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
Matthew Viles mattviles11@gmail.com Multiple Subject 6th Grade
Mentor Email School/District Date
James Kessel jkessel@bousd.us BOUSD 10/7/2020
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.
Rating
CSTP Element Initial Goal Rating Description
Description
T -Develops a rigorous
learning environment
that includes accuracy,
analysis, problem solving,
and appropriate levels of
challenge.
Holds high expectations
for students. Has an
Creating a rigorous learning understanding of
T - Facilitates high standards to students through
environment with high achievement patterns, content, conversations, and instruction
T – Applying and uses scaffolds to T – Innovating
2.4 expectations and appropriate address achievement S- Students complete work and participate in classroom
support for all students S – Exploring Gaps.
S - Innovating
discussions and assignments at the level that is
S - Students engage in a appropriate for teacher
variety of differentiated
supports and challenges
in ways that promote
their accuracy, analysis,
and problem solving in
learning.

Using a variety of instructional
strategies, resources, and
1.4
technologies to meet students’
diverse learning needs
T - ​Utilizes a variety of
strategies including
culturally responsive
pedagogy, resources, and
technologies during
ongoing instruction to T - Provides students to have multiple outlet and
meet students’ diverse resources to receive instruction and use technology to
T - Applying learning needs T -Innovating
demonstrate mastery of concepts
S - Applying S - Students participate in S - Innovating
instruction using S - Students use multiple new strategies to demonstrate
strategies, resources, and
technologies matched to
standards
their learning needs

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

Pre-Assessme Post-Assessme
Inquiry Focus Inquiry question Expected Results
nt nt
Will the use of blogging as a Previous
Future
Use of summarizing to increase reading summarizing tool increase Benchmark/Googl I expect students to get 75% of the questions that pertain to summarizing
Benchmark/Google
comprehension student’s reading e Form the content.
Form Assessments
comprehension of content Assessments

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
Focus Student 1:
2: Student with Focus Student 3: Your Choice
English Learner
ILP/504
This student is
This student has a 68% in
diagnosed with
Reading class this year. His
ADHD and has
AR Reading level at the
difficulties paying
beginning of the year was at
attention to direct
4.2 and this student is
instruction. This This student is a student that reflects the majority of the remaining students in my class. He is a
reading at 4th grade level.
student does have smart student with good capabilities, but likes the drive for taking ownership in his learning. He is
Based on iReady reading
Performance Data a B in Reading at currently reading at a 5th grade level and has 80% in Reading class. He does not ask many
scores, his comprehension questions, but when he knows answers he is confident enough to respond to a prompt or in
the moment. This
for non fiction and literature
student is reading classroom discussions. He also has attention difficulties.
are both at 3rd grade levels.
at 6th grade level
This student shows very low
and
motivational levels and
comprehension
seems to get easily frustrated
levels are at early
with work that is difficult.
mid 6. This
 student has high
motivation but
lacks confidence
in their ability. She
needs constant
support and
affirmation that her
work is
acceptable.
I expect this
student to receive
a 90% on the
I am hoping this student will reading
complete the blog posts and comprehension I expect this student to receive an 85% on the reading comprehension quizzes. I expect this
Expected Results finish one book. I expect him and build student to give a thorough summary in his blog. I want this student to ask questions that are for
to get a 75% on the reading confidence to not clarification.
comprehension quizzes. ask confirmation
questions on the
assignment and
quizzes.
Inquiry Lesson Implementation Plan
Administer
Identify dates for activities. Administer Pre-Assessment Deliver Lesson(s)
Post-Assessment
Analyze Results Discuss Results with Mentor

N/A October 19-November 6 Nov 10 Nov 12 Nov 15

Provide 1-2 sentence summary of your
lesson plan.
Summarize process for administering
and analyzing pre- and
post-assessments.
Research/Professional Learning ​(Identify two articles that have informed inquiry focus. Provide title, URL or citation, and statement of what was learned.)
Reading through this article, one thing
that stood out to me as very important in
summarizing is teaching the students
what content is important enough to
include in the summary. Students need
to understand the concept and how to
distinguish between a key detail and non
key detail. Another important part of this
article is that it does suggest that
summarizing is a useful tool for reading
comprehension. Students who are able
to condense the reading into a succinct
paragraph are able to understand the
actual plot. It suggests the use of graphic
organizers to plan out the thoughts
students will need to write out. This will
help students determine the most
important parts of a story, which they
suggest is the most vital aspect of writing
an appropriate summary.
I will be teaching students strategies to summarize sections of their independent reading novels. We will discuss
key details and main ideas and how to transfer that into a summarizing paragraph. We will focus on putting
information into their own words. They will create their own blog posts with summarizing as the emphasis.
The process will begin with student’s first scores in their reading comprehension quizzes on short stories we read
in class. We will complete the lessons and blogs and students will be taking another quiz on new reading material.
Section 4: Inquiry Research and Exploration
This article once again emphasizes the importance of summarizing in relation to reading comprehension. The
article states, “Studies show that students who are successful in reading comprehension are also successful in
summarization and that teaching of summarization strategies increases comprehension and enables the things
learned to be permanent.” They conducted a survey on people writing summaries based on strategies they
recommended. One strategy that I found very important and useful was interacting with the text as you read.
Having students with either a highlighter or pencil underline and annotate their text. This process keeps students
engaged in their reading and more focused on the task of finding the most important details in the text. They are
able to refer back to their marks and plan from there. Another important part of this article is that students need to
be summarizing more often. They need repetition and practice to master and learn this concept. They need
different reading materials that have different styles and content. This will help with summarizing and more
importantly reading comprehension.
http://www.hrpub.org/download/20180930/UJER18-19511991.pdf

http://www.ascd.org/ASCD/pdf/journals/e
d_lead/el_198812_anderson.pdf

Colleagues ​(Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
I spoke to a 4th grade teacher
about how she teaches
I also spoke to a 7th and 8th grade English teacher at a different school. She gave me a few ideas of how she
summarizing in the classroom. She
told me that they really focus on teaches summarizing. First, she explains the difference between retelling a story and summarizing. She focuses
underlining and highlighting the on details and key ideas. One activity that helps students with this process is modeling by telling using a common
important key details. She also fairy tale. The teacher will show the students by retelling the story and summarizing. She shows them the
gave me advice that students need difference between the two and then she has the students pair up with common tv shows and movies. A follow up
to see if modeled. It helps students to this activity she told me about how she does a similar activity. She reads a short story and then has a cup with
to see the teacher write down the popsicle sticks with different numbers. The students pull a stick and it gives them the amount of words they are
key details and transform that into
allowed to use to summarize the story. Students learn in this activity to be succinct. They have to only choose the
a summary paragraph. She gave
me advice that this process really most important ideas from the text.
needs to be chunked. It has to be a
multi day lesson so students can
take it one step at a time.
Special Emphasis: Instructional Strategy, ISTE Standards, NBPTS Core Propositions
Special Emphasis Focus How Special Emphasis will be Incorporated
 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

Pre/Post Assessment Data Analysis Findings for Three Focus Students
Findings for Whole Class

Evidence/Rationa
l for Rating
CSTP Element Initial Rating Revised Rating Suggestions for Moving Forward
(Summarize from
POP Section 3)
Teacher asked questions of
analysis and evaluation. To move to INNOVATING level:​ Consider how to increase complexity of
Promoting critical thinking through inquiry, T – Applying T – Integrating Students answered questions task beyond a single lesson so that there are continuing opportunities for
1.5
problem solving, and reflection S – Exploring S - Integrating that included all levels of students to engage in inquiry in complex problem. How could you extend
Bloom’s. Students created lesson into PBL?
their own math problems.
Teacher asked
Creating a rigorous learning questions to students To move to innovating consider how to incorporate all
environment with high T – Applying T- Applying who were raising students within the learning environment. Use prompts
2.4 expectations and appropriate S- Applying their hands. Tried to
support for all students S – Exploring and structure to create an environment where students
incorporate all are discussing academic content with their classmates.
students through the
use of popsicle sticks.
Students were asked
to use Google Slides
to create a blog post.
Using a variety of instructional T- Integrating They used annotating
strategies, resources, and S - Integrating To move students to innovating, have smaller groups of
T - Applying skills to highlight
1.4 learning to differentiate the key details and summary to
technologies to meet students’ S - Applying through the booklet
diverse learning needs extend and reteach the process.
and created a chart on
a piece of paper for
key details and
summary.

Special Emphasis (Skills, Themes, ISTE Standards·Teachers, NBPTS Core Propositions (if applicable)
Results of Incorporation into
Key Learnings and New Skills/Knowledge Developed by Teacher
Lesson

Action Items
Split the workload into multiple days. Use vocabulary builders to help students understand academic content so they can focus on the comprehension of
For curriculum design, lesson planning, the story rather than learning new words. Have students use similar stories or read books in groups together. They will then be able to understand and
assessment planning work together on a text rather than all of them reading their own independent novel. It will create an opportunity for small group instruction and students
will learn more from each other and modeling summaries.
Utilize breakout rooms on zoom to differentiate the learning and reread the stories with students who seem to be struggling. Have set rotations and
For classroom practice
expectations built in.

For teaching English learners, students

Use audio book and have EL students pre read the text so they are familiar before they are asked to read, highlight key details and write a summary.
with special needs, and students with
That is a long day with al lot of expectations for students who may be struggling to understand the text.
other instructional challenges

For future professional development

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.

Fullerton Online Teacher Induction Program

I​ndividualized​ ​L​earning​ ​Pl​ an ​(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
mattviles11@gmail.
Matt Viles Language Arts 6
com
Pre-Assessment Data Range and
Post-Assessment Data Range and Average
Average
Range - 12.5%-100% Range - 42%-100%
Average - 77% Average - 78%
PRE-/POST- ASSESSMENT DATA TABLE
Pre-Assessment Post-Assessment
Student Comments
Score Score
 Student
received higher
● Focus Student: EL 62% 71%
grade on post
assessment
Student
received higher
● Focus Student: 504/IEP 42% 100%
grade on post
assessment
Student
● Focus Student: Teacher received higher
75% 85%
Choice grade on post
assessment

●
 ●

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