EIP 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
Meena Duguay mduguay@californiaops.org English 12th
Induction Mentor Email School/District Induction Date
Niki Ehrke nehrke@californiaops.org California Online Public Schools 9/6/23

Mentor Match Date Credential Type (MS, SS, ES) Grade Level/Subject Assignment Tentative Induction
Completion
Date
8/1/23 Single Subject 12th/ English 6/2025

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 inquiries into complex problems.
T – Applying S – T – Innovating
1.5 through inquiry, S - Students respond to varied questions or tasks designed to promote S - Students pose and answer a wide-range of complex questions and
Exploring S - Innovating
problem solving, and comprehension and critical thinking in single lessons or a sequence of problems, reflect, and communicate understandings based on in depth
reflection lessons. analysis of content learning.
1.4 Using a variety of T: Integrating T: Creates, adapts, and integrates a broad range of T: Innovating T: Refines the flexible use of an extensive repertoire
instructional strategies, strategies, resources, and technologies into instruction strategies, resources, and technologies to meet
resources, and S: Exploring S: Innovating students’ diverse learning needs.
designed to meet students’ diverse learning needs.
technologies to meet
students’ diverse S: Students take responsibilities for using a wide ran
learning needs S: Students participate in single lessons or sequence of of strategies, resources, and technologies that
lessons related to their interests and experiences. successfully advance their learning.

1.3 Connecting subject
matter to meaningful,
real-life contexts
T: Integrating T: Integrates connections to meaningful, real-life
contexts in planning subject matter instruction and is
S: Exploring responsive during instruction to engage students in
relating to subject matter.
S: Students make use of real-life connections
provided in single lessons or sequence of lessons to
support understanding of subject matter.
T: Innovating T: Engages student in actively making connections t
relevant, meaningful, and real-life contexts througho
S: Innovating subject matter instruction.
S: Students routinely integrate subject matter into th
own thinking and make relevant applications of subj
matter during learning activities.

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
How can students understand content, character Students will be able to understand Shakespeare’s Macbeth
analysis and universal themes of dramatic content, character analysis and universal PORTFOLIO RESOURCES
literature? themes of Macbeth such as corruption of Instructions and Rubric: Persuasive Essay
power by using multimedia tools and
textual evidence and will write a Alternate Portfolio Options for Partial Credit
persuasive essay and engage in peer
discussion. Student Sample

Writing Tips & Outline

Thesis Graphic for Persuasive Essay

Video of Macbeth Unit 3 Persuasive Essay

Instructions and Rubric: Persuasive Essay Slid

Reminder: Audio Versions of our Literature ca

be accessed in this document as a supplementa
resource.

Folger Library Macbeth

Click here for the Spanish version of Macbeth

Shakespeare: Video Resources
Macbeth, Orson Welles: All Black Cast (1936)
 Macbeth, Act II Scene 1:
Shakespeare's Globe
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 6

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 actua
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
Rose is a level two English language learner. She is a
Performance Data new student who was not enrolled in school prior to her
current enrollment status. Her family only speaks
Spanish. Rose communicates well verbally and has
limited English writing skills. Student has the motivation
and desire to be successful. She quickly grasps new
ideas. Student currently has a 30% overall in English and
averaging a 0% in portfolios because of nonsubmission.
The expectation is for the student to produce a modified
persuasive essay using an outline either standard or
Expected Results
Google Slides, to carefully construct the essay.
Accommodations will also include reduced quantity to
three paragraphs and use an alternative prompt that
focuses on the beginning of the first act of Macbeth.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017
Focus Students
Focus Student 2: Student with ILP/504
Jenny has an IEP plan due to autism and she has difficulty
interacting with peers and holding a conversation. These
behaviors negatively impact her academic performance. She
also has a medical condition that limits her energy and being
alert and has severe migraines and other symptoms that
inhibit her academic performance. She benefits from using
bullet point responses with shorter answers, reduced writing
as well as limited interaction with peers in discussions.
Student currently has a 66% in English overall. Student has a
0% in discussions due to not submitting any.
The goal will be to adapt discussion assignments allowing the I expect the student to raise their overall grade in portfolio
students to reply to peer responses through webmail to the
teacher. Student will meet the standards but using n
alternative method but still receiving the same benefit.
 Macbeth, Act V, Scene 5:
Shakespeare’s Globe
 Macbeth: Royal Shakespeare
Company
DISCUSSION
English 12 and Honors English 12
Prompt: 12A Unit 3: Discussion
Please read the following options and select 1
option to respond to in your original post. Alwa
post your thread first and then thoughtfully
respond to at least two students who wrote abo
a different topic. When you respond to others,
so in a short paragraph that contains thoughtful
questions, statements, etc. See class policies an
the in-lesson rubric for grading guidelines.
1. Option 1: Reading vs Performing: Read La
Macbeth’s monologue silently to yourself. Wri
down lines that stand out to you, and your
impressions of what Lady Macbeth is like as a
character. Next, read Lady Macbeth’s monolog
out loud with emotion. Feel free to act it out a
couple of times! Write down your impressions
what stood out to you while reading out loud: D
different lines stand out to you - why?; Did you
notice different things about Lady Macbeth’s
character - what did you notice?; What advice
would you give an actor in terms of delivering
strong performance of this speech?
2. Option 2: After reading Lady Macbeth’s
monologue, do you think there is evidence that
she is putting her mental health at risk by askin
the spirits to “stop up the access and passage to
remorse,” (1.5.44)? What could be the
consequences of cutting off her own human
emotions in order to pursue her goals and
ambitions? Are there any lines in her speech th
indicate she knows she is walking a thin line
between right and wrong? Cite lines/evidence
you've read from the play to support your ideas
3. Option 3: Despite the fact that Lady Macbet
already has more power than a normal citizen,
clearly wants to become more powerful. Based
her monologue, do you think there are any limi
to what she’d be willing to do to get more pow
(use quotes to support your answer). Why do y
think someone, such as Lady Macbeth, who
already has a lot of power in society would wan
more power - why might extreme actions be
worth the risk?
Focus Student 3: Your Choice
Matthew was a boxer who suffered a massive concussion
that has had multiple effects on his brain function and visi
He finds it difficult to concentrate because the strain on hi
vision from using a computer screen causes intense
migraines. Student finds it difficult to work for a long per
of time. Student has two to three doctor appointments a w
that include visiting a neurologist and ophthalmologist to
assess his ongoing condition. The student has strong fami
support and they are motivated to graduate. The student h
always been an A and B student. Student has a 76% overa
in English and a 70% in portfolios.
submissions to at least 85 to 90% to be completed by the
Unit 3 Persuasive essay.
Page 2 of 6
 Student can use Google Translate to encourage English
language development. Student will be allowed to use
speech to text tools and if necessary, submit work in their
native language. Student will be supported by using
online resources such as video clips, Folger Library
which uses scene summaries and character analysis that
allow the student to better understand the text and
characters' frame of mind and motives.
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-AssessmentS Analyze Results Discuss Results with Ment
10/24 10/24-11/14 11/15 11/16 11/21
Identify dates for activities.

Provide 1-2 sentence summary of

A 4-week lesson plan will provide a comprehensive introduction to Elizabethan Theatre including theatrical elemen
your lesson plan. and historical background. A detailed analysis of Shakespeare’s Macbeth including intensive scene study with
student readings and exploration into the concept of power as a universal theme
Summarize process for Pre-assessments will take place directly after the first lesson which will be quizzes and quick checks. The post-
administering and analyzing pre- assessment will be given at the last lesson and students will have a week to compose a Persuasive essay.
and post-assessments.
N/A
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.)

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 6
 Using Inquiry-Based Learning to Create a Culturally Responsive Classroom How to undertake Teaching as Inquiry
Edutopia The Education Hub

Creating a culturally responsive environment where students can share their stories. This allows The main objective of teaching as inquiry is how to meet the needs of students. It is a continuous
diversity to guide curriculum planning, classroom engagement and environment. Students came up cycle of learning about students learning process and focusing on several ways to improve.
with a variety of issues and used evidence from research to understand the issue and find a
solution.

Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
LeAnn a 12th grade English teacher introduced how the role of gender is identified and used in the Delia a 12th grade English teacher shares biographies of black, female inventors and scientists that
Canterbury Tales. How the roles of women were often depicted in a negative way. She shared lived during Mary Shelley’s time period but were historically unrecognized when students are
stories of women knights that allowed the students to make modern connections to the content. introduced to Frankenstein. This is an opportunity to diversify the classroom environment and
Discussion prompts were written to encourage students to use creativity to respond by becoming a offer cultural representation and make connections with students from diverse backgrounds.
character in Canterbury Tales and responding in their voice and using details from the text to
describe themselves and interact with other characters.
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

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
solving, and reflection Students created their own math problems. complex 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

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

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 6
 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.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 6
 33.
34.
35.
36.
910111213141516

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 6 of 6