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
Tyler Parsons tylerparsons@ofy.org English 12
Mentor Email School/District Date
Options for Youth Duarte,
Tristan Churchia tristanchurchia@ofy.org Compton Center; Duarte 7 March 2024
USD (charter)
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 students to apply critical
Promoting critical T - Guide students to think critically through use of questioning strategies,
thinking by designing structured inquires into complex problems.
thinking through T – Applying posing/solving problems, and reflection on issues in content. T – Innovating
1.5 S - Students pose and answer a wide-range of complex questions and
inquiry, problem S – Exploring S - Students respond to varied questions or tasks designed to promote S - Innovating
problems, reflect, and communicate understandings based on in
solving, and reflection comprehension and critical thinking in single lessons or a sequence of lessons.
depth analysis of content learning.

Understands and explains the

3 1
3 3
4 1
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
How will using Funds of
Knowledge strategies help
high school students with
diverse language abilities
throughout the writing
process?
Examines concepts in subject matter and
relationship between essential
academic language to identify
Exploring Applying subject matter concepts, academic
connections between academic content
language, and academic content
standards and instruction
standards.
Examines organization of curriculum and Uses knowledge of curriculum and
considers adjustments in single lessons student readiness to organize and
Exploring Applying
or sequence of lessons to support adjust the curriculum to ensure
understanding of subject matter student understanding.
Plans single lessons or sequence of
lessons using additional assessment
information on student academic
Plans daily lessons using available
readiness, language, cultural
curriculum and information from district
background, and individual
Emerging and state required assessments. Exploring
development.
Is aware of impact of bias on learning.
Becomes aware of potential areas of
bias and seeks to learn about
culturally responsive pedagogy.
Section 3: Inquiry Focus and Planning (Attach Pre/Post Assessments and Data Collection Tools)
Hypothesis Lesson Series Topic Assessments/Data Collection
Formative/Checks for
understanding during
lesson:
● Expert List (from
If my focus students can previous lesson)
understand their own funds of ● Google Jamboard
knowledge, they will be better ● Brainstorming
Writing & presenting a
able to plan the writing project Questionnaire
graduation speech
and include more details in their ● Significant Circle(s)
product compared to the
baseline sample. Summative Assessments:
● Assessment
Worksheet
● Completed Outline
(next class)
Focus Students

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 5
 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 2: Student with
Focus Student 1: English Learner Focus Student 3: Your Choice
ILP/504
FS1 is a level 3 EL who also has an
IEP. FS1 generally scores average to FS2 has an IEP which provides
above average on assessments, certain academic & emotional
FS3 struggled to master standards in
scoring Mastery and Exceeds supports to manage ADHD. FS2
the previous units, receiving Near
tends to have difficulty with
Mastery on most standards with Mastery scores on all standards. FS3
Performance Data time management and pacing
some Near Mastery scores. additionally exhibits frequent off-task
work. This means that work is
behavior and late work which
However, his work tends to be late frequently late or missing.
exacerbates these issues.
and he is extremely reluctant to Additionally, social-emotional
work with other students which concerns often cause absences.
often impedes his progress.
This student will need 1-1
support to manage the
academic and emotional
challenges which accompany
I predict that FS1 will have two
this project. Providing time With frequent redirection and use of
primary challenges in this unit:
limits to each activity and the 1-1 conferences in the later
participating in the group activities
making more thorough plans for stages of the writing process, I expect
Expected Results and being willing to share his personal
completing each step will help that FS3 can complete this unit on
story in writing. With the right support
FS2 make progress. However, I time and receive a Mastery score on
and encouragement, I believe he can
predict that the student will at least 2 out of 3 standards
overcome these challenges.
need additional support outside
of class to fully complete the
unit, from both myself and the
SPED team.
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. 2/29 3/7 3/7 3/28 3/28
Provide 1-2 sentence
summary of your lesson In this lesson, students will choose a topic & begin outlining their graduation speech.
plan.
Summarize process for Pre-assessments: A guided notes document from the previous lesson will be reviewed at the beginning of the
administering and
analyzing pre- and
lesson; the 2 opening activities in the lesson act as formative assessments. Post-assessments: 1-1 conference
post-assessments. at end of lesson, successful submission of topic & outline by start of next class.
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.)

Street, C. (2005). Funds of knowledge at work in the writing
classroom. Multicultural Education, 13(2), 22–25. What I learned
is that the best approach for helping students use their funds of
knowledge in the writing process is through 1-1 conversations
with the students at each step, where I primarily let them talk
about their own experiences and use that as a jumping off point
to help them plan their writing.
Esteban-Guitart, M., & Moll, L. C. (2014). Funds of identity:
A new concept based on the funds of Knowledge
Approach. Culture & Psychology, 20(1), 31–48.
https://doi.org/10.1177/1354067x13515934. This article
suggests a brainstorming strategy called "significant
circles" where students brainstorm their funds of
knowledge & identity using a combination of drawing and
graphic organizers. Though this was developed in an

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 5
 elementary school context, this is adaptable for all grade
levels.

Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
ERWC 11/12 - Surveys of personal information at the beginning of each Algebra 1/2 - Icebreakers at the beginning of each semester,
semester, plus a survey for the students’ families to understand their modifying word problems & projects to reflect student interests,
contexts. Reflective quick writes/journal entries throughout the including a diverse set of names & texts when creating
semester. assignments.
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 Focus
Pre/Post Assessment Data Analysis Findings for Whole Class
Students
FS1’s score remained at Mastery, as late work at the end of
the unit prevented an increase to Exceeds Mastery.

As a whole class, mastery of CCSS.ELA.W11-12.5 saw moderate FS2’s score remained at Below Mastery, due to an increase in
improvements. Of the 14 students in this sample, five saw an absences which prevented work completion.
improvement in their scores, three maintained the highest possible
score, and six remained at their current score. FS3’s score had the largest improvement in the class, moving
from Near Mastery to Exceeds Mastery. Additionally, FS3’s
assignment was turned in on time, which represents an
improvement from previous units.
Initial Evidence/Rational for Rating
CSTP Element Revised Rating Suggestions for Moving Forward
Rating (Summarize from POP Section 3)
Promoting
critical
thinking To move to INNOVATING level: Consider how to increase
Teacher asked questions of analysis and evaluation.
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
inquiry, S – Exploring S - Integrating continuing opportunities for students to engage in inquiry in
Bloom’s. Students created their own math problems.
problem complex problem. How could you extend lesson into PBL?
solving, and
reflection

The selection & modification of

activities were more thoroughly
integrated into the mastery Explicit verbal explanations of how
grading framework, and the elements are connected & the larger
3 1 Exploring Applying activities were effective at purpose of each activity & lesson
building the key concept could increase student buy-in and
understanding & academic aid their understanding further.
language skills necessary to
complete the unit.
For future key assignments,
The Significant Circle activity
identifying complementary
was particularly effective in
standards and better integrating
helping students understand the
3 3 Exploring Applying them into a unified rubric would
task and necessary content by
help students better understand and
being adaptable to all levels of
achieve content mastery
readiness.
expectations.
The use of funds of knowledge
Become more intuitively familiar to
strategies in this unit
the different types of supports
4 1 Emerging Exploring demonstrated a growing
needed by different groups of
understanding and application
students in completing a task,
of culturally responsive
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 5
 pedagogy. Additionally, the anticipating where students struggle
formative assessments in the and plan accordingly.
unit were effective in measuring
each students’ readiness and
backgrounds, which helped
guide later activities.
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,
I should work on creating a routine for the flow of lessons, so that classroom norms and content mastery are
lesson planning,
assessment planning better integrated.

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
I should look into further ways to help all students effectively collaborate on group activities, and strategies
to build classroom community.
I should continue to research the different types of supports needed by different groups of students, and
how I can implement those supports. More frequent collaboration with the site’s SPED and EL teams will
help me with this, and they can provide resources such as alternative graphic organizers which make
teaching these students more effective.
With the other English faculty, I will work on re-assessing the effectiveness of mastery grading with the ERWC
curriculum, and develop standard rubrics and resources to ensure that all key activities & assessments
address a range of skills.
I should look into ways to integrate technology into my assessments, so that I can provide better, timely
feedback on student progress and achievement.
As the next POP cycle will likely be a grade level that I have taught before, I should identify strengths &
weaknesses of previous lessons and identify specific parts of the curriculum that could be improved through
trying new methods or approaches.
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

Tyler Parsons tylerparsons@ofy.org English 12

Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
This data compares the Mastery score for CCSS.ELA.W11-12.5 as
measured in their previous unit’s essay, and uses the 4-point
Post-assessment data ranges from Below Mastery - Exceeds
mastery scale (beginning mastery, near mastery, mastery, exceeds
Mastery, with an average score of 3.1/4.
mastery). Pre-assessment data ranges from Below Mastery -
Exceeds Mastery, with an average score of 2.7/4.
PRE-/POST- ASSESSMENT DATA TABLE
Student Pre-Assessment Score Post-Assessment Score Comments
1. A.L. Exceeds Mastery Exceeds Mastery
2. A.P. Mastery Exceeds Mastery
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 3. A.G. Near Mastery Mastery
4. B.R. Mastery Mastery
5. C.E. Exceeds Mastery Exceeds Mastery
6. D.M. Mastery Mastery
7. D.B. Near Mastery Near Mastery
8. D.R. Near Mastery Mastery
9. F.G. Exceeds Mastery Exceeds Mastery
10. G.M. Mastery Exceeds Mastery
11. I.G. Near Mastery Near Mastery
12. J.M. Below Mastery Below Mastery
13. J.C. Mastery Mastery
14. V.P. Near Mastery Exceeds Mastery

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