Fullerton Online Teacher Induction Program

Individualized Learning Plan (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
theonlymichellereyes@gmail.c
Michelle Reyes Social Studies 4th/5th Grade Combo
om
Mentor Email School/District Date
Christine Sherrill christinesherrill92@gmail.com Frontiers Academy 10/1/21
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.

T - Plans instruction using a wide range of T - Plans instruction incorporating a

Planning strategies to address learning styles and repertoire of strategies specifically meet
instruction that meet students’ assessed language and students’ diverse language and learning
incorporates T- learning needs. Provides appropriate T- needs and styles to advance learning for
Integrating Innovating
appropriate support and challenges for students. all.
4.4
strategies to S- S-
meet the Integrating S - Integrates results from a broad range of Innovating S - Facilitates opportunities for students to
learning needs assessments into planning to meet reflect on their learning and the impact of
of all students. students’ diverse learning and language instructional strategies to meet their
needs. learning and language needs.
T - Implements structures for students to T - Provides systematic opportunities for
Involving all self-assess and set learning goals related to student self-assessment, goal setting, and
students in T- content, academic language, and individual T- progress monitoring.
Integrating Innovating
self-assessment, skills.
5.5
goal-setting, S- S- S - Develops students’ meta-cognitive skills
and progress Integrating
S - Integrates student self-assessment, goal Innovating for analyzing progress and refining goals
monitoring. setting, and progress monitoring across the towards high levels of academic
curriculum. achievement.
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. Your 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
Students will start a business
that uses natural resources
found where they live. They I will check to see that
will then create a business and students have used the rubric
I believe providing students with
write a business proposal that to set realistic and attainable
the final project rubric before
How can I increase student outlines what their business goals for themselves. I will
the work begins, will allow them
motivation and self-reflection will do and how it will use have the students self-reflect
to set realistic goals and to
of their own learning and natural resources. at the end of the project and
challenge themselves while they
growth? assess whether or not they
work towards completing the
I will be giving students the met the goals they set for
project.
final project rubric for them to themselves at the end of the
help set their learning goals, project.
boost engagement, and quality
of work.
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

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 5
 D.K. needs directions repeated
K.T. fears being wrong and taking risks
regularly. This student also has a hard C.D. has difficulty focusing and
in the classroom. K.T. is unable to
time asking questions and asking for completing tasks in a timely manner.
Performance Data work completely independently. She
help when lost, making it difficult to She often needs one-on-one support
needs support and reassurance that
monitor if he is completing the work and scaffolding to complete her work.
she is on the right track at all times.
correctly.
D.K. will be able to monitor his C.D. will be able to monitor and check By giving K.T. the rubric prior to
progress throughout the project and her progress frequently as she works working on the project, she will have
Expected Results ask clarifying questions to make sure to complete her project. I will provide more confidence to work
he is on the right track to reach his her with sentence starters to get her independently knowing what is
goal. started with setting her goal. expected of her final project.
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.

Provide 1-2 sentence
summary of your lesson plan.
Summarize process for
administering and analyzing
pre- and post-assessments.
Semester 3 Only: Identify the
specific technology tools,
applications, links, and/or
devices to be incorporated
into the lesson.
10/18/21 10/18/21 10/22/21 10/25/21 10/25/21
After introducing the Natural Resources Project and familiarizing students with the tools they’ll be using
throughout their project, I will provide every student with a copy of the exact rubric I’ll be using to score their
completed work. Once students have had time to read through the rubric, they will circle the overall score
they’re aiming to achieve – this is their “goal score”. They will then set a realistic goal to challenge themselves.
The pre-assessment will be the students’ realistic goals that they set for themselves. I will review these goals
with the students to clarify if they are indeed realistic. As a post-assessment I will grade each students’ project
and have them self-reflect to see if they met the goals that they set for themselves.
Students will use chrome books to create a Padlet that will include their goal and progress made towards that
goal. They will also use Google Slides or Prezi to create their presentations.
Padlet Link: https://padlet.com/michellereyes24/1rzyg6g8lpuihq6x

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.)
Source 1: Andrade, H. G. (2000). Using Rubrics to Promote Thinking Source 2: Darling, A. (2008). Enhance student learning through the
and Learning . Educational Leadership, 57, 13–18. Retrieved 2021, use of rubrics. TeachingOnPurpose.org. Retrieved October 5, 2021,
from from
https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.452.5 http://teachingonpurpose.org/journal/enhance-student-learning-t
684&rep=rep1&type=pdf. hrough-the-use-of-rubrics/.

This article explains that educators can enhance student learning This article describes how scoring rubrics allow students to gain
when they go beyond the most basic application of rubrics by confidence in the classroom, have scoring transparency between
including students in designing rubrics and by engaging students in student and teacher, increase consistency in scoring, and facilitate
serious self–and peer assessment. Blurring the distinction between peer-assessment and self-assessment.
instruction and assessment through the use of rubrics has a
powerful effect on your teaching and, in turn, on your students'
learning.
Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
A teacher I previously worked with, who teaches third grade A teacher I currently work with, who teaches sixth grade science,
multiple subjects, gives students the writing rubric she will use at also uses a rubric to guide his students throughout science
the end of the narrative writing unit to grade their narratives projects. He spends the first day of the project introducing the
before her students do any writing. Before the students begin their project expectations and has the students devise a plan for how
narratives, they self-evaluate their areas of strength and areas they they will monitor their progress and make sure they meet all the
want to work on. From there she has her students develop requirements of the project. He has them put in “Check-In” dates
individual writing goals for the unit. Throughout the unit, the for them to meet with the teacher and talk about how the project
students check in with their goals to see how they are making is going. The students work completely independently on the
progress towards them. The rubric is used as a writing checklist project, using the rubric as guidance and a way to keep them
and guide until they have published their work. accountable for their work.
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

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 5
 The Natural Resources Project will ask students to apply the
ISTE Teacher Standard: 5b Design authentic learning activities that
concepts they learned throughout the chapter. They will need to
align with content area standards and use digital tools and
research what natural resources are available in the area they live
resources to maximize active, deep learning.
in and from there write a business proposal that outlines what
their business will do and how it uses natural resources. They will
ISTE Student Standard: 4a Students know and use a deliberate
write a goal for their project, brainstorm, and gather information
design process for generating ideas, testing theories, creating
on the class Padlet. Their final business proposal will then be
innovative artifacts or solving authentic problems.
presented to the class in Google Slides or in Prezi.
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
For the pre assessment observation my EL Focus Student was at a
level 2 of understanding, meaning he needed support and was
unable to complete the task on his own. He needed some
prompting to get him started on constructing a plan for achieving
his “goal score.” In his post assessment he scored a 3. I saw a lot of
growth in all areas, especially in his reflection. I believe having
examples of proposals and the rubric available helped him achieve
his goal score.
The students are graded on a 1-4 scale.
For the pre assessment observation my 504 Focus Student was at a
1-64%
level 1.5 of understanding, meaning she was unable to complete
2-65%-79%
the task without teacher support. She had a hard time coming up
3-80%-99%)
with a realistic, but challenging “goal score.” She started by going
4-100%
straight to the lowest marks on the rubric. I had to guide her to
help her see the differences in scores and have her build up the
For the pre assessment observation the majority of the class was
confidence to try to shoot for a higher goal score. I then provided
able to identify a “goal score” and come up with a plan for
her with sentence starters and prompting for her plan to achieve
achieving that score.
that score. In the post assessment she scored a 2. She mostly fell
short in the presentation section of the rubric. She also had
For the post assessment (the final project) the whole class average
grammatical errors and spelling errors in her presentation. This
score on the project was a 3, which means they are at grade level.
student needed to look over her work closely before turning in her
presentation.

For the pre assessment observation my Teacher Choice focus

student was at a level 3 of understanding, meaning she was able to
complete the task independently. She did not need any prompting
for getting started and was able to select a realistic and challenging
“goal score.” In her post assessment she scored a 3. She followed
her plan and exceeded my expectations of meeting her goal score.
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
thinking through Teacher asked questions of analysis and evaluation.
T – Applying T – Integrating complexity of task beyond a single lesson so that there are
1.5 inquiry, problem Students answered questions that included all levels of Bloom’s.
S – Exploring S - Integrating continuing opportunities for students to engage in inquiry in
solving, and Students created their own math problems.
complex problem. How could you extend lesson into PBL?
reflection

I had Google Classroom and Padlet

readily available and set up for
students to easily find their materials.
Planning
I reviewed the rubric in depth and
instruction
that modeled for students how to create a To continue to INNOVATE this
incorporates T- “goal score.” I emphasized that your lesson: I would give students more
Integrating T - Innovating goal score should be challenging but time to work with partners and
appropriate
4.4
strategies to S- S - Innovating also maintainable. Students then discuss the vocabulary and
meet the Integrating participated by reviewing and differences in moving from one
learning highlighting the rubric. They also score to the next.
needs of all
shared their ideas and wrote their
students.
goals on the classroom Padlet. While
students were working individually, I
met with all students to conference
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 5
 and make sure they were staying
focused and on the right track.
The students wrote a post on Padlet
consisting of how they were going to
Involving all achieve their “goal score.” I gave
students in students an example post with a To INNOVATE this lesson: I would
T-
self-assessm Integrating sentence starter to give them ideas of have students refer back to their
T - Integrating
5.5 ent, how to start their post. When I Padlet post throughout the process
goal-setting, S- S - Integrating
Integrating noticed students struggling with of creating their presentations and
and progress giving the “how” they were going to have them adjust their goals.
monitoring.
achieve their goal, I stepped in to
guide them and give them sentence
starters.
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
The students had one platform, Google Classroom, to house the
digital resources they used in this project. The Padlet was easily
accessible and user friendly in creating their posts that consisted of Students need clear and explicit expectations set for using new or
their plans to achieve their “goal score.” The students were able to old digital resources. The example I gave in Padlet was very broad
refer back to the Padlet at the end of the project and reflect on and gave students too much freedom on how to create their post.
whether or not they followed their plan and achieved their goal
score.
Action Items
I will continue to frontload how to read a rubric in other subject areas prior to the lesson so students have
For curriculum design, lesson
experience with this process. I will make sure that the lesson objectives are clear and concise. I will also take
planning, assessment
planning notes during my observations of students' classwork to keep track of what students need to focus on and
improve on during their independent work time of the projects.
I will stay organized with materials and have the digital resources in Google Classroom prepared before class. I
For classroom practice will also continue to write what materials the students will need on the board as well as what they can do
when they are finished with their independent practice.
For teaching English learners, I will prepare my ELL students with the vocabulary they will see in the rubric to familiarize them with the
students with special needs,
and students with other
language I will be using. I will expose all students to various rubrics in other subjects before the lesson for them
instructional challenges to build more background knowledge on what rubric looks like and how to read the expectations for each level.
For future professional I will consult with other Social Studies teachers on how they conduct projects in their classes. I am interested in
development seeing how or if they are including PBL and their process of introducing it to their students.
An area I would like to focus on in the future is strategies for improving small groups or partner work. I believe
For future inquiry/ILP students can thrive when they are working with someone of their level or even above their level. I want to see
how different groupings or partnerships can affect students’ production of work and levels of understanding.
For my next POP cycle I will focus on my Science. I have not conducted a POP cycle with this subject area yet,
For next POP cycle only because this is the first year I am teaching it. I really enjoy the science curriculum and I am hopeful that by
next year I will have a better understanding of the curriculum to conduct the POP cycle.
I will continue to integrate technology into my lessons now that I am more familiar with various digital
Semester 3 Only:
For future use of technology
resources. I would like to try to create a lesson in NearPod or using PearDeck, where students will be engaged
and using technology throughout the entire lesson.
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

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
theonlymichellereyes@gmail.c
Michelle Reyes Social Studies 4th/5th Grade Combo
om
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 5
 Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
I observed my focus student with a 504 and my focus EL student to My focus student with a 504 tested below grade level (score of
be below grade level (score of 2.) Both students needed prompting 2). 5 out of 7 students tested at grade level (score of 3) including
and support in developing their goal score and plan. I observed 5 my focus EL student and Teacher Choice focus student. 1 out of
out of 7 students to be at grade level (score of 3) including my 7 tested above grade level (score of 4.) The class average score
Teacher Choice focus student. was 89.2% which would equate to a level 3.
PRE-/POST- ASSESSMENT DATA TABLE
Student Pre-Assessment Score Post-Assessment Score Comments
1. Focus Student: EL 2 2
2. Focus Student: 504/IEP 1.5 3
3. Focus Student: Teacher Choice 3 3
4. Student 4 3 4
5. Student 5 3 3
6. Student 6 3 3
7. Student 7 3 3
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
910111213141516

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 5