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
Joel Park joel.park@orangecountyclassicalacademy.org all 5th
Mentor Email School/District Date
Orange County
Kristen Evans kristen.evans@orangecountyclassicalacademy.org 8/12/23
Classical Academy
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 - Adjusts strategies during instruction
based on the ongoing monitoring of
Monitor student T - Seeks to clarify instruction and learning activities to support student individual student needs for assistance,
T– T–
learning and understanding. support, or challenge.
Exploring Innovating
1.6 adjusting
S– S - Students receive assistance individually or in small groups during instruction. S–
S - Students are able to articulate their level
instruction while of understanding and use teacher guidance
Exploring Innovating
teaching to meet their needs during instruction.

T -Integrates rigor throughout the learning

environment that values accuracy, analysis,
Create a rigorous T- Strives for a rigorous learning environment that includes accuracy, and critical reading, writing and thinking.
learning understanding, and the importance of meeting targeted learning goals. Integrates strategic scaffolds and
T– T–
environment with Works to maintain high expectations for students while becoming aware of technologies throughout instruction that
Exploring Integrating
2.4 high expectations
S–
achievement patterns for individuals and groups of students.
S–
support the full range of learners in
and appropriate S - Students engage in a variety of differentiated supports and challenges in ways meeting high expectations for achievement.
Applying Innovating
support for all that promote their accuracy, analysis, and problem solving in learning. S - Students take responsibility to fully
students utilize teacher and peer support, to achieve
consistently high levels of factual and
analytical learning.
Employing T - Promotes positive behaviors and
classroom routines, consistently prevents or refocuses
T–
procedures, norms, T– behaviors disruptive to the learning
Exploring T - Seeks to promote positive behaviors and responds to disruptive behavior.
and supports for Integrating climate.
2.6 positive behavior
S– S - Students receive correction for behavior that interferes with learning, and
S– S - Students share responsibility with
Exploring positive reinforcement in following routines, procedures, and norms.
to ensure a climate Integrating teacher for managing and maintaining a
in which all positive classroom climate that promotes
students can learn 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.
Assessments/Data
Inquiry Question Hypothesis Lesson Series Topic
Collection

How can a structured routine Students will have increased focus and engagement in the
increase engagement in science? lesson due to having a structured routine and procedures.

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

Expected Results

Inquiry Lesson Implementation Plan

Directions: that Semester 3 requires a lesson that focuses on use of technology to support teaching and learning.
Administer Post- Discuss Results with
Administer Pre-Assessment Deliver Lesson(s) Analyze Results
Assessment Mentor
Identify dates for
activities.

Provide 1-2 sentence

summary of your lesson
plan.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 4
 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.
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.)
Instructional Pacing: How Do Your Lessons Flow?
20 Must Teach Middle School Routines https://www.edutopia.org/blog/instructional-pacing-
https://www.scholastic.com/teachers/teaching-tools/articles.html tips-rebecca-alber
The article gave a lot of different routines and strategies to help keep order in the The article focuses on tips to aid the pacing and planning
classroom and touches on the idea that good routines and habits created in the of lessons. The idea of creating a sense of urgency within
classroom will help maximize the focus and learning done in the classroom. the lesson using a timer can help students stay focused
without actually creating a rush in class.
Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
Mrs. Bugenski K-5th grade Physical Education
Mr. Choi 4th Grade Teacher
Mrs. Bugenski has students line up by the doors to the gym and has several procedures in
Mr. Choi Has the classroom rules and expectations
place for the students to follow. She does not allow the students into the gym to begin
posted on his wall by the whiteboard so that students
P.E. unless students are following the procedures and daily routines that she has set up.
and guest can see the class rules and expectations as
The students must have their voices off and wait patiently in line for Mrs. Bugenski to let
they enter the class.
them into the gym.
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 Three
Pre/Post Assessment Data Analysis Findings for Whole Class
Focus Students

Initial Evidence/Rational for Rating Suggestions for Moving

CSTP Element Revised Rating
Rating (Summarize from POP Section 3) Forward
Promoting To move to INNOVATING level: Consider how to
T–
critical thinking Teacher asked questions of analysis and evaluation. increase complexity of task beyond a single
Applying T – Integrating
1.5 through inquiry, Students answered questions that included all levels of Bloom’s. lesson so that there are continuing opportunities
S– S - Integrating
problem solving, Students created their own math problems. for students to engage in inquiry in complex
Exploring
and reflection problem. How could you extend lesson into PBL?

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 planning,
assessment planning
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 4
 For classroom practice

For teaching English

learners, students with
special needs, and
students with other
instructional challenges
For future professional
development

For future inquiry/ILP

For next POP cycle

Semester 3 Only:
For future use of
technology
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

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
2. Focus Student: 504/IEP
3. Focus Student: Teacher Choice
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 4
 20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
910111 21314 1516

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