and manage traditional and they complete activities - they can evaluate which ways help them
nontraditional learning environments. learn best and understand that project based activities provide
them with multiple opportunities to understand what they're
learning.
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 were mixed in findings on “Anticipation Guide” both
agreeing and disagreeing with statements made about Christopher Three focus students agreed with all statements on anticipation
Columbus such as, guide made about Christopher Columbus such as,
-”Columbus is similar to Niel Armstrong.” -”Columbus is similar to Niel Armstrong.”
-”Columbus had a great imagination.” -”Columbus had a great imagination.”
Google Forms Anticipation Guide (Text to speech read-to-me options available)
- Simple Format: Agree, Disagree, Unsure
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
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.
inquiry, problem S – Exploring S - Integrating continuing opportunities for students to engage in inquiry in
Students created their own math problems.
solving, and reflection complex problem. How could you extend lesson into PBL?

-Teacher asked “What evidence can

you find…” to support your new
Applying stance on anticipation guide.
identify specific characteristics of
knowledge of - Teacher prompted “"What outcome
assessments that yield different
the purposes, would you predict for Christopher
types of information about student
5.1 characteristics, S S Columbus’ funeral - would a lot of
and uses of preparedness, progress, and
people be there”
different types proficiency
-Students’ ability to activate prior
of assessments knowledge will be tested as a result
of using google forms pre assessment
in the lesson.

5.6 Using
available
technologies to
-Students were more engaged in our
assist in
lessons with the incorporation of - Become more familiar with
assessment,
5.6 S S videos and ipad annotating technology resources that support
analysis, and
(technology). assessment practices
communicatio
n of student
learning

Special Emphasis ISTE-Educator and ISTE-Student Standards (Semester 3 only)

Results of Incorporation into Lesson Key Learnings and New Skills/Knowledge Developed by Teacher
​ISTE 5a. I use technology to create adapt and personalize learning
Google Forms Anticipation Guide
experiences that foster independent learning and accommodate
learner differences and needs.
Action Items
For curriculum design, lesson
planning, assessment Model for students how to use text-to-speech formats on devices.
planning

For classroom practice

For teaching English learners,

students with special needs,
and students with other
instructional challenges
For future professional
development

For future inquiry/ILP

For next POP cycle Take more photos of student work

Semester 3 Only:
For future use of technology Students create anticipation guide for next years class.

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.

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

Michaela Arabia MArabia @Stjulianaschool.org ELA & History 6-8

Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
- Google Forms Anticipation Guide
- Simple Format: Agree, Disagree, Unsure - Google Forms Anticipation Guide
-50% Agree, 30% Unsure, 10% Disagree (all with no evidence) - Simple Format: Agree, Disagree, Unsure
-10% Agree, 0% Unsure, 90% Disagree with evidence

PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments
Student completed with AVERAGE PROFICIENCY,
We should NOT celebrate
1. Focus Student: EL Agree on All statements an 8-11 sentence paragraph with 2 opinion
Columbus Day
sentences & evidence supporting their stance.
Student completed with GOOD PROFICIENCY,
We should NOT celebrate
2. Focus Student: 504/IEP Agree on All statements an 8-11 sentence paragraph with 2 opinion
Columbus Day
sentences & evidence supporting their stance.
Student completed with GOOD PROFICIENCY,
We should NOT celebrate
3. Focus Student: Teacher Choice Agree and Disagree an 8-11 sentence paragraph with 2 opinion
Columbus Day
sentences & evidence supporting their stance.
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