Professional Documents
Culture Documents
ILP Goodman Spring 2022
ILP Goodman Spring 2022
ILP Goodman Spring 2022
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
My English Leaner currently gets pulled twice a week by My IEP student has a had time focusing and parents have
our EL specialist and twice a week by our intervention mentioned how writing is not his favorite thing to do. It
This student loves writing and will ask so many clarifying
specialist for ELA. He has been working very hard on takes him a bunch of reminders to make sure that he is
Performance questions to make sure she is accurately responding to
completing his work, but he does tend to write at a on task. Usually when a time limit is set, he is able to get
Data slower rate. I want to see how well he can do when we his work done more quickly. Since he wants to get over
the prompt. She always goes above and beyond what we
are doing.
have only a certain amount of time to complete the things he does not like, his quality of work is not always
writing. great.
I expect this student to need some extra time to work on
I expect this student to write about a paragraph or two I expect this student to do very well on our writings.
his writing, since he does get easily distracted and might
that is related to the topic. I hope that after teaching Since she will most likely do well, I will challenge her with
Expected Results about opinion writing for a month, he will feel more
need some breaks away from writing time. He can
her writing by making sure she has a lot of descriptive
perform well academically, he just struggles with
confident in his work. details and citations from different sources.
focusing and completing his work in one sitting.
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
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 4
Identify dates for activities. 3/21 4/11-4/29 5/5 5/6 5/9
Provide 1-2 sentence Students will be working on two different opinion piece writings. One writing will be guided and the other will be more independently
summary of your lesson plan. done.
For the pre-assessment, students will have 2 hours to complete the “cold-write,” which means they will just be read the prompt and
Summarize process for have the rest of the time to complete the writing. After students complete the writing, I will look at the writing and see what areas of
administering and analyzing opinion writing student need to work on. For the next month, I will work with my students on teaching them how to write an opinion
pre- and post-assessments. writing. After the month, students will complete the writing benchmark, which is unassisted, and they will be given the same 2 hours
to complete it. I will look at their benchmarks to see the growth that they have made.
Semester 3 Only: Identify the
specific technology tools,
applications, links, and/or
devices to be incorporated
into the lesson.
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.)
Article 1:
Article 2:
Andrade, H. L., Du, Y., & Wang, X. (2008). Putting rubrics to the test: The
effect of a model, criteria generation, and rubric‐referenced self‐
Yan, Z., Brown, G. T., Lee, J. C. K., & Qiu, X. L. (2020). Student self-
assessment on elementary school students' writing. Educational
assessment: Why do they do it?. Educational Psychology, 40(4), 509-532.
Measurement: Issues and Practice, 27(2), 3-13.
This article mentions how self-assessment is mostly teacher directed, and not
This article states how sometimes teachers are not able to provide all the
students who want to self-assess because they want to improve themselves.
feedback to kids that they need, so self-assessment comes in handy because
The best part about self-assessment is that the student is the one in control of
students are able to evaluate their own work. When students are performing
self-assessing their work. In order for students to benefit from self-
their own self-assessment, they are becoming more self-aware of their own
assessment, they need to be comfortable giving truthful feedback to
work. We can't expect students to understand how to self-assess themselves
themselves and the teacher. If students are not comfortable, self-assessment
without explicitly teaching them how and when to use it. One of the main ways
will not work. While this article conducted its own study, it does mention that
students can self-assess is by using a rubric. Having students use a rubric to
the different types of self-assessment they used will not necessarily work for
evaluate their work has proven to improve student work. Students are able to
others.
become more involved in the process.
Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
Fourth grade teacher: This teacher introduces the prompt to his entire class and
Fourth Grade Teacher: She has daily journal prompts for the students, so they are
then teaches the students the writing skills in small groups. He finds it easier to
always actively writing. She also shares her expectations of the students writing
meet in small groups so he can answer all of the questions students have about
on the board each day when they are responding to their writing prompt. She has
how the writing is supposed to look. Also, since students are in a smaller group,
noticed that since she shares her expectations, some of their writing has
they are able to get more attention from him, instead of 33 students all asking for
improved.
help at the same time.
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
Action Items
For curriculum design, lesson For lesson planning for writing, I want to include more free writing for students, so they can use the skills they just
planning, assessment learned about and turn it into their own writing. We focus so much on this is the topic we chose for you, but maybe if
planning we gave them the freedom to pick, they would want to actually write.
For classroom practice For classroom practice, I want to continue meeting with students individually to help support them in their writing.
For teaching English learners, For my EL and IEP students, they will continue to get more support from me and the other specialist on campus to make
students with special needs,
sure all of their needs are getting met. I will make sure to provide a wide variety of differentiated instruction to me, so
and students with other
instructional challenges they can understand things from multiple perspectives.
For future professional development, I am currently planning to take a bunch between now and July of 2023 at UCSD,
For future professional
to help me become more educated on topics that I find interesting. I am currently enrolled in a class on how to help
development
teach students that are classified as ‘Gifted’ and I plan to take another one that focuses on STEAM in the classroom.
For the next ILP, I want to gather more data from each trimester to really help measure my student’s growth and also to
For future inquiry/ILP
show them how much progress they are making. I know they get happy when they seem improvement!
For the next POP Cycle, I want to make sure I really address the needs of the students that are not meeting grade level
For next POP cycle
expectations.
Semester 3 Only:
For future use of technology
Other Notes
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 4