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 agarciaohst08@aol.co GE 6th
Mentor Email School/District Date
Dr. Lisa McGraw limcgraw@caliva.org California Virtual Academies 2/24/22
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 strategies, T - Facilitates systematic opportunities for students to apply critical
Promoting critical thinking posing/solving problems, and reflection on issues in content. thinking by designing structured inquires into complex problems.
T – Applying T – Innovating
1.5 through inquiry, problem S - Students respond to varied questions or tasks designed to promote S - Students pose and answer a wide-range of complex questions and
S – Exploring S - Innovating
solving, and reflection comprehension and critical thinking in single lessons or a sequence of problems, reflect, and communicate understandings based on in depth
lessons. analysis of content learning.

Includes questions in single lessons or Guide students to think critically

a sequence of lessons that require through use of questioning strategies,
Promoting students to recall, interpret, and think posing/solving problems, and
critical thinking, T- critically. T- reflection on issues in content.
inquiry, problem Exploring Applying
1.5 solving and
reflection S- S-
Students respond to varied questions or Students respond to questions and
Exploring Applying
tasks designed to promote problems posed by the teacher and
comprehension and critical thinking in begin to pose and solve problems of
single lessons or a sequence of lessons. their own related to the content
Begins to encourage students to
establish learning goals through single Models and scaffolds student self-
Involving all lessons or sequence of lessons that assessment and goal setting processes
students in self- include goal setting exercises. for learning content and academic
assessment, language development.
5.5 Exploring Applying
goal-setting, and
Provides students with opportunities in
progress
single lessons or sequence of lessons to Guides students to monitor and reflect
monitoring
monitor their own progress toward class on progress on a regular basis.
or individual goals.
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 be able to evaluate their own writing using a
How can students assess themselves effectively? rubric given to them by the teacher and set goals on how to Personal Narrative 500-750 word Personal Narrative Essay
improve their writing

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
Performance Data This student currently has a D in ELA. This student currently has an F in This student is currently earning
He struggles with completing ELA. She has been diagnosed with an F in ELA. He participates in
homework, learning vocabulary, and autism and has considerable class from time to time but is not
writing skills. He almost always trouble staying attentive and consistent. He has many missing
attends class but rarely asks for help. present in class and completing assignments but does not ask
He is also failing most of his other homework. This student is being questions. When assignments are
classes and has many overdue assessed for an IEP. completed, he does not follow
assignments. This student shows a Goals will be set and she will receive directions and does not follow up
lack of motivation and additional time to complete work to get additional credit.
responsibility. and I will check in with her weekly
to check on progress of
assignments. She needs a lot of
checking in on to help motivate her
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 5
 to complete assignments.
Difficulty forming complex
Difficulty forming complex sentences. Difficulty forming complex
sentences.
Difficulty using vivid language and sentences.
Difficulty using vivid language and
Expected Results sensory language Difficulty using vivid language and
sensory language
Difficulty organizing narrative sensory language
Difficulty organizing narrative
Difficulty paragraphing Difficulty paragraphing
Difficulty paragraphing
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.

3/15/22 3/17/22 3/22/22 3/24/22 3/28/22

Provide 1-2 sentence
summary of your lesson plan.
Summarize process for
administering and analyzing
pre- and post-assessments.
We will read 2 excerpts from Alice In Wonderland and I will ask students inferring questions. The excerpts
will be read and discussed together and students will answer inferring questions on their own.
I start by using pictures to introduce and model inferring. With modeling, students will fill out I SEE, I INFER,
I WONDER graphic organizers.

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.)
Focus Inquiry for Teachers and Administration: A Teachers guide
for Implementing Inquiry Based Teaching
https://files.eric.ed.gov/fulltext/ED491498.pdf
As administrators and teachers, we need to know that what we
do in the classroom makes a difference to student learning. Inquiry Based Teaching
Inquiry based learning is one of those activities that positively https://doi.org/10.1662/0002-7685(2004)066[0493:IT]2.0.CO;2
impacts student success (see Chapter 1), but both teachers and
administrators need to ask the following questions as they
consider how to implement inquiry-based learning?

Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
Dr. McGraw, my mentor, would send students a detailed weekly
planner every Monday that outlines the lessons, activities, Another teacher in our 6th grade group will invite students to
homework, and objectives of each day for the entire week. She a small group session and have them complete something
would create a back on track plan and meet with students to fill that is missing. It could be a quiz or assignment and at the
out missing assignments and goals to complete them. Each end of the period, she needs to be shown evidence of
meeting until they were back on track would be a quick check in working or a call goes home.
to check progress.
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

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
According to the class average score, individual scores/percentages EL Student: I did see improvement in my EL student and he
there was an overall increase in academic success of our standard received a 2/10 on the assessment the first time. I included
on making inferences. The class average increased from 83% to pictures to help him and when I gave him this test verbally, he
87%. It is important to note with the 87%, I had 10 students who was able to answer with a 6/10.
did not complete the assessment. Out of the 23 students I had only IEP Student: This student’s grade was a 8/10 on this assessment
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 5
 and seemed easy to him without much modification. He has
trouble turning in work on time, but he completed this
assessment in class on time. He does take extended time to
complete assignments and does grade level work once
3 students who did not meet the 70% expectation/goal. Out of the submitted.
23 students, 11, or 48% of my students received a perfect 10/10.
Struggling Student: This student has shown considerable effort
and I was happy that she got a 5/10 on the assessment. She still
has trouble completing writing assignments and using feedback
to revise writing assignments.
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
Teacher asked questions of analysis and evaluation.
thinking through T – Applying T – Integrating complexity of task beyond a single lesson so that there are
1.5 Students answered questions that included all levels of Bloom’s.
inquiry, problem S – Exploring S - Integrating continuing opportunities for students to engage in inquiry in
Students created their own math problems.
solving, and reflection complex problem. How could you extend lesson into PBL?

Promoting Teacher incorporated different

I feel that it is important for me to
critical types of questions for different
T- understand how each students
thinking kinds of learners including using
Applying T- Applying learns, learn about their
through pictures, definitions in order to
1.5 weaknesses etc. I can do this via
inquiry, show student strengths and
S- S- Applying monthly connection calls, accessing
problem weaknesses. Once they are
Applying data, informal and formal
solving, and identified, then the students can
assessments.
reflection make a plan for improvement.
Involving all
Students are involved in their goal
students in
T- setting. We meet regularly to set I still set quarterly goals, but I
self-
Exploring T- Applying goals and to have students self encourage them to set learning
assessment,
5.5 reflect on those goals. This way, the goals for themselves in order to
goal-
S- S- Applying become an important part of their have them learn to take
setting, and
Exploring own learning and learn how to take accountability in their own learning
progress
accountability.
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
I want to work on making student academic and personal goals as a more regular program and start early
For curriculum design, lesson
on in the year. I want students to be able to reflect on their scores and set goals for improvement and then
planning, assessment
planning follow through with seeing the process through all the way to mastery. This would be in addition to
quarterly goals I set for them.

For classroom practice

For teaching English learners,

students with special needs,
and students with other
instructional challenges
For future professional
development
I would like to work closer with these students and add some goals to help get them to benchmark. I would
add certain literacy and writing goals.
I would research journals and books that can help further my career development and understanding of my
students.

For future inquiry/ILP

For next POP cycle

Semester 3 Only:
For future use of technology
Other Notes
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 5
 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 6
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
Class Average: 83% Class Average: 87%
Total A: 12 Total A: 16
Total B: 4 Total B: 3
Total C: 4 Total C: 2
Total D: 0 Total D: 2
Total F: 3 Total F: 1
PRE-/POST- ASSESSMENT DATA TABLE
Student Pre-Assessment Score Post-Assessment Score Comments
1. Focus Student: EL 2/10 2/10
2. Focus Student: 504/IEP 6/10 8/10
3. Focus Student: Teacher Choice 2/10 5/10
4. Student 4/10 7/10
5. Student 8/10 10/10
6. Student 8/10 9/10
7. Student 5/10 6/10
8. Student 9/10 10/10
9. Student 8/10 10/10
10. Student 9/10 9/10
11. Student 9/10 9/10
12. Student 8/10 10/10
13. Student 8/10 10/10
14. Student 10/10 10/10
15. Student 7/10 9/10
16. Student 7/10 9/10
17. Student 1/10 2/10
18. Student 10/10 10/10
19. Student 2/10 5/10
20. Student 5/10 7/10
21. Student 10/10 10/10
10/10
22. Student 10/10

23. Student 9/10 10/10

24.
25.
26.
27.
28.

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