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
Lynne Camp lynne@ccyl.church Language Arts 7
Mentor Email School/District Date
Amy Zazuetta amy@ccyl.church Private March 1,2019
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.
CST
Element Initial Rating Description Goal Rating Description
P
T - Guide students to think critically through use of questioning
T - Facilitates systematic opportunities for students to apply critical
strategies, posing/solving problems, and reflection on issues in
Promoting critical thinking thinking by designing structured inquires into complex problems.
T – Applying content. T – Innovating
1.5 through inquiry, problem S - Students pose and answer a wide-range of complex questions and
S – Exploring S - Students respond to varied questions or tasks designed to promote S - Innovating
solving, and reflection problems, reflect, and communicate understandings based on in depth
comprehension and critical thinking in single lessons or a sequence of
analysis of content learning.
lessons.

Use a variety of assessments to set

Establishing and Explore ways to articulate and set
student goals and articulate expected
articulating goals goals for students.
4.2 Exploring Applying learning outcome.
for student Makes adjustments in planning lesson
Aid students in setting specific goals for
learning. plans based on
themselves.
I set high expectations for my
students and they are challenged
Creating a appropriately. Lessons are scaffolded
for those who need it- ELL or those Create a learning environment that
rigorous learning
on an IEP. Long term assignments promotes critical thinking, accuracy, a
environment
are monitored to ensure that each place where students will feel
with high
2.4 Applying student will be successful. Short Integrating challenged.
expectations and
appropriate term assignments are clear in verbal
as well as written instructions. Plan differentiated lessons to meet the
support for all
needs of all students.
students.

Section 3: Inquiry Focus and Planning (Attach Pre/Post Assessments to ILP)

Inquiry Focus
Based on your selected CSTP elements,
identify a focus of inquiry (e.g., group
discussion, differentiation, motivation…)
Use of analysis, synthesis, and evaluation
questions + student problem generation
Self motivation for students to become better
writers.
Inquiry question Pre-Assessment Post-Assessment Expected Results
Pose measurable and observable question How do you expect student
What will you use as your baseline What will you use as your final
in terms of students (e.g., what impact will performance to change? Use
assessment of student assessment of student
strategy X have on student performance as percentages to describe anticipated
actions/performance? actions/performance?
measured by Y?) growth.
What impact will increased use of higher-order There will be a 20% increase in the average
questions (teacher talk, worksheet, and student exam score for students who participated in
Previous examination scores New chapter exam
problem generation) have on student performance class and successfully completed the
as measured by chapter exam? worksheet.
How can I encourage and teach students how to
Students will set specific writing goals,
self edit their own writing assignments as well as
effectively self edit, and make corrections, by
take responsibility for their work, set specific First Draft compare and contrast essay. Post-Assessment will be the final draft paper.
using a editing checklist and rubric to meet
writing goals, and be proud of what they have
desired results.
accomplished?

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
Performance Data Alexandra is hardworking and Billy has difficulty staying focused and
focused. Her academic issues are Susie has autism and has trouble has trouble staying in his seat for long
with writing and speaking staying focused on assignments periods of time. He is bright, but has
grammatically correct. This student and following through with no interest in academics and tends to
was chosen because I want to see completing long term work. For get distracted easily. He also distracts
her make improvements in her this student, we will work on others around him. Billy knows that he
writing skills. I will help her by writing one paragraph at a time. works more efficiently when he can
monitoring her first draft and helping We will begin with the body separate himself from other students.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 7
 While working on this assignment, he
paragraphs then move on to the
will most likely want to move his desk
introduction and conclusion
so he can focus without being
which tend to be more difficult,
her write clearly by using correct distracted. Billy will need me to be
frustrating and challenging for
vocabulary, pronunciation, and attentive and nearby while he is
students. I will use more
grammar. working. It’s important for him to
guided direction with Susie and
receive positive reinforcement which
give her a detailed and specific
helps him take ownership and feel
paragraph planner to follow.
proud of his work.
I expect this student to complete Billy will complete the assignment on
the assignment, but we will work the same timeline as the rest of the
I expect her to complete the
together as opposed to her class, however since the assignment will
assignment free from grammatical
Expected Results completing the work all on her be typed at home, he will most likely
errors after self editing and making
own. I will monitor her not complete the work and I will allow
corrections with me.
progress and make modifications him to work on a school computer to
if necessary. finish the assignment.
Inquiry Lesson Implementation Plan
Administer Pre-Assessment Deliver Lesson(s) Administer Post-Assessment Analyze Results Discuss Results with Mentor
Identify dates for activities.
March 18 March 18, 19, 20 March 29 April 1 April 3
This is a writing assignment that will compare and contrast the book Animal Farm to the movie. We will
Provide 1-2 sentence
summary of your lesson plan.
watch the move after reading the book and students will compose a well constructed essay highlighting
the similarities and differences between the book and the movie.
This lesson will be a Compare and Contrast Essay between the book and movie Animal Farm.

(Day One) After completing the book and the movie, we will work together as a class and create a venn
diagram on the whiteboard to identify the similarities and differences between the book and the movie.

Students will then transfer the information from the board to their paragraph planner worksheet.

I will spend the rest of the class period teaching students how to write two body paragraphs, one about
similarities and one about differences. We will discuss introduction sentences, textual evidence, and
transitional sentences. I will write an example paragraph on the board with input and help from students.

(Day Two) The following day I will teach the students how to write introduction and conclusion
paragraphs. I will model examples on the board.
Summarize process for
administering and analyzing
pre- and post-assessments. (Day Three) Students will then type their first draft at home and bring a printed copy to class where I will
show them how to self edit by using a self editing check list and rubric. The first draft will be their pre
assessment.

After students self edit, they will conference with me one on one and we will further edit and make
revisions together.

(Day Four) Students will turn in directions, rubric, self editing checklist, first draft and final draft. Final
draft will be the post assessment. This will be graded according to the rubric.

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://studentreasures.com/blog/best-tips-for-teaching-students-to- https://www.thedaringenglishteacher.com/2018/10/teaching-your-
edit-their-own-writing/ students-to-edit-their.html
I learned that it helps to have students focus on one thing at a time when I learned that it is a good idea to show students the steps they should
editing; this way they don’t get overwhelmed, lost, or confused when self take when they read over their own papers since many students don’t
editing. know where or how to begin self editing.
Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 7

th
5 grade, Language Arts.
One colleague suggested I make a self editing checklist for each student.
This idea was very helpful because using a rubric alone does not provide
specific enough information to the students when editing their own
papers. A checklist will give each student something that they can use to
“check off” specific areas to look for while making corrections to their
papers.
Special Emphasis: Instructional Strategy, ISTE Standards, NBPTS Core Propositions
Special Emphasis Focus
For this assignment, I will be focusing on self editing and writing
skills.
I will be incorporating the ISTE Standard 1, Empowered Learner and
will be focusing specifically on 1a, “students articulate and set
personal learning goals, develop strategies using technology to
achieve them and reflect on the learning process to improve
learning outcomes.”
I will also be focusing on NBPTS Core Proposition 1, Teachers are
committed to students and their learning.
I will also be attentive to my focus students and will make sure the
desired learning outcome is differentiated to meet their academic
goals.
4th grade, Language Arts.
This colleague suggested peer editing. I am considering using this idea
but find that peer editing creates more confusion for students.
Oftentimes students will make corrections on their classmates papers
that are not accurate which causes confusion. I also don’t like to
embarrass students who are not strong writers by requiring them to
share their first draft with others. When they have to share their work,
it doesn’t build confidence but instead makes them feel more insecure
about their writing skills.
How Special Emphasis will be Incorporated
Special emphasis will be incorporated by using clear
expectations which will be a writing s prompt that includes
step by step instructions and expectations, a venn diagram,
paragraph planner, self editing worksheet, and grading rubric.
I will also be modeling how to write each paragraph on the
board.
Students will use i-pads, laptops, or computers to type and
print their first and final drafts. This will help them get familiar
with typing, printing and using technology.
I am committed to my students’ learning and I intend to have
students actively involved in their learning. Setting goals and
using the self editing worksheet will allow the students to take
ownership of their work while I come alongside each of them
during the learning process.
To meet the needs of each focus students I will focus on
different areas- Focus student number one will need special
emphasis on vocabulary, pronunciation, and correct grammar
usage. Focus student number two will need to be redirected to
stay on topic and for focus student number three, I will be
encouraging him to complete the assignment without feeling
discouraged or bored.

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 Whole Class Pre/Post Assessment Data Analysis Findings for Three Focus Students
Focus Student #1 Completed the assignment successfully after
further explanation of the difference between compare and
contrast.

Focus Student #2 also complete the assignment with few issues.

Most students completed this assignment properly. I did find that This student did a good job at staying organized and worked on
despite my efforts to keep students organized, I still had one organization and balancing time to complete the assignment
students who lost the directions and did not complete the pre without falling behind.
assessment first draft of the essay. Focus Student #3 had difficulty staying focused and lost
documents on his computer as well as typed directions that
were handed out to each student. I worked with the student
to help him complete the assignment despite his unwillingness
to do the work. He was proud of his essay after we worked
together to complete the task.
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?

2.4 Creating Applying Integrating Teacher prompted students to think Check with each student to be
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 7
 rigorous
learning of more facts by asking open ended
sure they are completing the large
environmen questions. Students were able to
group assignment. I noticed one
t with high articulate their thoughts and ideas
student was having difficulty
expectations with the help of guided questions for
staying focused.
for all the teacher.
students.
Establishing
and Teacher organized a rough draft Be sure to check with each
articulating outline on the board for students to student to make sure their
4.2 Exploring Integrating
goals for copy or use as a guideline. Students outlines are completed as
student filled in their own outline expected.
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
For ISTE Standard 1, Empowered Learner, 1aI focused on students
setting personal learning goals. I found that having students take
responsibility for their work and self editing their essay proved
successful for most students.

A couple students did not complete the assignment thoroughly I learned that I need to make sure that students have ample
however and lost the directions. time to work on this assignment. I will also post directions
online onto google classroom.
For NBPTS Core Proposition 1, Teachers are committed to students
learning, I felt that I was able to successfully help most students
complete the assignment with desired results.

For curriculum design, lesson
planning, assessment 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
Action Items
I will continue to have students set their own goals for writing. I will also continue using self editing
worksheet. I will incorporate the use of peer editing as well. Students will be able to take responsibility for
their work by using self editing worksheet and peer editing in class.
The biggest frustration with this lesson was that two students did not complete the first draft despite the
fact that we organized the essay together and wrote an outline in class. I will be sure to find ways to make
it possible for every student to complete the first draft.
I will more visuals, examples and hands on material that ELL students can use . I will also create a more
detailed outline for students with instructional challenges. This will allow them to have additional
resources which will keep them focused and able to complete the assignment without feeling
overwhelmed.
I read an article called “Winning Ideas for Getting Students to Complete Homework” on Scolastic.com and
plan on doing further research on how to get students to feel motivated to complete their homework.
CSTP 4.4 Planning instruction that incorporated strategies to meet the learning needs of all students.
Inquiry Question: How can I create a writing lesson that is challenging, but also meets the needs of
diversified learners? How can I set high standards, but also reachable goals for those who struggle? How
can I challenge students who are high to excel even more? How can I be sure each student will complete
the homework assignment?
I will be focusing on literature and will create a lesson on annotating novels and how to take proper notes
while reading.

Other

Other Notes

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

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 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 5 of 7
 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
Lynne Camp lynne@ccl.church Language Arts 7
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
Class Average:
Class Average:
Total A’s:7
Total A’s: 5
Total B’s:3
Total B’s: 5
Total C’s:3
Total C’s:1
Total D’s:1
Total D’s:1
Total F’s:0
Total F’s:2
PRE-/POST- ASSESSMENT DATA TABLE
Student Pre-Assessment Score Post-Assessment Score Comments
1. Focus Student: EL
80 89
Student #
2. Focus Student: 504/IEP
84 90
Student #3
3. Focus Student: Teacher Choice
0 69 This student did not turn in a first draft essay.
Student #10
4. Student #2 95 97
This student did not turn in the first draft
5. Student #4 0 76
essay.
6. Student#5 97 100
7. Student #6 93 94
8. Student #7 90 96
9. Student #8 93 99
10. Student #9 83 89
11. Student #11 87 89
12. Student #12 88 92
13. Student #13 68 73
14. Student #14 75 78
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
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34.
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36.
910111213141516

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