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
Ann Garcia angarcia@caliva.org GE 6th
Mentor Email School/District Date
Dr. Lisa Mcgraw limcgraw@caliva.org CAVA 10/7/2022
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 - Guide students to think critically through use of questioning
T - Facilitates systematic opportunities for students to apply critical thinking
strategies, posing/solving problems, and reflection on issues in
Promoting critical thinking by designing structured inquires into complex problems.
T – Applying content. T – Innovating
1.5 through inquiry, problem S - Students pose and answer a wide-range of complex questions and
S – Exploring S - Students respond to varied questions or tasks designed to S - Innovating
solving, and reflection problems, reflect, and communicate understandings based on in depth
promote comprehension and critical thinking in single lessons or a
analysis of content learning.
sequence of lessons.

Collecting and T- Collects a variety of formal and

analyzing informal assessment data on student
T-
assessment data learning. Uses analysis of a variety of T- Designs and Integrates an assessment
Applying T-
5.2 from a variety of data to inform planning and plan that provides formal and informal
Integrating
sources to differentiation of instruction. assessment data on student learning.
inform
instruction
Involving all T- Models and scaffolds students self- T- Implements structures for students to
students in self- assessment and goal setting self-assess and set learning goals related
assessment, T- processes for learning content and T- to content, academic language, and
5.5
goal setting, and Applying academic language development. Integrating individual skills. Integrates student self-
progress Guides students to monitor and assessment, goal setting and progress
monitoring reflect on progress on a regular basis monitoring across the curriculum.
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 use exit tickets to self-assess, set goals and
Does motivation increase for students who self assess, self
monitor their own progress in order to take Lessons Learned Unit Exit Tickets / Warm Up’s
monitor and take accountability for their learning?
accountability for their learning.

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
This student currently has a 72%(C)
in ELA and struggles with submitting This student currently has a 504 for This student is a SPED student who
work on time. She spends adequate anxiety and depression and has cannot read or write and although
time in the OLS (Online School) and difficulty getting up to be in class and her parent is her aide, the student
has some trouble with vocabulary. completing work during the day. does not get much support. This
Performance Data
She does not participate on Currently, he has a 68% in ELA (D) student currently has a 32% (F) in
camera.in the chat/ or on the which is due to missing assignments. ELA and similar grades in each of her
microphone but has never been He is receiving similar scores in the classes. She rarely participates but
absent. She is doing average in the rest of his core classes. will talk to me 1:1.
rest of her core classes.
I am hoping that this student will be My hope is that this student can see My hope is that I can help this
able to analyze her exit tickets and his scores on his exit tickets/ student see through modeling how
warmups and identify what areas warmups and see where he can spend to identify areas of need and have
Expected Results
need more attention and focus. I more time when he is able to work her concentrate on those. My hope
believe if she does this, her grade and what he already knows. I think he is that she can improve her grade to
will be a B. can improve his grade to a C. a D.
Inquiry Lesson Implementation Plan
Directions: that Semester 3 requires a lesson that focuses on use of technology to support teaching and learning.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 4
 Administer Pre-Assessment Deliver Lesson(s) Administer Post-Assessment Analyze Results Discuss Results with Mentor

Identify dates for activities.

10/17 10/18 10/19 10/20 10/24

Provide 1-2 sentence We will read about Aesop and read 3 fables in class. We will discuss the characteristics of a fable and then
summary of your lesson plan. students will have to write a fable on their own for homework.
I start by giving some information about Aesop and his life and we identify his purpose for writing. We then
Summarize process for
talk about the characteristics of fables and read 3 in class. (The Shepherd’s Boy and the Wolf, Vain Jackdaw,
administering and analyzing
pre- and post-assessments. and Horse and the Donkey). I focus on students comprehending the theme and message that each fable
teaches us and being able to find evidence to support their claims.
Semester 3 Only: Identify the
specific technology tools, I use You Tube videos for the readings of the fables. Since we are a virtual school, I use NewRow to hold my
applications, links, and/or classes, I use PPT or Google slides to create my lessons. I use Kahoot!, Quizziz, Go Formative and Classkick
devices to be incorporated for exit tickets and warm ups.
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.)
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4979309/
https://www.interventioncentral.org/self_management_self_monitoring
The objective of this study was to analyze the impact of self-
assessment by undergraduate medical students in their subsequent
This article was a “How To” in order to teach students to change
academic performance. The secondary objective was to obtain the
behaviors through self-monitoring.
perception of students and faculty about self-assessment as a tool
for enhanced learning.
Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
Ms. Mchaffey (6th grade GE) uses Google classrooms and each Friday Mrs. Mellom (8th Grade) does a similar method but takes more time each
students take 15 minutes to analyze their exit tickets for the week day for students to reflect and add any portions of the lesson to their
and are asked what they need to go back and study or re-read. homework that they need more help in.
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
5. Educator as designer: I design authentic, learner driven
activities and environments that recognize and accommodate
learner variability.
5b. I design authentic learning activities that align with content 5. I will design exit tickets and warm ups that align with content
area standards and use digital tools and resources to maximize standards in Kahoot! and Go Formative
active, deep learning.
1. I am able to get reports from the Kahoot! app as to how students
1. Empowered Learner: As a student I leverage technology to do, what question was the hardest, what question took the longest
take an active role in choosing, achieving, and demonstrating etc…
Competency is learning goals.
1c. I use technology to see feedback that informs and improves
my practice and to demonstrate learning in a variety of ways.
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

There were 5 questions total, 29 participants and 40% accuracy EL- 80% accuracy 504- 40% accuracy SPED- Did not attempt

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

5.2 Collecting T- T- Applying Teacher introduced concepts by To move to integrating I need to

and Applying applying the new information to real- use the data more consistently to
analyzing life situations (widely known movie). help drive my instruction.
assessment
data from a Students were given keywords,
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 4
 definitions and examples of types of
characters relating to the widely
known movie and then they were
asked to apply those definitions to
variety of
the story of the week.
sources to
Students took their own notes and
inform
then were asked to complete an exit
instruction
ticket on Quizziz to see what they
should add to the notes and what
they know.

Involving all
students in
All students will be directed to
self- I need to do random checks to be
complete the Quizziz and then
assessment T- sure students are following up with
5.5 T- Integrating identify where they mastered and
, goal Applying this step and not just saying they
where they need to add more notes
setting, and are.
or study.
progress
monitoring

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

Action Items
For curriculum design, lesson
Continue to design lessons and activities where students can accurately show mastery. Design lessons using
planning, assessment
planning a variety of technology resources to keep all students engaged and where all learning needs are met.

For classroom practice Continue to create positive learning experiences by completing SEL activities in Homeroom.
For teaching English learners,
students with special needs,
and students with other
Find ways to design lessons that facilitate learning for all students.
instructional challenges
For future professional
development
Ask Mentor about additional PD opportunities

For future inquiry/ILP

For next POP cycle

Semester 3 Only:
For future use of technology
Continue to collaborate and learn about different resources to keep students engaged/.
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
Ann Garcia angarcia@caliva.org GE 6th
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 4
 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
1. Focus Student: EL 80
2. Focus Student: 504/IEP 40
3. Focus Student: Teacher Choice 0
4. KL 100
5. AH 80
6. EK 80
7. SC 80
8. AS 80
9. JA 60
10. MW 60
11. MZ 60
12. ML 60
13. OT 60
14. KM 40
15. IM 40
16. MO 40
17. DS 40
18. CV 40
19. BJ 40
20. KM 20
21. ET 20
22. SC 20
23. MC 20
24. HE 0
25. TE 0
26. MQ 0 Multiple attempts used
27.
28.
29.
30.
31.
32.
33.
34.
35.
36. 910111213141516

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 4