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
Katherine Harrison Katherineharrison222@gmail.com ELA 11
Mentor Email School/District Date
CA Connections
Teresa Chacon Tschacon12@gmail.com 10/10/20
Academy/Ripon
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 by designing structured inquires into complex
T - Guide students to think critically through use of questioning strategies,
Promoting critical thinking through problems.
T – Applying posing/solving problems, and reflection on issues in content. T – Innovating
1.5 inquiry, problem solving, and S - Students pose and answer a wide-range of complex
S – Exploring S - Students respond to varied questions or tasks designed to promote S - Innovating
reflection questions and problems, reflect, and communicate
comprehension and critical thinking in single lessons or a sequence of lessons.
understandings based on in depth analysis of content
learning.

Plans differentiated instruction based on

knowledge of students’ academic
Using knowledge of readiness, academic language, diverse Plans differentiated instruction
students’ academic cultural backgrounds, and individual that provides systematic
readiness, language
Applying cognitive, social, emotional, and physical opportunities for supporting and
4.1 proficiency, cultural Innovating
background and development to meet their individual extending student learning based
individual development needs. Examines potential sources of bias on comprehensive information
to plan instruction. and stereotyping when planning lessons. on students.
Uses culturally responsive pedagogy in
planning.
Demonstrates purposeful use of a
wide range of assessments to
Using available support differentiated student
technologies to assist Uses available technology to record learning needs and reflect
in assessment, Emergin assessments, determine proficiency levels, progress. Draws flexibility from a
5.6 Innovating
analysis and g and make required communications about repertoire of appropriate
communication of student learning. assessment options and
student learning characteristics to maximize
student demonstration of
knowledge.
Section 3: Inquiry Focus and Planning (Attach Pre/Post Assessments to ILP)
Inquiry Focus Inquiry question Pre-Assessment Post-Assessment Expected Results
Pose measurable and observable question in How do you expect student
Based on your selected CSTP elements, What will you use as your baseline What will you use as your final
terms of students (e.g., what impact will strategy performance to change? Use
identify a focus of inquiry (e.g., group assessment of student assessment of student
X have on student performance as measured by percentages to describe
discussion, differentiation, motivation…) actions/performance? actions/performance?
Y?) anticipated growth.
What impact will increased use of higher-order questions There will be a 20% increase in the
Use of analysis, synthesis, and evaluation questions + (teacher talk, worksheet, and student problem generation) average exam score for students who
Previous examination scores New chapter exam
student problem generation have on student performance as measured by chapter participated in class and successfully
exam? completed the worksheet.

Will student scores on the

Unit 2 Descriptive Essay
Student scores will
improve after I provide
Differentiation Unit 1 Essay Scores Unit 2 Essay Scores improve on the Unit
differentiated instruction and
2 Descriptive Essay.
an editable rough draft
template?
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 (JAC) currently has a score of This student (BS) currently has a This student (KE) earned 33% on
42% in my class and has completed 36% of score of 57% in my class. They the Unit 1 essay, mainly due to
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 10
 not following the assignment
have completed 19% of the
instructions. I believe that the
the lessons, so they are ahead of schedule. lessons, so are behind the target
Unit 2 rough draft template will
(Current target is 27% completion.) This of 27% completion. This student
help this student meet the
student earned 75% on the Unit 1 essay. did not answer the essay
objectives for the assessment.
This student is an identified English questions on the Unit 1 quiz so I
This student is representative of
Learner, EL 3 – Developing Proficiency. expect the template to be very
a large portion of my English 11
helpful for their U2 essay.
students.
I expect this student to earn 90% on the
Unit 2 essay. I believe that if they use the I expect this student to earn I expect this student to earn 90%
Expected Results
template I will provide, they will be able to 80% on the Unit 2 essay. on the Unit 2 essay.
do it.
Inquiry Lesson Implementation Plan
Administer Post- Discuss Results with
Administer Pre-Assessment Deliver Lesson(s) Analyze Results
Assessment Mentor
Most Unit 2
Identify dates for activities. Ongoing, 7/87 students
rough drafts will
have submitted their 10/19
be submitted by
Unit 1 essay.
11/10.
I will share the Unit 2 rough draft template, have students practice identifying the physical senses,
Provide 1-2 sentence summary of brainstorm their topics and which senses they might use to describe their topic, demonstrate how to
your lesson plan. download an editable version of the template and show students how to open and bookmark the
English 11 website.
Students will submit their rough drafts via our online learning system. The due date is 11/3 and students
Summarize process for
will receive a temporary zero once their rough draft is one week overdue. It may take some effort on my
administering and analyzing pre-
and post-assessments. part to motivate my focus students to complete their rough drafts using the template and in a timely
manner.
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.)
Patricia M. Barbetta and Linda A. Spears-Bunton, “Learning
Robert Pennington and Mallory Koehler, “Effects of Modeling, Story Templates, to Write: Technology for Students with Disabilities in
and Self-Graphing in the Use of Story Elements by Students with Moderate Secondary Inclusive Classrooms.” The English Journal, Vol.
Intellectual Disability.” Education and Training in Autism and Developmental 96, No. 4 (Mar. 2007), pp. 86-93.
Disabilities, 2017, 52(3), 280-290. This article is a review of seven technologies that support
The authors examined the effects of modeling, story templates and self-graphing on literacy and their use with students with disabilities in
the writing of students with Moderate Intellectual Disability (MSD). They secondary inclusive classrooms. One category is Cognitive
acknowledge the difficulty in teaching all students to communicate effectively Organizational Technologies, and includes templates that are
through writing, citing a report that found 70% of eighth and twelfth grade students provided by various ed tech companies. I’m happy to see
are not proficient in their written expression. It’s even more difficult for students that as an English 11 PLC, we have developed our own
with disabilities. The finding that modeling, templates and self-graphing resulted in templates to support our students, and this is something
students with MSD maintaining the targeted skills is encouraging to me as I consider that some schools are paying companies to provide. The
utilizing a template for all of my students with their descriptive essay. authors conclude that “these technologies can support
students in becoming more effective and more confident
writers.”

Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
A colleague in my PLC prepared a template for a Unit 1 Test
When my mentor works with students who are working towards language acquisition
study guide. Students are enthusiastic about the organized
or students with learning challenges, she begins with the baseline assessment. In our
method to study for the test. I just sent the template out to
learning environment, that is typically the Unit 1 essay. She works with students in a
my students and I look forward to seeing their responses.
one-on-one LiveLesson session and goes through the process of revising their essay.
In extreme cases, she walks them through the essay writing process and has the
student take notes, encouraging metacognitive reflection to help solidify the process
of successfully completing an essay in our environment. Additionally, she records the
one-on-one session and provides a link to other students who would benefit.
Special Emphasis: Instructional Strategy, ISTE Standards, NBPTS Core Propositions
Special Emphasis Focus How Special Emphasis will be Incorporated
ISTE Standards for Students 4c: I develop, test and refine prototypes as part The template I am sharing with my students uses
of a cyclical design process. technology to support all of my students in writing a
descriptive essay, regardless of the learning
differences. I will continue to refine the template

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 10
 based on the results that I observe.
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 Focus
Pre/Post Assessment Data Analysis Findings for Whole Class
Students

Pre-Assessment: Average Score 94% Post-Assessment: Average Score 80%

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 how to
Promoting critical thinking Teacher asked questions of analysis and evaluation. increase complexity of task beyond a single lesson so
T – Applying T – Integrating
1.5 through inquiry, problem Students answered questions that included all levels of that there are continuing opportunities for students
S – Exploring S - Integrating
solving, and reflection Bloom’s. Students created their own math problems. to engage in inquiry in complex problem. How could
you extend lesson into PBL?

I designed my slideshow to
support visual learners and my
direct instruction via video
Using supported both audio and visual
knowledge of learners. The Descriptive Essay
students’ template I provided supports
academic differentiated instruction by
readiness, breaking the essay down into
I will continue to revise my
language incremental steps.
lessons to include content
CSTP 4.1 proficiency, Applying Innovating
that my students can relate
cultural Students participated by
to.
background answering my questions, asking
and individual their own questions, sharing their
development thoughts and sending me their
to plan Exit Ticket answers. I also directed
instruction. them to download the Descriptive
Essay template and type their
notes into the form during the
lesson.
5.6 Using available Emergin Integrating Students submitted their I will continually seek
technologies to g Descriptive Essay Templates. Of modifications to the
assist in the 41 templates submitted, four templates my PLC offers to
assessment, students included their Exit Ticket our students to make them
analysis and answers to earn extra credit. 17 more effective.
communication students earned 10/10, six
of student students earned 9/10, five
learning students earned 8/10, four
students earned 7/10 and six
students earned 5/10. Students
demonstrated understanding by
correctly completing the template.
Six students did not earn a passing
score because they did not
understand that they needed to
write a descriptive essay using
three physical senses and include
supporting sensory details.

I provided the Descriptive Essay

Rough Draft Template and
explained to my students step-by-
step how to complete it. The Exit
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 10
 Ticket questions reinforced the
lesson.

Special Emphasis (Skills, Themes, ISTE Standards·Teachers, NBPTS Core Propositions (if applicable)
Results of Incorporation into Lesson
Students were given access an updated template.
Action Items
Key Learnings and New Skills/Knowledge Developed by
Teacher
I placed a special emphasis on templates with fields
students can type into. This is an interactive sheet
they can work with. I recorded the lesson I gave, and I
include that link with my feedback and in my
webmails so as many students as possible can
benefit.

For curriculum design, lesson Continue to refine this Unit 2 Descriptive Essay rough draft template for clarity. Assess after the fact to
planning, assessment planning continue to meet the needs of students.

For classroom practice Check my slides for clarity. (I should have added letters to each of the pictures of the five senses.)
For teaching English learners,
students with special needs, and
students with other instructional
I will continue to incorporate slides and videos to assist all learners in accessing the content.
challenges
For future professional I will continue to foster a collaborative approach in my PLC, while also maintaining appropriate roles and
development boundaries when needed.

For future inquiry/ILP Develop techniques to prepare students for the English 11 B Unit 1 Literary Analysis.

For next POP cycle Develop techniques to prepare students for the English 11 B Unit 1 Literary Analysis.

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.
Pre-Asessment

English 11A - Unit 1 Portfolio 

Purpose: To communicate with your teacher some information about who you are, your
strengths, and your areas for growth specifically in regards to English in a creative format. You
will also explore the RACE formatting tool we use to structure your writing responses.

**At the top of your document or google slides, include your name, school location, and Unit 1

PART 1: Get to Know You

Method: You choose! Get creative! You can…
-Write a 1 page essay on a google doc or Word document
-Create a google slides or powerpoint presentation (at least 5 slides)
-Write a 1 page poem on a google doc or Word document
-Write a script! Including dialogue and pacing - on a google doc or word document
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 10
 -Artwork with captions - scanned and upload on a google doc or word document
-Write a song (1 page of lyrics) - text should be documented on a google doc or word  document
/ if you record, upload the video to youtube under “private” and share the link

Questions to Respond to:

-What are my interests?
-What are my strengths as an English student?
-What are my weaknesses as an English student?
-What are my academic goals this year?
- Who is my favorite author? Why?
- What is my favorite book? Why?

You will need to include at least one artifact (picture and/or image) to help illustrate your
portfolio.

Clip Art: You may use clip art that is provided in google images or your presentation program (without citing it on
your Works Cited page). 
Personal photography: You are welcome to include personal photos, as long as they are school appropriate
Internet Photos and Images: You may go to websites to copy/paste an image; HOWEVER, you must list it as
a source on your Works Cited page. DO NOT search an image in Google and copy/paste. You have to go to the
original website where the photo or image is. Google is only a search engine. Not a source. 
 For example, if you go to the website http://www.lkwdpl.org/wihohio/whea-phi.htm to get an image (or
information) of Phillis Wheatley, you will notice at the bottom of the web page that the citation has been given to
you. Not every website will do this for you. Notice that I put Image at the end of the entry because it shows that I
only used the picture. 
 This is what it would look like on your Works Cited page: 
Women in History. Phillis Wheatley biography. Last Updated: 8/31/2012. Lakewood Public Library. Date accessed
8/31/2012. <http://www.lkwdpl.org/wihohio/whea-phi.htm>. Image. 
 TIP: Go to easybib.com and insert the web link to populate an MLA formatted citation

Post-Assessment

Unit 2 Portfolio: Descriptive Essay

Rough Draft Outline

REQUIRED:

Submit as your Unit 2, Lesson 7 portfolio rough draft for the Descriptive Essay.

Intro Paragraph Requirement

Your response (in complete sentences)

Hook: Begin your essay with a

“hook,” quote, or something
memorable that will hook your reader
into reading your essay. If using a
quote, be sure to have an in-text
citation and properly cite the source
on the Works Cited page.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 10
 Introduce your topic: What are you
going to write about?
Ideas:
-Your favorite meal
-Best family vacation
-Your sport
-A family member

Explain why this topic is important to

you:

Write a thesis statement that

identifies your topic and include the
three types of sensory details you will
describe in your body:

BODY PARAGRAPHS (3 OR MORE)

❏ Each body paragraph should be 5-7 sentences long

❏ The details presented should create a vivid portrait of your subject (imagery).
❏ Focus on organizing your paper by sensory details, choose 3 of the 5 senses (sight, sound, smell,
taste, and texture).

Paragraph 1 Requirement Your Response (in complete Optional challenge: Add a

sentences) simile, analogy, symbol,
metaphor, personification,
or hyperbole to make your
details POP

Topic sentence introducing your

first sensory detail
(ex: What do you see?)

Detail #1:

Detail #2:

Detail #3 (Highly recommended):

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 6 of 10
 Paragraph 2 Requirement Your Response (in complete Optional challenge: Add a
sentences) simile, analogy, symbol,
metaphor, personification,
or hyperbole to make your
details POP

Topic sentence introducing your

second sensory detail
(ex: What do you hear?)

Transition from paragraph to

paragraph by linking the topic
from the first paragraph to the
topic of the second paragraph:

Detail #1:

Detail #2:

Detail #3 (Highly recommended):

Paragraph 3 Requirement Your Response Optional challenge: Add a

simile, analogy, symbol,
(in complete sentences) metaphor, personification,
or hyperbole to make your
details POP

Topic sentence introducing your

third sensory detail
(ex: What do you taste?)

Transition from paragraph to

paragraph by linking the topic
from the second paragraph to
the topic of the third paragraph:

Detail #1:

Detail #2:

Detail #3 (Highly recommended):

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 7 of 10
 *** Additional body paragraphs can be added to create an even more vivid picture in your paper. It’s also ok to
use more than three senses for this paper.**

Conclusion Requirements Your Response (in complete sentences)

Summarize the senses you

described in 1 sentence

Explain why you think others

should care about this topic in
2-3 sentences:

Final Draft Requirements: Due 11/13/2020

❏ Format your essay in MLA Format
❏ Expand on your details more in depth to meet the sentence # requirements
❏ Review the teacher feedback in the gradebook
❏ (Teacher Tip) Show Don’t Tell Add details to your essay so that you are showing the
reader what you are describing. Add details such as who, what, when, where and why
along with sensory details.
❏ Include a Check My Work Link
❏ Here is a final draft example for your reference

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 8 of 10
 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
Katherine Harrison katherineharrison222@gmail.com English Language Arts 11
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average

PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments
This student utilized the template I offered
for the Unit 2 Descriptive Essay. They also
1. Focus Student: EL 104% 100%
attended the help session I offered to
support students with the assignment.
This student used the template I offered, but
2. Focus Student: 504/IEP 100% 90%
forgot to follow it exactly.
This student struggled to submit the pre-
assessment project and hasn’t submitted the
3. Focus Student: Teacher Choice 100% 0% essay yet. Although they attended the help
session I held to support students with the
assignment.
There was a greater opportunity for extra
4. 0 0 credit on the pre-assessment, which skewed
the scores.
5. 0 0
6. 0 0
7. 0 0
8. 0 0
9. 0 0
10. 0 0
11. 83 50
12. 83 50
13. 83 50
14. 92 50
15. 92 50
16. 92 50
17. 92 60
18. 92 70
19. 92 70
20. 92 70
21. 96 80
22. 96 80
23. 100 80
24. 100 80
25. 100 90
26. 100 90
27. 100 90
28. 100 90
29. 100 90
30. 100 90
31. 100 90

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 9 of 10
 32. 100 90
33. 100 90
34. 100 90
35. 100 90
36. 100 90
37. 100 90
38. 100 90
39. 100 90
40. 100 90
41. 100 100
42. 100 100
43. 100 100
44. 100 100
45. 100 100
46. 100 100
47. 100 100
48. 100 100
49. 100 100
50. 104 100
51. 104 100
52. 104 100
53. 104 100
54. 104 100
55. 104 100
56. 104 100
57. 104 100
58. 104 100
59. 104 100
60. 104 100
61. 108 110
62. 108 120
63. 108 120
64. 108 120
65. 108 120
910111213141516

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 10 of 10