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
Brittany Enamorado benamorado@omsslo.com Multiple 4th
Mentor Email School/District Date
Lindsey Pereira lpereira@omsslo.com Old Mission School October 3, 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 - Facilitates systematic opportunities for students to apply critical thinking
T - Guide students to think critically through use of questioning strategies,
Promoting critical thinking T – Applying by designing structured inquires into complex problems.
posing/solving problems, and reflection on issues in content. T – Innovating
1.5 through inquiry, problem S 3– S - Students pose and answer a wide-range of complex questions and
S - Students respond to varied questions or tasks designed to promote S - Innovating
solving, and reflection Exploring problems, reflect, and communicate understandings based on in depth
comprehension and critical thinking in single lessons or a sequence of lessons.
analysis of content learning.

Establishing Establishes and communicates to students

and articulating T- Establishes and shares learning goals for clear learning goals for content that are
T-Applyi
4.2 goals for Explori skill development with students in single accessible, challenging, and differentiated
ng
student ng lessons and sequence of lessons. to address students’ diverse learning
learning needs.
Uses a broad range of data to set learning
Using goals for content and academic language
Uses a variety of assessment data to set
assessment data that are integrated across content
learning goals for content and academic
to establish standards for individual and groups.
language.
learning goals T-Appl T-Integr
5.4
and to plan, ying ating Plan differentiated instruction targeted to
Plans differentiated lessons and
differentiate, meet individual and group learning needs.
modifications to instruction to meet
and modify
students’ diverse learning needs.
instruction Modifies lessons during instruction based
on informal assessment.
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 elements, Pose measurable and observable question in
What will you use as your baseline What will you use as your final How do you expect student performance
identify a focus of inquiry (e.g., group terms of students (e.g., what impact will
assessment of student assessment of student to change? Use percentages to describe
discussion, differentiation, strategy X have on student performance as
actions/performance? actions/performance? anticipated growth.
motivation…) measured by Y?)
What impact will increased use of higher-order
There will be a 20% increase in the average exam
Use of analysis, synthesis, and evaluation questions (teacher talk, worksheet, and student
Previous examination scores New chapter exam score for students who participated in class and
questions + student problem generation problem generation) have on student performance as
successfully completed the worksheet.
measured by chapter exam?

Post-assessments will
Pre-assessments will be
be administered
Will researching a specific administered utilizing
utilizing the STAR
Establish goals through math skill and using that the STAR Renaissance
Renaissance
assessment data to knowledge to develop a standardized testing Students scaled score on
standardized testing
develop a slideshow and become the program. Tests are each test will improve at a
program. Tests are
differentiated math teacher increase content administered on the growth rate between 4.5%
administered on the
unit to increase student acquisition and increase computer and consist of and 5.5% per week.
computer and consist
learning. scores on the standardized 34 questions, which the
of 34 questions, which
math assessment? students will have one
the students will have
hour to complete.
one hour to complete.
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
This student is an interesting second This student has a visual This student is a new student to my school
language learner because this processing disorder and is and has transferred with gaps in his math
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 4
 student’s primary language is sign knowledge. The student is currently
testing in the 21st percentile
language. The student has had testing at the 31st percentile rank in math
rank for math.
assistive devices for one year and is on the standardized test.
currently learning new vocabulary
across all academic areas. This is a
slow and lengthy process, but the
student acquires new language daily.
This student is currently testing in the
22nd percentile rank for math.
Increase scaled score (SS) to
Increase scaled score (SS) to 524 Increase scaled score (SS) to
550 by 11/8/2019. This
Expected Results by 11/8/2019. This represents an 581 SS by 11/8/2019. This represents
represents an increase of 5.10
increase of 4.5 SS/week. an increase of 5.40 SS/week.
SS/week.
Inquiry Lesson Implementation Plan
Administer
Administer Pre-Assessment Deliver Lesson(s) Analyze Results Discuss Results with Mentor
Post-Assessment
Identify dates for activities.
9/17/19 10/1 - 10/30 11/1/19 11/1/19 11/1/19
One specific skill that was identified on the standardized test as a focus area is understanding the
Provide 1-2 sentence
structure of a fraction. Student will research this topic using ST Math and XL math to create a slideshow
summary of your lesson plan.
presentation that they will use to teach their peers.
Summarize process for Pre and post-assessments will be administered utilizing the STAR Renaissance standardized testing program.
administering and analyzing Tests are administered on the computer and consist of 34 questions, which the students will have one hour to
pre- and post-assessments. complete.
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.)
Editorial: Learning design, teacher inquiry into student learning and
learning analytics: A call for action
Tracing the effects of teacher inquiry on classroom practice. https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12273%401
http://www.fotip.org/uploads/4/8/0/4/4804162/1-s2.0-s0742051x090005 0.1111/%28ISSN%291467-8535.LondonFestivalofLearningVI
59-main.pdf
Design, inquiry, and analytics used together can benefit students
Training teachers to use teacher inquiry had a positive impact and detectable and teachers. By creating a circle process of all three this can be a
changes in the teacher’s practice. powerful tool for teacher inquiry and improved learning design.

Colleagues ​(Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
The 5th grade teacher at my current school site was curious about
The 5th grade teacher, my mentor, at my previous school noticed that her
using a tool like Grammarly in her class would help increase students'
students were not decoding well while reading. She posed an inquiry
proficiency in writing. She started using the program herself and has
question to herself asking, “If students are explicitly taught Greek and Latin
noticed that her error rate is down from when she first started, so she
roots will their decoding of new words increase?
is excited to try this with her students as well.
Special Emphasis: Instructional Strategy, ISTE ​Standards​, NBPTS Core Propositions
Special Emphasis Focus How Special Emphasis will be Incorporated
3a. I plan and employ effective research strategies to locate information and Students will need to know how to research online to find
other resources for my intellectual or creative pursuits. information to create their presentations. Student will then
3c. I curate information from digital resources using a variety of tools and
methods to create collections of artifacts that demonstrate meaningful curate this information into a presentation that will be shared
connections or conclusions. with their peers.
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
The three focus students all exceeded the goal I set for them.
Pre Assessment data: Scaled score average 654 / percentile rank
This lets me know for the next cycle that I can set a more steep
(PR) average 76.
goal for my students as the interventions that are in place are
Post assessment data: Scaled score average 670/ percentile rank
working well! I have identified the next set of focus skills for
(PR) average 78
these students based on recommendations from the STAR
Average change is +16 scaled score points and +2 percentile ranks
Renaissance test results. I have decided to continue to test these
improvement.
focus students monthly even after this cycle.
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?
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 4
 Establishing Teacher met with students and
To move to integrating level I need
and articulating T- discussed the goals for the scaled
to establish learning goals that
4.2 goals for Explori T-Applying score increase. Students graphed
connect standards and students'
student ng their pre and post assessment scores
interests.
learning and celebrated their growth!
Using
Teacher planned differentiated
assessment data To move to integrating level I need
instruction targeted to meet
to establish to focus on using a broad range of
individual and group learning needs.
learning goals T-Appl data to set learning goals for
5.4 T - Applying
and to plan, ying content and academic language that
Teacher modified lessons during
differentiate, are integrated across content
instruction based on informal
and modify standards for individual and groups.
assessment.
instruction
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
The special focus ISTE standards were 3a and 3c. These both relate to effective
research and using digital resources to make meaningful connections and
conclusions. I had to modify my lessons to explicitly teach how to tell if an Students learned how to research online to find information to
online source is reliable. The students have worked with Google Slides often so create their presentations. Students were able to use their
this piece of creating the presentation was the easiest bit. The students research to develop a presentation and then share it with their
presentations were all unique because they all made meaning of the prompt peers.
differently.

Action Items
For curriculum design, lesson
planning, assessment
planning

Develop small group math rotations similar to the Engligh Language Arts rotations that I am currently doing.
For classroom practice
This will further help focus instruction for my focus students.
For teaching English learners,
students with special needs, For my English Language learner focus student I need to continue to work on vocabulary development. This
and students with other applies not only to academic vocabulary, but across
instructional challenges
For future professional
development Enroll in Renaissance professional development course so that I can learn more about this assessment tool.

For future inquiry/ILP

For next POP cycle

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 3 of 4
 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
Brittany Enamorado benamorado@omsslo.com Multiple Subject 4
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
Scaled score average 670/ percentile rank (PR) average 78
Scaled score average 654 / percentile rank (PR) average 76 Average change is +16 scales score points and +2 percentile
ranks.
PRE-/POST- ASSESSMENT DATA TABLE
Student Pre-Assessment Score Post-Assessment Score Comments
1. Focus Student: EL 475 / 19PR 539 / 23PR
2. Focus Student: 504/IEP 518 / 21PR 584 / 40PR
3. Focus Student: Teacher Choice 547 / 31PR 594 / 45PR
4. WB 815 / 99PR 890 / 99PR
5. CD 631 / 69PR 677 / 81PR
6. LD 592 / 51PR 726 / 93PR
7. MD 682 / 87PR 679 / 81PR
8. KE 689 / 89PR 671 / 79PR
9. EF 625 / 67PR 643 / 68PR
10. CG 736 / 96PR 781 / 98PR
11. DJ 740 / 96PR 714 / 90PR
12. BK 615 / 54PR 628 / 68PR
13. CL 670 / 78PR 684 / 87PR
14. RM 752 / 97PR 757 / 96PR
15. GM 665 / 82PR 652 / 71PR
16. HM 644 / 74PR 675 / 80PR
17. CN 614 / 61PR 615 / 54PR
18. MO 664 / 82PR 730 / 93PR
19. RW 585 / 41PR 593 / 52PR
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
910111213141516

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 4