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
Multiple subject (Math, ELA,
Megan Gabler Runnells mrunnells@holyfamilyk8.org 6
SS)
Mentor Email School/District Date
Elisa Willis ewillis@holyfamilyk8.org Holy Family/Diocese of Orange October 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.
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 thinking
Promoting critical thinking posing/solving problems, and reflection on issues in content. by designing structured inquires into complex problems.
T – Applying T – Innovating
2.5 through inquiry, problem S - Students respond to varied questions or tasks designed to promote S - Students pose and answer a wide-range of complex questions and
S – Exploring S - Innovating
solving, and reflection comprehension and critical thinking in single lessons or a sequence of problems, reflect, and communicate understandings based on in depth
lessons. analysis of content learning.
T – Facilitates structured lessons and critical
Involving all thinking tasks for students to apply self-
T – Guide students to monitor progress and
students in self- assessments of goals set in achieving reading
self-assess based on writing goals set.
assessment, goal T – Applying T – Innovating comprehension & writing outcomes.
5.5 S – Exploring S – Students monitor growth through S - Innovating
setting, and S – Students will reflect, analyze, practice,
assessments given and complete tasks to
monitoring and apply self-assessment strategies to
achieve expected outcomes/goals.
progress demonstrate understanding of writing
outcomes based on goals.
T - Facilitates structured opportunities to
T - Guide students to think critically through apply critical thinking by designing structured
Promoting critical
use of questioning strategies, posing/solving tasks and inquiries based on analysis and
thinking through
T – Applying problems, and reflection writing outcomes. T – Innovating application of writing outcomes.
1.5 inquiry, problem S – Exploring S - Innovating
S - Students discuss and respond to various S - Students pose and answer a wide-range of
solving, and
writing and language lessons mini-lessons to complex questions and problems, reflect, and
reflection
demonstrate writing goals. communicate understanding of reading
analysis and application.
Section 3: Inquiry Focus and Planning (Attach Pre/Post Assessments to ILP)
Inquiry Focus Inquiry question Pre-Assessment Post-Assessment Expected Results
Based on your selected CSTP elements, Pose measurable and observable question in
What will you use as your baseline What will you use as your final How do you expect student performance
identify a focus of inquiry (e.g., group terms of students (e.g., what impact will
assessment of student assessment of student to change? Use percentages to describe
discussion, differentiation, strategy X have on student performance as
actions/performance? actions/performance? anticipated growth.
motivation…) measured by Y?)
What impact will increased use of higher-order
There will be a 20% increase in the average exam
Use of analysis, synthesis, and evaluation questions (teacher talk, worksheet, and student
Previous examination scores New chapter exam score for students who participated in class and
questions + student problem generation problem generation) have on student performance as
successfully completed the worksheet.
measured by chapter exam?

How will planning multiple There will be a 10%

Analysis of text, review of
work, peer editing, class
discussions, self-
assessment
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.
Performance
Data
Expected Results
Identify dates for activities.
formative self- assessment Reading increase in understanding
activities and assignments help Prior knowledge and comprehension –
deepen students’
and implementation of
benchmark assessments response; Writing –
understanding and practice of writing outcomes based on
final draft
response to Literature writing? activity rubric grading.
Focus Students
Focus Student 2: Student with
Focus Student 1: English Learner Focus Student 3: Your Choice
ILP/504
Student struggles with
Student speaks Spanish in home and
language acquisition and has a Student struggles with focus in writing
struggles with grade level language
modified learning plan; below implementation and lacks motivation to
development; below benchmark in ELA
benchmark in ELA; identified engage; at benchmark in ELA.
assessment.
focus issues
Expected results would be to improve Expected results would be to Expected results would be to complete
in identifying writing goals through improve in identifying writing writing tasks and meet goals to show
self-assessment. goals through self-assessment. grade level understanding.
Inquiry Lesson Implementation Plan
Administer Post-
Administer Pre-Assessment Deliver Lesson(s)
Assessment
Analyze Results Discuss Results with Mentor

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 4
 Nov. 2, 2018 Nov. 5-6, 2018 Nov. 7, 2018 Nov. 8-9, 2018 Nov. 9, 2018
Provide 1-2 sentence Students are going to use their understanding of the R.A.C.E. response method to analyze text, identify
summary of your lesson plan. reading strategies, and construct a written response from the given essential question.
Students will review past lessons on the R.A.C.E. response method (Class discussion), then they will
Summarize process for complete a guided reading activity with a partner to demonstrate understanding. Finally, students will be
administering and analyzing assigned a leveled text to read and analyze then construct their own written response. Text will be assigned
pre- and post-assessments. from NewsELA and Discovery Education. Responses will be constructed and submitted through Google
Classroom.
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.)
The use of the RACE strategy places importance on restating
the question and the fact that the students have to take their https://teachingtoinspire.com/2018/02/tips-for-teaching-race-
answer a step further by explaining how the evidence they cited constructed-response-strategy.html
supports their answer.
Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
Another colleague, Elisa Willis, uses Discovery Education in her 4th
One colleague who is a 5th grade teacher, Jennifer Kromling, uses the online grade classroom. Since our school has a membership, she is able to
source, NewsELA, in her classroom to expose students to non-fiction text. use Discovery Ed. beyond the traditional videos. She creates multi-
She has students identify various text structures and respond to faceted assignments involving videos, articles, and interactive
demonstrate understanding. assignments to engage her students in various comprehension
assignments.
Special Emphasis: Instructional Strategy, ISTE Standards, NBPTS Core Propositions
Special Emphasis Focus How Special Emphasis will be Incorporated
Students will use on-line sources to access leveled texts, such
The special emphasis is Student Standard 3c: I curate information as NewsELA and Discovery Education. Then, students will
from digital resources using a variety of tools and methods to create construct a response to articles using the R.A.C.E. method
collections of artifacts that demonstrate meaningful connections or using a Google slideshow. The students will work on this with
conclusions. a partner on a shared Google Slides file. When complete,
students will present their responses in small groups.
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

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
thinking through Teacher asked questions of analysis and evaluation.
T – Applying T – Integrating complexity of task beyond a single lesson so that there are
1.5 inquiry, problem Students answered questions that included all levels of Bloom’s.
S – Exploring S - Integrating continuing opportunities for students to engage in inquiry in
solving, and Students created their own math problems.
complex problem. How could you extend lesson into PBL?
reflection

To more to innovating, teacher

Connecting Teacher modeled and reviewed would need to work on a “talk
subject T- writing strategy with questions to aloud” response on the front board
matter to Exploring T- Applying class. prior to assignment. The teacher
1.3
meaningful, S- S- Applying Students participated in class would allow students to give ideas
real-life Exploring review and answered questions on how to respond while applying
contexts during guided practice. the writing strategy with the whole
group.
Using a variety Teacher used Google Slides and To move toward innovating,
of T- Google Classroom to demonstrate teacher would like to add one
instructional
Applying T – Integrating assignment expectations, as well as more tech element to assignment.
1.4 strategies,
resources, and S- S - Applying utilized NewsELA for leveled non- After students demonstrate
technologies Exploring fiction sources. understanding through Google
to meet Students demonstrated Slides, an digital Exit Ticket or
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 4
 students’ understanding in partner formative assessment should be
diverse
conversations and development of given to see if individuals are able
learning needs
writing strategy application. Also, to apply knowledge on their own.
they shared responses in a
personalized Google Slideshow.

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
Student Standard 3c: I curate information from digital resources using
a variety of tools and methods to create collections of artifacts that
demonstrate meaningful connections or conclusions. I realized the students needed additional modeling of the
writing response strategy before setting off on their own.
The results of using digital sources in this lesson seemed overall Also, when students began creating their Google Slides,
successful. Students were engaged in the activity with the use of their many partner groups needed more direction in how to
Chromebooks to create a share Google Slides file. The presentations develop their answers. So, I created a template and shared it
by the student partner teams to their small groups were shaky at first. in Google Classroom, which helped to create a better
But when the teacher set expectations and reviewed the writing expectation of the assignment.
response method, students were more confident in developing and
sharing their answers in the small groups.
Action Items
I would develop a lesson for this activity again by breaking it into 2-3 class periods. I would make the first
For curriculum design, lesson
lesson about reviewing the strategy and modeling expectations and creating the next day’s lesson about
planning, assessment
planning developing their answers in composition books to the essential question (based on the assigned digital
articles) and allowing more time to design their Google Slides.
I would assign a whole group assignment prior to practice this writing strategy. This would allow the
For classroom practice
students additional practice before developing their own responses.
For teaching English learners, For my students with special instructional challenges, I would need to meet with them individually to assure
students with special needs, they are understanding of the expectations, as well as provide assistance as they develop their responses.
and students with other The use of Google Classroom to share a slideshow template was helpful to set an expectation for what is
instructional challenges
needed to complete the assignment.
I would like to seek professional development in how to assign articles and have students respond to
For future professional articles within the same program. Using on-line resources such as NewsELA and Discovery Education is
development helpful to find leveled articles to assign to the students’ reading needs. I would like to know more about
these 2 sources and what they have available in addition to the basic usage of non-fiction topics.
I am interested to see how using structured writing strategies is helpful in supporting my ELA and other
For future inquiry/ILP
special needs students to develop better writing responses that can be utilized in all subject areas.
For my next POP CYCLE lesson, I would like to see how I can use technology to develop an engaging lesson
For next POP cycle
in math. I would like to use 2 tech tools to help students practice and demonstrate specified math skills.
Digital tools that are helpful in math assessment (formal and informal) are what I am also interested in
Other
trying this next POP CYCLE.
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 3 of 4
 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
Math, ELA, Reading, Social
Megan Gabler Runnells mrunnells@holyfamilyk8.org 6
Studies
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
Students show basic to comfortable knowledge of strategy with
Students had basic knowledge of writing strategy with no
application of R.A.C.E. writing for an essential question.
application. (Scale: 1 (weak) – 5 (applying) ) Average = 1-2
Average = 3-4
PRE-/POST- ASSESSMENT DATA TABLE
Student Pre-Assessment Score Post-Assessment Score Comments
Student worked with a strong partner who
1. Focus Student: EL 1 3
mentored and modeled as they wrote.
Student was absent one of the lessons and fell
2. Focus Student: 504/IEP 1 2
behind in her work.
Student was attentive and engaged throughout
3. Focus Student: Teacher Choice 2 4 lesson review and activities, demonstrating
knowledge at grade-level.
Student worked very well with partner and
4. Student #4 2 4
asked questions throughout activity.
Student demonstrated accurate application of
5. Student #5 3 4
the writing strategy.
This student is high-achieving and catches on to
6. Student #6 3 5
concepts quickly.
Student struggled with concept, but as lesson
7. Student #7 1 3 progressed, demonstrated more
understanding.
Student worked very well with partner and
8. Student #8 2 4
asked questions throughout activity.
9. Student #9 3 4 Student was engaged throughout lesson.
Student completed task, but answers were
10. Student #10 1 3
very basic.
Student showed understanding, but was
11. Student #11 2 3 distracted when working on partner
constructed response.
Student was engaged and participatory
12. Student #12 2 4
throughout lesson.
Student worked with partner, but struggled
13. Student #13 1 3
with lesson expectations.
Students struggled at beginning, but gained
14. Student #14 2 3 more confidence and understanding when
working with partner.
Student was absent on final lesson day and
15. Student #15 1 2
missed presenting slideshow with partner.
Student completed task, but answers were
16. Student #16 1 3
very basic.
Student is a high-achieving individual who
17. Student #17 3 5
actively participates in class.
This student worked well with partner to
18. Student #18 2 4
complete task.
19.
20.
21.
22.
23.
24.
910111 21314 1516

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