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
Anthony Palmer Aapalmer15@gmail.com Social science 10-12
Mentor Email School/District Date
Intellectual Virtues Academy
John Rodriguez johnrodriguez@academylongbeach.org 10/2/2021
Charter High School
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.
CST
Element Initial Rating Description Goal Rating Description
P
T - Facilitates systematic opportunities for students to apply critical
T - Guide students to think critically through use of questioning strategies,
Promoting critical thinking through thinking by designing structured inquires into complex 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 questions and
S – Exploring S - Students respond to varied questions or tasks designed to promote S - Innovating
reflection 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.

Shares responsibility with the

students for the establishment and
maintenance of a safe physical,
Anticipates and reduces risks to physical,
intellectual, and emotional
intellectual, and emotional safety using
environment focused on high quality
Establishing and multiple strategies that include examining
and rigorous learning.
maintaining biases in the learning environment and
learning curriculum.
environments
2.3 that are Applying Models and provides instruction on skills Innovating
physically, that develop resiliency and support
intellectually, and intellectual and emotional safety.
emotionally safe
Students demonstrate resiliency in
perseverance for academic
Students take risks, offer opinions, and share
achievement.
alternative perspectives.
Students maintain intellectual and
emotional safety for themselves and
others in the classroom.
Developing and Utilizes extensive knowledge of
curriculum, content standards, and
sequencing long- Establishes short- and long-term curriculum
assess learning needs to design
term and short- plans for subject matter concepts and
4.3 Applying Innovating cohesive and comprehensive long- and
term instructional essential related academic language and
short-term instructional plans that
plans to support formats that support student learning. ensure high levels of learning.
student learning
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
2.3: How can I best establish a safe  Students support each other in “Branches of Government”  Observation of
and community-driven sharing opinions and asking students’ ability to
environment to help my students questions. interact and
feel comfortable to share opinions converse in a
and ask questions without fear of  Students feel empowered to professional and
judgement? share own thoughts and take respectful manner
academic risks. during Socratic
Seminar.
 Observation of
students
collaborating and
problem solving
together during in-
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 6
 class assignments,
Socratic Seminar
prep, and during the
Socratic Seminar.
 Students show
understanding of
content, are able to
incorporate
knowledge from
previous lessons into
4.3: How can I effectively string  Students show growth in
current lesson
lessons together with a central understanding of content and
“Branches of Government” assessment, and can
theme to build and conclude with utilize their growing knowledge
identify causes and
a summative project? from lesson to lesson.
effects in relation of
historical events.
This will be assessed
using student work
and discussion
responses.
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
Tony: Performance data includes
assessment of
Juan: Performance data includes assessment Jonny: Performance data includes
classwork/homework, quantity and
of classwork/homework, quantity and quality assessment of classwork/homework,
quality of responses during the
of responses during the Socratic Seminar. quantity and quality of responses
Socratic Seminar. I picked this
This student is an EL and while they have during the Socratic Seminar. This
Performance Data student because they are
gained much confidence in speaking English student struggles with self-advocacy
particularly lazy compared to other
casually, their ability to articulate complex, and complex thinking/problem
classmates in his period. He is
content specific ideas in English can solving. They are quiet and it is rare
smart but it is rare for him speak up
fluctuate. for them to ask for help on their own.
on his own and often turns work in
late.
This student is a stronger academic writer
than speaker in general. I believe that with I expect this student to feel I am hopeful that the sequence of
the mindful succession of lessons, the supported through the scaffolding of lessons and activities helps this
scaffolding and prep involved in the Socratic lessons and supports provided student make connections and
Seminar prep, and the ability to have their through the Socratic prep process. I helps him feel prepared to
Expected Results
notes and written responses in front of them anticipate this student will be able to complete the assignments in this
during the Socratic Seminar, they will feel participate the minimum required unit and answer the complex
prepared and empowered to respond more amount of times with little to no questions during the Socratic
than the minimum amount of times during prompting from me. Seminar.
the Socratic Seminar.
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. 10/4 -10/8 (simulation,

10/1 (Kahoot) 10/8 (reflection) 10/12 10/15
socratic seminar…)
Provide 1-2 sentence summary My lesson plan will cover 4 lessons including a “Branches of Government” simulation, lecture notes and discussion,
of your lesson plan. and a Socratic Seminar.
Summarize process for Pre-assessment will begin with a mid-unit kahoot to refresh and challenge my students’ memories of the content
administering and analyzing pre-
before we delve deeper into the application and theory of the content.
and post-assessments.
Activity observation and collection of “government branch actions” sheet from the “Branches of Government”
simulation will inform me of my students’ understanding of the branches of government, their powers, and the
overall purpose of the branches themselves.

Post-assessment data will be in the form of observation of the Socratic Seminar, tracking participation during the
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 6

Semester 3 Only: Identify the
specific technology tools,
applications, links, and/or
devices to be incorporated into
the lesson.
Research/Professional Learning (Identify two articles that have informed inquiry focus. Provide title, URL or citation, and statement of what was learned.)
Socratic Seminar, and collection of post-Socratic reflections.
The technology tools I will utilize this lesson plan sequence include google classroom and google docs to provide
feedback on my students’ Socratic responses as they prepare for the Socratic Seminar. Additionally, the “Socratic
Seminar Discussion Reponses” students will research and provide responses for in preparation for the discussion
will be a hyperdoc prepared with supplementary links to refresh or dive deeper into the topics to be researched.
Students will utilize these along with any past notes, assignments, or slides to support their responses. I will also
utilize Kahoot as a way to engage my students in review of content and gauge their understanding before we enter
the rigorous second half of the unit.
Section 4: Inquiry Research and Exploration

https://web-b-ebscohost-com.lib-proxy.fullerton.edu/ehost/detail/detail?
vid=2&sid=b2dbf3ac-80b5-4d61-ae46-7727ab79b3a8%40pdc-v-
sessmgr02&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl -
AN=95768842&db=aph
This article discussed the impact of students’ contribution to classroom environments
even if it seemed as though there was little to no student input on classroom culture,
norms, or curriculum. Restraints on student input because of time or rigidity of
content also proved to not be so impermeable and showed that students impacted
their classes culture more than expected. A specific program called the “continuous
professional development” (CPD) provided educators with tools and a change in
perspective which allows educators to better relationship with students and be keener
on bringing students’ ides and impact on class curriculum and culture. As a result,
“quality of life” was improved for all in the classroom and students felt more heard
and comfortable in class leading to better interaction and performance.
Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
The philosophy teacher at my site, Mr. Schmidt, does a great job at connecting with
students and making them feel seen and respected as individuals. Mr. Schmidt teaches incorporates reading for base understanding of concepts relevant to
grades 9-12 in mixed classes. He incorporates a lot of discussion in his classes which
allows many opportunities for students to participate, engage with each other, and be
heard and respected by all. Of all the teachers, he is probably cited most as being
students’ favorites. While being a favorite teachers is not the goal of teaching, I think
it is certainly indicative of the kind of classroom culture you have which allows
students to feel comfortable with you and each other.
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
Teacher Standard:
5c. I explore and apply instructional design principles to create innovative
learning environments that engage and support learning.
Student Standard:
1c. I use technology to seek feedback that informs and improves my practice
and to demonstrate learning in a variety of ways.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017
https://web-a-ebscohost-com.lib-
proxy.fullerton.edu/ehost/pdfviewer/pdfviewer?vid=1&sid=f2adcb33-
cda9-460e-83a9-3c54633e6160%40sessionmgr4007
This article describes the impact of a mixture of carefully chosen
differentiated methods of teaching throughout a unit making sure to
incorporate reading, writing, hands-on experiences, and discussions.
The articles of states that mindful implementation of oral language,
reading, writing, and science content in ways that are “meaningful
and developmentally appropriate for all learners enables teachers to
address an individual student’s needs without large investments in
new resources or practices,” Applying this concept to my subject area,
social science, would help me support and build understanding of
content for most students while building towards a summative
project. This does not mean I can ignore any other supports some
students may need. Rather, I see this strategy as a way to better cover
my bases for all students understanding over the course a unit.
“Exact activities and informational narrative text were selected so
that when paired together they would enhance the achievement of
the learning objectives.”
The science teacher at my school does a great job at creating
engaging yet academically rigorous progression of units. Mr. Garcia
the unit, writing in the for of responses and lab reports, exciting and
hands-on experiences including a zoom tour of Nasa’s JPL, filed trips,
and a plant growing lab, and some discussion. He has been a role
model for me since I joined my school last year and I have tried to
model my units in his style. With continued practice, mindfulness, and
advanced preparation, I will continue to grow in my ability to create
units with this kind of varied yet structured progression.
How Special Emphasis will be Incorporated
5c: I plan on incorporating this standard into my unit by
creating ways for students to explore and interact with
resources online using their school-issued chromebooks.
Additional supports will be built into these lessons to provide
students opportunities to problem solve independently and
practice supporting ones’ self or their peers before asking me
for help without trying.
1c: I will be utilizing the comment feature on google doc.
assignments through google classroom to provide feedback on
students’ responses for their Socratic Seminar discussion
questions before the day of their scheduled socratic seminar.
This will help students strengthen their responses ahead of
time and they will be able to see all positive feedback I left to
help them choose with which responses to participate with
during the discussion. Students will be encouraged to have
Page 3 of 6
 their response out in front of them during the socratic seminar
so they can utilize their research for strong and thorough
discussions.
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
Overall, there was significant growth in my class when comparing the pre-
The 3 focus students performed well overall. They received
assessment data to the post-assessment data. The pre-assessment may have
summative assessment scores of 88%, 84%, & 76%. For 2
been sprung upon my students who had to preform without preparation. It
students, these scores helped their overall grade a lot. For the
was, however, also a low stakes assessment that may not have been taken
other, their overall grade maintained a high standing. The
seriously by all students. The summative assessment was very structured and
structure, resources, and supports built into the socratic
students had many resources and class periods to prepare for the socratic
seminar preparation and actual discussion helped them absorb
seminar. The socratic seminar also occurred in a very encouraging
content and succeed academically, especially to their relatively
environment which prompted more students to participate at a higher
lower score in the pre-assessment.
quality.
Initial Evidence/Rational for Rating
CSTP Element Revised Rating Suggestions for Moving Forward
Rating (Summarize from POP Section 3)
To move to INNOVATING level: Consider how to increase
Promoting critical thinking Teacher asked questions of analysis and evaluation.
T – Applying T – Integrating complexity of task beyond a single lesson so that there are
1.5 through 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 reflection Students created their own math problems.
complex problem. How could you extend lesson into PBL?

I outlined the rules and

regulations of the socratic In order to maintain the level of
Establishing seminar, regulated the
and innovating, I will continue to teach
conversation especially when
maintaining and promote intellectual virtues to
students started talking over each
learning help create a supportive and
other, shut down any judgmental
environments critical thinking environment in my
T, S language, and encourage quiet
that are students to participate. classroom.
2.3 -Applyin Innovating
physically,
g
intellectually, Students understood the rules and These virtues and my classroom
and norms instill resiliency and
regulations of the socratic seminar
emotionally community in my students. These
and encouraged each other during
safe things create comfort, curiosity,
the socratic. Students spoke
respectfully and professionally and and motivation in my students.
asked thoughtful questions.
Developing My students achieved high level of
To reach the level of innovating, I
and learning through the long-term
must create more mindful long-
sequencing sequence of lessons I utilized as
term lesson sequences as indicated
long-term and exemplified by the written and
by my Fall 2021 POP Cycle and
short-term observed data gathered from the
4.3 Applying Integrating mentor feedback. This will
instructional socratic seminar. My knowledge of
continue to develop and as I grow
plans to curriculum and standards helped
as an educator and use this year’s
support structure a lesson sequence that
feedback when I implement this
student supported this deep, inquiry based
lesson sequence next year.
learning learning.
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
While these implementations were successful, I will strive to
expand my utilization of technology moving forwards. The
resources in the hyperdoc were very helpful and student
My goals for incorporating the special emphases were achieved as shown by achievement directly correlated with how deeply they utilized
student achievement during the socratic seminar. This achievement was these resources. This was determined using grades and self-
recorded by observation during the discussion, submitted written student reflection responses. The kahoot and simulation were
responses, and self-reflections regarding performance and utilization of impactful for making connections with the content but the
resources for the research and responses assignment. simulation was not based in technology. Moving forwards I will
attempt to find simulations based in technology while keeping
in mind that peer interaction and teamwork are crucial for
building class culture and making connections.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 6

For curriculum design, lesson
planning, assessment planning
Action Items
Reflection and mentor discussion revealed that the order of my lesson sequence was not as effective as it could
have been. While my students did achieve the lesson objectives and gained the understanding needed to succeed
in the socratic seminar, they could have been better prepared for the benchmarks leading up to the socratic
seminar. Moving forward I will need to be more mindful of every single point of knowledge I will be expecting my
students to have so as to best prepare them ahead of time. Experience and this feedback from my mentor will
help me better order the lessons in future units.

For classroom practice

My EL student did really well and participated in English. This student is a very advanced EL and their critical
For teaching English learners, thinking and speaking in English are fantastic. Moving forwards, I will need greater supports for Les who are not so
students with special needs, and
students with other instructional
advanced working and speaking in English. I speak and understand some Spanish so I may be accommodating to
challenges some Spanish in the work and discussion but given other languages, I will need to find resources and ways to
communicate with the class that can support new ELs.
For future professional
development

For future inquiry/ILP

For next POP cycle

This use of technology was successful and very effective. I will continue to utilize techniques including hyperdocs
Semester 3 Only: to support student achievement and collaboration. I will also continue to explore new ways to incorporate
For future use of technology technology into the classroom in effective ways. I am currently exploring ways to utilize virtual simulations for later
Government and Economics units.
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
Anthony Palmer Aapalmer15@gmail.com Social science 10-12
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
Average score of submitted written responses & participation score
Kahoot - # correct out of 22
form socratic seminar.
Data range: 2-18
Data range: 65%-100%
Average: 12.1
Average: 89.7%
PRE-/POST- ASSESSMENT DATA TABLE
Post-Assessment Score
Pre-Assessment Score
(Average score of submitted
Student Comments
(Kahoot - # correct out of written responses &
22) participation score form
socratic seminar)
1. 18 100%
2. 17 97%
3. 16 100%
4. 15 100%
5. Focus Student: Teacher Choice 15 88%
6. 15 100%
7. Focus Student: EL 14 84%
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 6
 8. 14 100%
9. 13 100%
10. 11 81%
11. Focus Student: 504/IEP 11 76%
12. 12 97%
13. 6 88%
14. 3 70%
15. 2 65%
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 6 of 6