Fullerton Online Teacher Induction Program

I​​ndividualized​ ​L​earning​ ​P​lan ​(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 Rios jrios@emsofl.com English 11th

Mentor Email School/District Date

Lauren Bailey lbailey@emsofl.com Baldwin Park 10/14/18

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 T - Facilitates systematic opportunities for students to apply critical
Promoting critical thinking strategies, posing/solving problems, and reflection on issues in content. thinking by designing structured inquires into complex problems.
T – Applying T – Innovating
1.5 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
S – Exploring S - Innovating
solving, and reflection comprehension and critical thinking in single lessons or a sequence of and problems, reflect, and communicate understandings based on in
lessons. depth analysis of content learning.

T-Applies a variety of instructional strategies to

Using a variety of T- Knowledgeable in what strategies help what
help students of all levels access the content.
instructional student and has a variety of additional
Strategies have been shared by mentor, other
strategies, T- T- strategies to remedy any additional student
English teachers, or from online research of
resources, and Exploring Innovating need.
1.4 educational websites.
technologies to S- S- S - Take ownership of their learning and
S - Follow directions, use technology, and
meet students’ Exploring Innovating understand the objective and how to reach
practice their skills to meet the day’s learning
diverse learning them.
objectives.
needs

T- Paces the entire semester, keeping each unit T- Paces, adjusts and fluidly adjusts
T-
Using instructional on schedule to ensure adequate time for T- instruction, planning ahead of time to predict
Applying
2.7 time to optimize assessments and learning activities. Integrating what areas would be most time consuming.
S-
learning S- Keep on task during instruction but do not S- Applying S - Are aware of time constraints and remind
Exploring
pace themselves and need constant reminders each other to stay on pace.

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 (e.g., What will you use as your baseline What will you use as your final
elements, identify a focus of inquiry performance to change? Use
what impact will strategy X have on assessment of student assessment of student
(e.g., group discussion, percentages to describe anticipated
student performance as measured by actions/performance? actions/performance?
differentiation, motivation…) growth.
Y?)

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

There will be at le​ast a 10%

What impact will an
increase in the average
increased use of technology
student from near mastery
Engagement and (Padlet and Kahoot) have on
Rough draft Final draft to mastery for students wh​o
Motivation student performance as
completed the writing
measured by a mastery
process in time for all
based writing process?
activities

Focus Students

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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 1 is an English Learner that
is currently a beginner to lower
intermediate. She has trouble with
conversational English as well as
Performance
academic English. She has also relied on
Data
her peers for translation during class
when teacher is not available.
Based on previous writing assessments
she has scored at ​Level 1 Remediation
Focus Student 3: Your Choice
ILP/504
Focus Student 2 has an Individualized
Focus Student 3 is not an EL or have an IEP,
Learning Plan and meets with an IEP
but he is very low in his reading and writing
specialist twice a week. She mostly
skills. His reading level is currently at 5th grade
needs clarification on directions but is
even though our class is an 11th grade English
able to complete work on her own.
class. Based on previous writing assessments
Based on previous writing assessments
he has scored at ​Level 2 Near Mastery
she has scored at ​Level 2 Near Mastery

Through this lesson, I expect Focus

Through this lesson, I expect Focus
Student 1 to improve in her reasoning
Expected and clarity for our argumentative essay.
Results She understands the topic, but needs help
with making clear connections. Hoping
she will score at ​Mastery
Student 2 to improve in identifying
Through this lesson, I expect Focus Student 3
relevant evidence for our
to improve in argumentative writing skill. It is
argumentative essay. She knows what
important that he explains what his position is
argument she wants to argue, but
on the topic and reference it constantly in his
needs help with finding and rephrasing
reasoning. Hoping he will score at ​Mastery
evidence to support her thesis. Hoping
she will score at ​Mastery

Inquiry Lesson Implementation Plan

Administer
Administer Pre-Assessment Deliver Lesson(s) Analyze Results Discuss Results with Mentor
Post-Assessment
Identify dates for activities.
10/17/18 10/22/18 10/24/18 10/25/18 10/30/18

Provide 1-2 sentence
summary of your lesson
plan.
In this lesson, I plan to engage and motivate my students to choose relevant and sufficient evidence to support their claims
through the use of technology (Padlet and Kahoot). The lesson will encourage my students to put forth their best effort in
the writing process to see increased results in level of mastery for our argumentative essay. Padlet will help my students in
reviewing their reasoning and providing quality feedback to their peers anonymously in a supervised environment, while
Kahoot will help my students review how evidence should be relevant and sufficient in supporting the thesis.

Summarize process for Students will submit a rough draft and receive and initial level of mastery. Then, with the lesson, they will receive feedback
administering and and reinforcement in two important skills for our argumentative essay (reasoning and identifying relevant evidence). They
analyzing pre- and will improve their rough draft through a peer edit, teacher feedback, and self-reflection. Once submitted as a final draft,
post-assessments. they will receive their second level of mastery.

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.)

How can the use of Technology enhance writing in the classroom? Lo-tech Tools as Episteme: Rethinking Student Engagement in the Writing
https://fisherpub.sjfc.edu/cgi/viewcontent.cgi?article=1195&context=educa Process and Beyond
tion_ETD_masters https://core.ac.uk/download/pdf/43758012.pdf
With the use of technology, students are more willing to participate in the The use of technology helps to engage kinesthetic learners and motivate
writing process and allow time for revision and improvement. students to demonstrate their understanding.

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

10th, English, another teacher uses padlet to help student think through a
12th, ERWC, uses google classroom for feedback on student rough drafts to
question posing different questions and answering their peers to develop
help students revise their papers for a final draft
brainstorming ideas for the essay.

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

Special Emphasis Focus How Special Emphasis will be Incorporated

ISTE 5B -Design authentic learning activities that align with content area
standards and use digital tools and resources to maximize active, deep
learning.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017
Using the Common Core State Standards for 11th grade English, I will
design two learning activities in which technology is used to reinforce two
important skills necessary to have in an argumentative essay. I
pre-created a Padlet wall with specific directions to guide a reasoning
peer review and also pre-created a Kahoot review game to reinforce what
relevant and sufficient evidence should look like. After each activity, we
discussed how both digital tools helped us accomplish the learning goal
for the day, which was to peer-edit improve our reasoning and evidence
for the next step in our argumentative essay writing
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Section 5: Results and Reflection
Directions:​ Record Pre- and post- assessment data into P
​ re/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

Pre- Assessment:
28% scored Remediation
50% scored Near Mastery Pre-Assessment:
8% scored Mastery 1 out of 3 scored Remediation
14% scored Exceeds Mastery 2 out of 3 scored Near Mastery

Post- Assessment: Post-Assessment:

0% scored Remediation 2 out of 3 scored Near Mastery
50% scored Near Mastery 1 out of 3 scored Mastery
36% scored Mastery
14% scored Exceeds Mastery

Initial Evidence/Rationale 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

Using a variety of
instructional T- Provided engaging activities in which Continue the use of technology in the
strategies, T- 100% of students participated in and classroom, as requested in the student
resources, and Exploring T - Applying completed. post-lesson surveys, and advance my
1.4
technologies to S- S -Applying S -Were able to follow directions, give students skills in taking ownership of
meet students’ Exploring feedback without much supervision, and their learning by modeling and
diverse learning complete the learning objectives reinforcing skills
needs

T- Was able to pre-plan all technology

activities, but did not anticipate having to
T- Pre-plan activities and brainstorm to
Using instructional explain the directions and was rushed for
Applying T -Applying predict possible time constraints.
2.7 time to optimize time
S- S - Exploring Continue to encourage students to keep
learning S -Followed along in the activities but
Exploring track of time and effort in class activities
needed many reminders to keep track of
time

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

Through this lesson, I have gained:

Using ISTE 5B and CCSS W1as frameworks for lesson ● Knowledge and familiarity of technology that
planning really helped to focus the attention on creating helps in the designing of authentic learning
meaningful learning experiences for the students using activities
technology. As measured in the Engagement and Motivation ● Encouragement from students participating
Post-Lesson Survey, 90% of students expressed that they felt ● An understanding that a great emphasis of
motivated in meeting the day’s objectives, and 100% agreed learning target improves engagement
and requested to use the same technology in future lessons ● Knowledge that structuring padlet is necessary
so that every student receives feedback
Action Items

● Incorporate ISTE standard frameworks, as well as CCSS to maximize engagement and

For curriculum design, motivation
lesson planning, ● Backwards planning from assessment is extremely helpful, especially for clear and direct
assessment planning objectives
● Strict deadlines on rough drafts can improve final drafts

For classroom practice ● Predicting time constraints can help manage timing

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● Introducing one new technology at a time can help reduce anxiety
For teaching English ● Constant checking-in is beneficial
learners, students with ● Clear printed directions help alleviate having to repeat directions
special needs, and
students with other ● Extra time is always beneficial to specific students
instructional challenges ● Modeling is great for all levels

● Identify other technological tools to utilize in the classroom

For future professional
development
● Collaborate with other teachers to see how they’ve managed a standard
● Stay updated and consistent in Educational frameworks and studies

● Continue the application of the ISTE Standards

● Plan ahead of time
For future inquiry/ILP
● Diagnose and treat learning obstacles during the lesson by checking for understanding
● Reflect on the lesson afterwards and use student data to inform next steps

For next POP cycle ● Read through and decide on what other standard can be of benefit to my student’s needs

● Attend more professional development and any other learning opportunities to maximize
Other
student learning
Other Notes

Enjoyed teaching this lesson, and was pleasantly surprised to see that most students appreciated the emphasis on technology
and were motivated to meet the objectives because of it.

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.

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Fullerton Online Teacher Induction Program

I​​ndividualized​ ​L​earning​ ​P​lan ​(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 Rios jrios@emsofl.com English 11th

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

Range: 1-4 / Average: 2 Range: 1-4 / Average: 2

PRE-/POST- ASSESSMENT DATA TABLE
Student Pre-Assessment Score Post-Assessment Score Comments

Was able to establish her position with

1. Focus Student: EL 1- Remediation 2- Near Mastery supporting claims but was not able to
articulate a counterclaim.

Maintains an appropriate style and tone

2. Focus Student: 504/IEP 2- Near Mastery 3- Mastery while establishing and supporting claims.

Established his position but did not mention

3. Focus Student: Teacher Choice 2- Near Mastery 2- Near Mastery a counterclaim or use an appropriate tone.

4. 2- Near Mastery 3- Mastery

5. 1- Remediation 2- Near Mastery
6. 2- Near Mastery 3- Mastery
7. 2- Near Mastery 3- Mastery
8. 4- Exceeds Mastery 4- Exceeds Mastery
9. 2- Near Mastery 2- Near Mastery
10. 2- Near Mastery 2- Near Mastery
11. 3- Mastery 3- Mastery
12. 1- Remediation 2- Near Mastery
13. 4- Exceeds Mastery 4- Exceeds Mastery
14. 1- Remediation 2- Near Mastery

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Name:
Day 15 W1 W9 Argumentative Essay Assessment Directions:
(Rough and Final Draft Directions )
Following the ​specific 5 paragraph format​​ and structure (the one I went over with you in class), ​please
argue your side of the chosen topic. You must support your claims with evidence from 2-3 outside
sources ​(such as articles) ​and you must refute a counterclaim ​(prove that it is wrong). Don't forget to
explain the quotes and tie them to your thesis. Be sure to include a proper MLA works cited at the end of
the essay.
It is very important that you have all elements including a hook, thesis, valid reasoning, relevant and
sufficient evidence, transition sentences, counterclaim, rebuttal, and concluding thoughts on your
argument. Use the Argumentative Essay Structure and outline as a guide to write your argumentative 5
paragraph essay.

LEARNING TARGET: ​I CAN write arguments that introduce claims and counterclaims with clear connections and develop these claims with
sufficient and valid evidence that anticipates the audience’s knowledge level and concerns.

Establishes position with Extends topic by cohesively connecting claims

CCSS Position is unclear and
W-1 lacking relevant and
balanced support. Style
and tone are absent
from writing.
supporting claims,
however, does not
acknowledge
counterarguments against
position. Reflects basic
understanding of tone.
Establishes position with supporting
claims and is familiar with counter
arguments against position. Maintains
an appropriate style and tone for
argument. Revises argument for style,
tone, clarity and cohesiveness.
from multiple sources in order to create a
balanced point of view. Establishes position
with supporting claims and addresses the
counterarguments against position. Creates a
common ground between opposing positions.
Reflects sophisticated style and tone.

LEARNING TARGETS: ​I CAN identify, organize and construct evidence from an informational text in order to support my analysis, reflection,
or research.

Student demonstrates
CCSS Student uses some or little Student uses and cites
some use of citing
W-9 textual evidence to support their textual evidence that
textual evidence in an Student expertly weaves evidence and justification into
summary or analysis of a adequately supports
attempt to support their their arguments and support structure.
historical document. their analysis of a
analysis of a historical
historical document.
document.

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ARGUMENT ESSAY STRUCTURE
An argument essay convinces the reader to believe something about a topic or issue.
Argument essays should include facts and research to support your opinion about the
topic.

The Hook​​ – Grab the reader’s attention with a phrase or

sentence. It should relate to the main topic you are writing
about.
Introduction
Paragraph Claims​​– State the two pieces of information that support
your position (main argument).

Thesis Statement​​ – Simple and clear statement of your

position (argument) on the topic.

Body Paragraph 1: Claim 1

- State Claim 1
- Evidence – use logic, examples, quotes, facts or
research to support your claim.

Body Paragraph 2: Claim 2

- State Claim 2
- Evidence – use logic, examples, quotes, facts or
research to support your claim.
Body Paragraphs Body Paragraph 3: Counterclaim
- State the counterclaim
(argument to support an opposite position)
- Counterclaim evidence – In two sentences, describe
the evidence for the counterclaim.
- Refute – Provide evidence against the counterclaim.

Restate Thesis​​ – Use different words to remind the

reader of the purpose of the essay.
Conclusion
Paragraph Summarize the Subtopics (body paragraphs)​​ – Write a
sentence about each subtopic. Remind the reader what
you wrote about.

The Finishing Touch​​– Remind the reader why this topic

is important and why they should care.

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Focus Student 1 Intro Paragraph

I believe in equal rights for women and men, because I believe no matter what gender you are, you

should be treated equal. The fight for equal rights for women and men has been started since the end of

the nineteenth century. It's a very important theme because i'm a women and i want to be treated an

equal like man. I’m in favor of the gender equality and as a women I would like to think all women

think the same.

Focus Student 2 Intro Paragraph

Dating seems to be a big topic in today’s world. Some people will even say that dating is not

around because this generation it’s all about there “dating apps” or “hookups”. people don't

understand that dating isn’t a thing of the past. Even though technology has helped people

with dating; they still seem to doubt that it exists. I know that dating is still a thing in today’s

world it’s just done very differently. Although dating apps are not for everyone and some

choose to meet people from a close friend etc..

Focus Student 3 Into Paragraph

Have you ever lit a joint and felt how it feels and smells not bad then have you ever lit a

cigarette and smelled it and what it does to you they are very harmful to those

smoking them and those that around nobody wants to be smelling cigarettes i feel like

marijuana should be legal because it is not a bad drug and not a harmful drug there are

some people that think its a bad drug because they might not like the smell of marijuana

or because its a drug in general but marijuana is a medical drug it is used for good Things.

910111213141516

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