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
Social Science/ AP European
Summer Driessen Summerdriessen1@gmail.com 10th
History
Mentor Email School/District Date
Fullerton Joint Union High School
Rich Liem Rliem@fjuhsd.org September 15th, 2023
District
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 - Facilitates systematic opportunities for
T - Guide students to think critically through
students to apply critical thinking by
Promoting use of questioning strategies, posing/solving
T– T– designing structured inquires into complex
critical thinking problems, and reflection on issues in content.
Applying Innovating problems.
1.5 through inquiry, S - Students respond to varied questions or
S– S- S - Students pose and answer a wide-range
problem solving, tasks designed to promote comprehension and
Exploring Innovating of complex questions and problems, reflect,
and reflection critical thinking in single lessons or a sequence
and communicate understandings based on
of lessons.
in depth analysis of content learning.
Teacher adjusts teaching strategies to align
Using Use data from my formative assessments
with the learning goals and the specific
assessment data and formal assessments to set content
needs of students. Gradually increases the
to establish goals. Data can also show me if students
complexity of tasks as students' progress.
learning goals are struggling with specific thinking skills.
5.4 Applying Innovating Offers timely and constructive feedback to
and to plan, Likewise, we set goals to address
guide students' learning. Teacher
differentiate, causation, continuity and change, and Incorporate technology tools and
and modify historical connections across different resources that can enhance learning and
instruction time periods. engagement.
Teacher provides language support for
Planning
English Language Learners. Uses visual
instruction that
aids, clear language, and opportunities for
incorporates Arrange lessons to address common
language practice with guided outlines and
appropriate misconceptions and misunderstandings.
4.4 Exploring Innovating linguistic tools. Collaborates with special
strategies to Provide students with study outlines and education teachers, ELL specialists, and
meet the allow for collaborative notetaking other support staff to develop and
learning needs of
implement strategies that meet individual
all students
students' needs.
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
Formative assessments such
as quizzes and checking for
understanding, written
formative assessments, and
Unit 1: The Renaissance and Age multiple-choice assessments
How can I promote student Utilize Universal Design Learning and of Exploration (1450-1648) that assess unit
success and encourage academic allow students to access content and comprehension. Students also
demonstrate their understanding in have unit vocabulary packets
achievement amongst my August 15th – September 1st
various way through multiple means of to monitor comprehension
students and their diverse
representation, engagement, and and take lecture notes in. I
learning needs. expression will be able to gather data on
students and the different
types of learning that
promote individual
achievement according to
their learning needs.
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
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 6

Focus student 1 is dedicated to their
studies and has a strong work ethic.
Progress in language development is
evident especially with stimulus-based
questions.
This student demonstrated a solid
Performance understanding of key concepts but
Data struggled with some vocabulary and
complex sentence structures. This
student scored 76% on the first unit
multiple choice test with an overall 78%
in the course. This student scored a 50%
on the pre assessment quiz and has
shown improvement
Focus student 2 is exceptionally bright and
engages in class discussion. This student is
on an IEP for a learning and mobility
disability. This student has had remarkable
achievement scores of 100% on both the
pre-assessment and the unit assessment and
demonstrates a deep understanding of
course material. This student has some delay
in speech but continuously pushes
themselves in class discussion and rarely
uses their accommodations. Student has
expressed they will only need to use them if
necessary. Based on pre assessment and
post, this student does not feel the need to
use extra accommodations. However, there
may be a need to use accommodations for
outside of class assignments
Focus student 3 has a history of
performing well in standard history
and social science courses, however
this is this student's first AP course.
This student does not have a history
of ELL or IEP support. Currently,
facing difficulties in AP European
History, particularly with the volume
of reading material and the depth of
analysis required. This students'
performance on assessments has
been below the class average with
50% on the pre assessment and 52%
on the formative unit assessment.
Student struggles to connect
historical events and concepts.

I expect this student to continue to progress

I expect this student to show
throughout the course based on assessment
I expect this student to perform well on noticeable improvement in their
data. This student has excelled on both
assessments that primarily assess content understanding of historical concepts,
informal and formal formative assessments.
knowledge and understanding of analytical skills, and overall
There may be some limitations in their
historical events. performance as the course
writing due to their disability. However, the
I am aware that this student's written progresses. This might be reflected in
student does have the option to use a
Expected assignments may initially show limitations higher quiz and test scores, improved
Chromebook to submit written assessments
Results in language usage but should improve essay quality, and more active
if needed. Student currently has a B+ in the
with time and targeted support. I expect engagement in class discussions. I
course due to failure to submit homework.
this student to maintain or improve their will provide study guides and reading
Accommodations have been offered to give
grade as the semester goes on. This guides for this student to monitor
this student extra time on assignments. This
student has asked for additional support success.
student is exceptionally bright and may need
and help with stimulus based questions.
extra support outside of the classroom to
ensure success.
Inquiry Lesson Implementation Plan
Directions: that Semester 3 requires a lesson that focuses on use of technology to support teaching and learning.
Administer Pre- Administer Post- Discuss Results
Deliver Lesson(s) Analyze Results
Identify dates for Assessment Assessment with Mentor
activities.
8/16 8/17-8/29 8/31 9/1 9/6

My inquiry will be focused on a 2.5-week unit on the Renaissance and Age of Exploration in Europe. Lessons covered are:
Provide 1-2 sentence Introduction to the Renaissance, Societal Changes, Italian States, Renaissance Art & Education, Northern Renaissance,
summary of your lesson European Monarchies, The New World, Rivals on a World Stage. Students will practice document-based analysis, practice
plan. stimulus-based questions, and will be assessed through multiple formative assessments and formal assessments (both
written and multiple choice)
Pre-assessment will happen at the beginning of the unit to check for background knowledge and understanding
Summarize process for
regarding what they had learned from their World History course. Post Assessment will be given after weekly lectures
administering and
and formative assessments. Students will have a full day in class with a review study guide and Kahoot to prepare for the
analyzing pre- and post-
formal assessment. Formal assessment will be administered over the course of two days (day one being a MCQ & day
assessments.
two being a DBQ)
Semester 3 Only: Identify
Google Classroom will be used to track student progress and provide timely feedback. Google classroom will also be used
the specific technology
for formative assessments such as quick daily questions. Students will be able to collaborate with others through
tools, applications, links,
notetaking using platforms like Google Docs to facilitate shared class notes and discussions. Online quiz platforms like
and/or devices to be
Kahoot will be used to assess students' knowledge and understanding of key concepts and historical events. Students will
incorporated into the
also be using AP Classroom to take weekly progress checks regarding stimulus-based questions for MCQ practice.
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.)
Su, Y. (2015). Ensuring the continuum of learning: The role of assessment
for lifelong learning. International Review of Education 61(1), 7–20.
Kanno, Y., & Kangas, S. E. N. (2014). “I’m Not Going to Be, Like, for
In the article, the author argues that assessment in the context of lifelong the AP”: English Language Learners’ Limited Access to Advanced
learning goes beyond measuring knowledge retention. It focuses on College-Preparatory Courses in High School. American Educational
learners' abilities to reconstruct knowledge, actively engage with Research Journal, 51(5), 848–878.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 6
 learning, and make qualitative connections to the world. Self-assessment,
engagement assessment, and the use of qualitative methods are pivotal
in assessing and nurturing lifelong learners. I have learned that formative
assessments must be purposeful and provide students with insight and
connections to facilitate a deeper understanding.
The text expresses the importance of offering ELLs both high-level
academic curriculum and linguistic support to enable them to access
such learning opportunities effectively. The text asserts that ELLs'
underachievement persists not because they are incapable of
learning, but because they are denied the opportunity to learn. I
Have learned that as a teacher who teaches advanced placement I
can provide my ELL students with linguistic support and frameworks
to foster a rigorous but supportive curriculum that encourages
students with the opportunity to learn.

Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
This colleague teaches AP World History to 9th graders, including ELLs. To
address the issue of assessments, they incorporate formative assessment This colleague teaches AP U.S. History to 11th graders, including
practices. These include regular quizzes, group discussions, and reflective ELLs. They employ a differentiated assessment approach to cater to
writing activities. To ensure that students have access and support they diverse learning needs. This colleague offers a choice of assessment
use graphic organizers and visual aids to support ELLs in understanding formats, allowing ELLs to demonstrate understanding through
complex historical concepts. Offer extended time for assessments and essays, presentations, or visual projects. This also allows the teacher
additional support during break and conference periods Encourage peer- to collect data on a variety of assessments that are purposeful and
to-peer discussions and collaborative projects to build language skills. assess student knowledge.

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
ISTE-Educator I will leverage Google Forms for the pre-assessment to gather comprehensive
2.7.b Use Tech to Create Assessments data on student understanding. This approach ensures immediate feedback
Use technology to design and implement a variety of formative and summative and results, contributing to a dynamic and responsive learning environment. To
assessments that accommodate learner needs, provide timely feedback to maintain equitable access, I'll capitalize on technology, utilizing school-issued
students and inform instruction. Chromebooks and an internet connection available to all students.

ISTE- Student
1.7.b Multiple Viewpoints
Students use collaborative technologies to work with others, including peers,
experts and community members, to examine issues and problems from multiple
viewpoints.
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
Approximately 50% of my class has demonstrated mastery of the concepts
covered in Unit 1: The Renaissance and Age of Exploration (1450-1648).
For the pre-assessment, a formative assessment based on assigned
readings and background knowledge was administered. The class average
for this knowledge-based assessment was 84%. It primarily evaluated
students' understanding and did not require critical thinking skills aligned
with the AP Exam.
In the course, students will actively engage with online sources, analyzing
documents with diverse perspectives. This approach aligns well with our AP
curriculum, emphasizing the importance of sourcing. This emphasis on
document analysis serves as valuable preparation for subsequent written
assessments following the multiple-choice question (MCQ) assessment. The
integration of technology enhances the overall learning experience and equips
students with essential skills for the AP curriculum.
Pre/Post Assessment Data Analysis Findings for Three Focus Students
Focus Student 1: This student exhibited a solid understanding of key
concepts but faced challenges with certain vocabulary. Notably, there
was improvement, as evidenced by a pre-assessment score of 50% and
a subsequent 76% on the first unit multiple-choice test.
Focus Student 2: This student excelled, achieving a perfect score of
100% on both the pre-assessment and the unit assessment,
showcasing a deep understanding of the course material.

Focus Student 3: Despite scoring below the class average, this student
In contrast, the post-assessment involved students participating in a
demonstrated resilience. The pre-assessment yielded a 50%, and the
multiple-choice question (MCQ) exam that was stimulus-based. This
formative unit assessment showed a slight improvement at 52%.
assessment required students to apply their knowledge, critical thinking
Challenges remain in connecting historical events and concepts,
skills, and interpret stimuli relevant to the unit. The class average for the
indicating an area for targeted support and intervention.
post-assessment was 77%, reflecting a comprehensive evaluation of their
abilities beyond mere recall of information.
Initial Evidence/Rational for Rating
CSTP Element Revised Rating Suggestions for Moving Forward
Rating (Summarize from POP Section 3)
Promoting
To move to INNOVATING level:
critical
Teacher asked questions of analysis and Consider how to increase complexity of
thinking T–
evaluation. task beyond a single lesson so that there
through Applying T – Integrating
1.5 Students answered questions that included all are continuing opportunities for
inquiry, S– S - Integrating
levels of Bloom’s. Students created their own students to engage in inquiry in complex
problem Exploring
math problems. problem. How could you extend lesson
solving, and
into PBL?
reflection
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 6
 Using
assessment Identify and address areas where
data to students faced challenges. Increase
establish practice opportunities for stimulus-
learning The teacher used assessment data to plan
5.4 Applying Innovating reteach activities and set learning goals for based questions. Implement strategies
goals and to
students, ensuring targeted support in areas to improve studying habits and
plan,
differentiate, of need. establish goals for thorough review
and modify before unit assessments.
instruction
Planning
instruction Using data from formative assessments, the
Implement targeted support for
that teacher implemented modifications for
students who may require additional
incorporates document analysis.
assistance based on assessment
appropriate
4.4 Exploring Innovating outcomes. Differentiated instruction to
strategies to Prior to the unit written assessment, the
meet diverse learning needs including
meet the teacher supplied students with documents
vocabulary word banks on the
learning and practice prompts to facilitate
assessments to scaffold students.
needs of all preparation.
students

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
2.7.b Use Tech to Create Assessments: The use of online technologies for pre and
post assessments has empowered me to effectively differentiate my instruction.
The comprehensive data collection has provided valuable insights into both the For myself, I want to properly use the assessment data to differentiate
strengths and weaknesses of the overall class, allowing me to present findings my instruction before the unit assessment. I also want to give a pre
transparently. Sharing information on most missed questions, themes, and assessment earlier to allow for planning on my end.
concepts not fully understood.
As for students I want them to engage in classroom discussion relating
1.7.b Multiple Viewpoints: Facilitated efficient collaboration among students. By
leveraging technology, students were able to analyze a greater number of online the documents to the AP Rubrics for written assessments to fully grasp
documents with contrasting views. Providing documents in advance allowed for the intention of document analysis before written assessments.
thorough planning, enhancing the depth of their analysis and understanding.

Action Items
For curriculum design,
In the future, I want to plan my pre assessment early, I want to collect data and utilize that data prior to the unit
lesson planning,
assessment. I would also like to modify my lesson plans and lectures to address commonly misunderstood concepts
assessment planning
I aim to increase my engagement by posing more questions throughout lessons. This proactive approach ensures that
students are grasping challenging concepts, providing an opportunity for immediate clarification. Additionally, I aspire to
For classroom practice create a more interactive learning environment by opening up the floor for classroom discussions. This collaborative
setting encourages students to express their thoughts, fostering a deeper understanding of the subject matter and
promoting active participation in the learning process.
For teaching English A shared challenge among English learners (ELs), students on Individualized Education Programs (IEPs), and those facing
learners, students with instructional challenges is grasping vocabulary and subject-specific concepts. To address this, I plan to dedicate a day or
special needs, and two to emphasize unit themes and concepts. During this time, I will provide a more comprehensive list of vocabulary
students with other words, ensuring that all students, regardless of their learning needs, have the necessary support to succeed in
instructional challenges understanding and applying these concepts.
For future professional I plan to engage and incorporate the latest educational technologies and tools that can aid in accommodating diverse
development learning needs

Engage in professional development on Universal Design for Learning (UDL) principles. Creating flexible assessments that
For future inquiry/ILP
accommodate different learning styles, preferences, and abilities.
For next pop cycle, I plan to concentrate on World War I, the Interwar period, and World War II. Recognizing the length
of this unit, I am committed to making necessary adaptations to ensure the success of all students. This may involve
For next POP cycle
incorporating diverse teaching strategies, utilizing various assessment methods, and tailoring materials to accommodate
the unique learning needs of the class
I aim to enhance the integration of technology in the classroom, specifically for monitoring success and facilitating self-
Semester 3 Only: assessments. Within my department, we have developed forms for students to self-assess their performance on written
For future use of assessments, including Document-Based Questions (DBQs), Long Essay Questions (LEQs), and Short Answer Questions
technology (SAQs). This technological approach not only streamlines data collection but also empowers students to actively take
responsibility for their own learning.
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.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 6
 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
Social Science/ AP European
Summer Driessen Summerdriessen1@gmail.com 10th
History
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average

50% - 100% 52%-100%

PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments
Student improved with the help of
1. Focus Student: EL 50% 76%
scaffolding and group work
Student remained consistent, showcasing an
2. Focus Student: 504/IEP 100% 100%
expertise in the unit
Student slightly improved, individual meeting
3. Focus Student: Teacher
50% 52% discussed areas of improvement and
Choice
challenges.
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.
33.
34.

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

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