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Fullerton Online Teacher Induction Program

Individualized Learning Plan (ILP)

Revised 6.1.17

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

Jennifer Sampson History 7th and 8th

Mentor Email School/District Date

Brea Junior High School/Brea

Gina Dauphin Olinda Unified School District 3/4/2018
Section 2: CSTP Areas of Inquiry
Directions: Identify 2-3 CSTP elements for ILP focus, including at least one as required: Semester 2 – CSTP 1/2/3; Semester 3 – CSTP 4/5/6; Semester 4 -all.
Use most recent CSTP Assessment for Initial Rating. Identify both teacher and student rating for CSTP 1 and 2. See example.

Element Initial Rating Description Goal Rating Description
T - Facilitates systematic opportunities for students to apply
T - Guide students to think critically through use of questioning
critical thinking by designing structured inquires into
Promoting critical T– strategies, posing/solving problems, and reflection on issues in T–
complex problems.
thinking through Applying content. Innovating
1.5 S - Students pose and answer a wide-range of complex
inquiry, problem S– S - Students respond to varied questions or tasks designed to S-
questions and problems, reflect, and communicate
solving, and reflection Exploring promote comprehension and critical thinking in single lessons or Innovating
understandings based on in depth analysis of content
a sequence of lessons.

Establishes and communicates to
and Establishes and articulates learning
T- students clear learning goals for content T-
articulating goals to students that integrate content
4.2 goals for Apply that are accessible, challenging, and Integr standards with students’ strengths,
ing differentiated to address students’ ating
student interests, and learning needs.
diverse learning needs. 9/27/17

data, both
I- Reviews and monitors a broad Facilitates collaborative work and
individually Teach Teach
range of data individually and with fosters colleagues ability to identify
and with er- er-
5.3 colleagues to analyze student and address causes for achievement
colleagues, Integr Innova
thinking and identify underlying patterns and trends.
to monitor ating tive
causes for trends. 9/27/17
Section 3: Inquiry Focus and Planning (Attach Pre/Post Assessments to ILP)

Inquiry Focus Inquiry question Pre-Assessment Post-Assessment Expected Results

Pose measurable and observable
Based on your selected CSTP How do you expect student
question in terms of students What will you use as your baseline What will you use as your
elements, identify a focus of performance to change? Use
(e.g., what impact will strategy X assessment of student actions/ final assessment of student
inquiry (e.g., group discussion, percentages to describe
have on student performance as performance? actions/performance?
differentiation, motivation…) anticipated growth.
measured by Y?)

What impact will increased use of

higher-order questions (teacher talk, There will be a 20% increase in the
Use of analysis, synthesis, and
worksheet, and student problem average exam score for students who
evaluation questions + student Previous examination scores New chapter exam
generation) have on student participated in class and successfully
problem generation
performance as measured by chapter completed the worksheet.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017
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At the end of the
Medieval Europe unit
students will take an
I will assess the students
exam and complete a By me establishing goals
prior to the unit of study
How can I establish and project where I will for them including
by looking at how they
articulate clear learning check their learning goals, student
previously were assessing
goals to address ALL understanding of the content knowledge will
their goals/ objectives
students learning needs content, as well as in crease shown in their
Goal Setting independently. I will
and help my students their completion of grade. Student
simply observe students
create goals of their own the learning participation will also
and talk with them on an
to support their own objectives and goals. increase do to the
individual basis. I will also
learning? These will be students active role in
collect work and compare
summative their own goals.
this to their goals.
assessments that I
will collect and

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 Focus Student 2: Student with

Focus Student 3: Your Choice
Learner ILP/504

Student 2 greatly struggles Student 3 struggles with staying

Student 1 struggles to follow with organization that focused both in class and at home
along with reading/ writing causes his grade to suffer with homework assignments.
Performance assignments, fails to even though he completes Rarely does he turn in work on
Data complete work and lacks the work and probably time because of this. He also is a
confidence both individually would do well on most distraction to other students
and in a group setting assignments. when he gets off track.

By setting goals that are

By setting clear goals and Through goal setting there will be
achievable, student will gain
Expected objectives to organize work, an increased in participation on
the confidence needed to
Results his grade will greatly class assignments which will in
increase both test/ project
improve turn allow his grade to improve
grades but also socially
Inquiry Lesson Implementation Plan
Administer Post- Discuss Results with
Administer Pre-Assessment Deliver Lesson(s) Analyze Results
Assessment Mentor
Identify dates for
activities. 4/12/18-4/13/
3/7/18 3/20/18-3/22/18 3/29/18 4/11/18 18

My lesson will be about what effects the Bubonic Plague had on Medieval Europe. We
Provide 1-2 sentence will complete readings, have discussion and for the final assignment, students will
summary of your lesson complete a current event analysis. Goals will be set at the beginning of the lesson by
plan. myself and by the students and at the end of the lesson students will reflect on their
goals though a quick write.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017
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Day One (start of lesson):

Introduction/ hook (5 minutes)→ Students will recall past information by answering the daily warm up question
about the plague, What do you already know about the plague? Once students have time to write down their
answer, I will call on a handful of students to share and we will have a short class discussion on the topic.

Lesson(20 Minutes)→ I will first explain the lessons objective, which is to understand the plague within Medieval
Europe, then analyze its causes and effects across the globe. Students will then get out their table of contents and
write in it Plague Reading and Causes/ Effects chart. I will then pass out a class reading and ask students to get out
a pen or pencil and a highlighter. We will then as a class right down the essential question at the top of the reading
and then go through and number the paragraphs (EQ: What were the causes and effects of the Bubonic Plague?).
Next as a class we will go through and read about the plague and discuss what caused and the effect it had. As we
read I ask recall questions to make sure everyone is on the right track. Students volunteer to read one paragraph at
a time.

Activity/ Closure 30 Minutes)→ Once we are done reading, students will flip over to the back side and complete a
Cause and Effect map on the spread of the plague which is answering the EQ from the beginning of the reading.
The need to fill out three causes and three effects. We complete the first on together. After about 8 minutes we will
review the maps together as a class and discuss. Next as a class we are watching a clip from the History of Us
video series on the Bubonic Plague. They are to write down 10 key terms as they watch.

Summarize process for Day Two (Day of Observation):

administering and
analyzing pre- and Introduction/ hook (5 minutes)→ Students will recall yesterday's information by answering the daily warm up
post-assessments. question about the plague, Name one cause of the Bubonic Plague? Once students have time to write down their
answer, I will call on a handful of students to share and we will have a short class discussion on the topic. Next I
will have students get out their video key terms from the day before and we will review them together as a class.

Lesson (10 minutes)→ I will first explain the lessons objective, which is to understand how the plague still impacts
our world today. I will then explain to the class that they will be reading a current event on the plague then
complete an article analysis independently.

Activity/ Closure (40 minutes)→ Once Students have completed the article and analysis, they we share what they
wrote down with their elbow buddy. Each student will have 3 minutes to share. As they share, students are
encouraged to check their own answers or add to their analysis. This peer interaction will help with understanding.
Next as a class we will review the article and discuss main points. This conversation will help us understand the
impact the Bubonic Plague still has on our world today.

Differentiation: The article was taken from NewsELA where I printed different grade levels of the same
article for some of my lower students. I also added sentence starters to some of the questions that needed to
be answered on the article analysis sheet. Student seating was also considered for the elbow buddy work.

Assessments: I will assess the content mastery of my students throughout this lesson will be by walking
around the class and viewing what is being completed as a whole class, through class discussions, cause and
effect charts that will be collected with their table of contents at the end of the unit and the article/ article analysis that will
be collect after 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
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Title: Effective Goal Setting for Students
Title: The Articulated Learning: An Approach to Guided
Reflection and Assessment
Citation: Effective Goal Setting for Students. (n.d.).
Retrieved March 08, 2018, from http://
Citation: Ash, S. L., & Clayton, P. H. (n.d.). The Articulated
Learning: An Approach to Guided Reflection and Assessment.
Retrieved March 09, 2018, from
article/ 10.1023/B:IHIE.0000048795.84634.4a
This article helped me with my teacher inquiry question
because it allowed me to have a better understanding of
This article is helpful for understanding and incorporating
the importance in students taking an active role in their
my learning goals because it helped me understand the
education and learning process. Another main point from
importance of reflection. Reflecting on my goals for the
this article was that students participating and having an
students as well as their own reflection on the goals they set
opinion in their learning process by setting goals gives
for themselves. I as the teacher need to make sure I make
them motivation. Also this kind of goal setting should be
time for myself to reflect as I am setting goals and at the
done consistently throughout the year to again allow and
end after the unit to see if those set goals were achieved.
help with the motivation and success of their education.
This should be done on the students end as well. This article
One last thing from the article that helps me with my
also stresses that without reflection, personal and
question is that it is so important to help your students
educational growth on both my end and my students end will
create specific, achievable goals that the students have
not happen.
real control over.

Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and
summary of ideas.)

8th Grade English Teacher-

7th Grade World History Teacher- This teacher addresses this issue by having students write
This teacher also teaches in my department and addresses down goals and objective by her and personal goal by the
the issue of assessments and goal setting by taking the time students in a journal then continually throughout the year
both before a unit and after to make good, achievable goals reflects on them through quick writes. ticket out the
and then reflect on them. He also makes time to spend time doors and/ or partner/ class discussions. She then takes
with students individually or in small groups on their this data to formulate her own goals for the class and help
assigned goals. students formulate new and improved goals throughout
the year.

Special Emphasis: Instructional Strategy, ISTE Standards, NBPTS Core Propositions

Special Emphasis Focus How Special Emphasis will be Incorporated

Many different Instructional strategies will be

incorporated in my lesson from group discussions, to
elbow buddy partner work, to independent work and
Instructional Strategies, ISTE standard Learner and finally class discussions. Also, their goals will reflect
facilitator these different types of instructional strategies and
how successful their are in their learning through

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 Pre/Post Assessment Data Analysis Findings for Three
Class Focus Students

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017
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The pre assessment data for the three focus students
The pre assessment data that helped me reflect and showed that all three needed help focusing in on the
set goals/ objectives for the lesson observed was a goal/ objective/ essential question and thinking about
previous reading with annotations and a set essential that throughout the entire lesson. The initial
question to compare to the Bubonic Plague activity annotations allowed for a good basis for this next
including the article analysis. I noticed from this pre activity. I also noticed that they all needed a
assessment that students overall did a good job and annotation guide to help as well as sentence starters
understood their objective, but I could have made to help with answering questions.
the essential question/ objective more clear to help
students take it to the next level. The post assessment showed that these focus students
achieved the goal of understanding the goals/
The post assessment data for the whole class showed objective set at the beginning of the lesson. This then
that overall, students understood the goal I set for help with confidence and participation in class
them and the objective. After reviewing the data discussion and on the article analysis on the second
with my co workers I also noticed that they day. The modified article also gave them the tools
improved from the post assessment reading and needed to understand the objectives. Staying focused
annotating. and finishing class activities in time given was tough
for one of the 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
critical thinking Teacher asked questions of analysis and evaluation. increase complexity of task beyond a single lesson so
Applying T – Integrating
1.5 through inquiry, Students answered questions that included all levels of that there are continuing opportunities for students
S– S - Integrating
problem solving, Bloom’s. Students created their own math problems. to engage in inquiry in complex problem. How could
and reflection you extend lesson into PBL?

By allowing the kids to have

input on the essential question
Establishing To get to the innovating
and at the start of the reading,
T- level I think I need to focus
articulating students took ownership of
4.2 Applyi T-Intergrating more on long term goals
goals for their learning. I also made sure
student ng then incorporate them into
that they reflected back to the
learning the whole unit.
objective/ EQ throughout the
lesson and stated it to them.
I believe that I am in the in
integrating level for 5.3
because I was able to review
data independently and with
my peers. I did this with my
To get innovating level I
Reviewing pre assessment and talked with
need to look at almost a full
data, both my fellow teachers during our
year of data and review it
individually T- weekly PLC meeting on how to
and with with my colleagues. I also
5.3 Applyin T- Integrating improve my goal setting. They
colleagues, to need to be the one
monitor g suggested allowing the
facilitating the reviewing of
student students to give input on the
the data and recording the
learning EQ and place the EQ as well as
the objective clearly on the
board for a reminder. This then
helped improved student
learning for their post

Special Emphasis (Skills, Themes, ISTE Standards·Teachers, NBPTS Core Propositions (if applicable)

Results of Incorporation into Lesson Key Learnings and New Skills/Knowledge Developed
by Teacher

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017
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The different Instructional Strategies that were
incorporated helped bring about the best results with
my lesson. Some new learnings and new skills/knowledge
developed from this ILP were how important it is
By focusing on a goal/ objective that was clear and to articulate learning goals and objectives. Making
allowing them to participate in the set focus and everything clear allows students to understand the
essential question allowed them to take control of their purpose and in tern will allow them to remember
own learning. This then allowed students to understand and understand the content. In this lesson I spend
the essential question and objective at a deeper level. time making sure the essential question and
By the end of the lesson and article analysis, students objective was relatable and made perfect sense
understood the content. Also, by working closely with with the content. This then allowed me to focus
my colleague and peers I was able to look at pre on the importance of the ISTE standard of
assessment data of my essential questions, objectives, facilitator. I was acting as a facilitator to help ALL
and goals to improve them on my new lesson. This goes students understand the content. One way that I
along with the ISTE standard that I was focusing on with did this was by modifying certain aspects of the
is leaner. As a teacher I still want to constantly be lesson.
learning. The best way for me to do this is everyday is
through my peers who have been teaching for years.
Action Items

As I was designing my lesson and the assessments that go along with it I made sure that I
used a variety of instructional strategies from independent work, to group work to
For curriculum design, whole class discussion to help with scaffolding. This then helped support my goal for the
lesson planning,
students as well as their own personal goals. I also made sure that I was following along
assessment planning
with the ISTE standards of learner and facilitator.

The different instructional strategies that were used throughout this lesson allowed me
to show my classroom practice. I always use many different strategies during a single
For classroom practice
lesson and with this one on the plague in Medieval Europe I was able to use some of my
classroom norms as well as some new techniques to help support my students.

For teaching English For teaching the different groups in my class for this lesson I used many different
learners, students with differentiated materials to support them and scaffolded the lesson to make sure every
special needs, and student had an opportunity to gather the information to succeed. For example, there
students with other were two different versions of the article and sentence starters if a student needed
instructional challenges them.

For future professional For future professional development I would make sure that I bring the data and student
development examples to ask my peers questions on how to best help some of my tough students.
For my next ILP I would focus on more modifying, based on the different assessment
For future inquiry/ILP
that I look at.

My next POP cycle lesson will relate to that ILP inquiry question and involve some kind
For next POP cycle
of common assessment

Other N/A

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
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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

Jennifer Sampson Social Studies 7/8

Pre-Assessment Data Range and Average Post-Assessment Data Range and Average

5 points (reading) / 10 points (notes/article analysis) 5 points (reading)/ 20 (article analysis)


Student Pre-Assessment Score Post-Assessment Score Comments

EL student had a minor improvement

5/5 points (reading) and has stayed consistent. She works
5/5 points (reading) very hard on all classwork and this
and 7/10 points
1. Focus Student: EL and 18/20 (article was no different. I did notice that the
analysis) Essential question posed helped her
analysis) stay focused and understand the goals
that were set.

5/5 points (reading) IEP student has a really hard time

5/5 points (reading)
and 6/10 points staying focused. But with the zoned
2. Focus Student: 504/IEP and 17/20 (article
(notes/article in goal and different instructional
analysis) strategies, I saw an improvement.
My high achieving student was one of
5/5 points (reading) the students who helped set the goal
3. Focus Student: Teacher 5/5 points (reading) for the lesson and always is pursuing
and 9/10 points
Choice (high achieving and 20/20 (article more. He was able to take the
student) analysis) annotations to the next level and use
analysis) the essential question to drive his
learning and article analysis.

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