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
katiemilano@kineticacad
Katie Cunningham Physical Education 4th Grade
emy.org
Mentor Email School/District Date
beckiroy@kineticacademy
Becki Roy Kinetic Academy/ HBCSD 3/6/2019
.org
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.
CS
Element Initial Rating Description Goal Rating Description
TP
T - Facilitates systematic opportunities for students to
T - Guide students to think critically through use of questioning strategies, apply critical thinking by designing structured inquires into
Promoting critical thinking posing/solving problems, and reflection on issues in content. 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
S – Exploring S - Innovating
solving, and reflection comprehension and critical thinking in single lessons or a sequence of questions and problems, reflect, and communicate
lessons. understandings based on in depth analysis of content
learning.

T- Will provide a blank KWL chart for T- Facilitates completion of KWL

How can I use students to complete. Teacher will also chart with the whole class as a
a KWL chart transcribe chart into a smaller chart for group.
to create students to complete as apart of their
I-
4. learning A- post-assessment. S- will communicate with peers
Integratin
2 objectives Applying S-Students will complete The “W” or the informally about what they
g
that align with “want to learn” section in a whole class know on the topic of basketball.
the CASPE setting to create 2 learning goals for the Students will then present their
standards? unit. previously learned knowledge to
the entire class.
T- read “L” responses and
collect data on how many
How can I use
T- Teacher will provide a KWL chart on a students successfully provided
my initial
smaller scale and a completed K and W at least 3 learned facts with a
assessment to
4. E- section. A- focus on their “W” questions.
adapt my
5 Exploring Applying
curriculum
S- Students will be responsible for S- able to identify at least two
throughout a
completing the L section of the chart. learned facts in the “Learned”
unit?
column of the post-unit exit
slip.
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 Pose measurable and observable question How do you expect student
What will you use as your baseline What will you use as your
elements, identify a focus of in terms of students (e.g., what impact will performance to change? Use
assessment of student final assessment of student
inquiry (e.g., group discussion, strategy X have on student performance as percentages to describe anticipated
actions/performance? actions/performance?
differentiation, motivation…) measured by Y?) growth.
What impact will increased use of higher-order There will be a 20% increase in the average
Use of analysis, synthesis, and
questions (teacher talk, worksheet, and student exam score for students who participated
evaluation questions + student problem Previous examination scores New chapter exam
problem generation) have on student performance as in class and successfully completed the
generation
measured by chapter exam? worksheet.

at least 75% of students will be able to

How can I use a KWL chart to create learning K and W completion of “KWL” chart (whole
Assessment L section completion independently provide 3 learned facts from throughout
objectives that align with the CASPE standards? group instruction)
the unit.

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 2: Student with
Focus Student 1: English Learner Focus Student 3: Your Choice
ILP/504
R. C. A.S.
A. C.
Performance This student was very involved and enthusiastic This student showed This student participated
Data in the activity portion of the lesson but positive efforts during positively with her team during
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 6
 struggled during the exit slip completion. I the activity portion of the activity portion of the lesson
offered help in examples of learned facts the lesson and was and was able to complete her exit
throughout the unit but he told me he was successful in completing slip exceeding standards. She
comfortable with only adding two. There were the exit slip. She also reflected on our unit using
also written examples on the board for the vocally reflected on her multiple vocabulary words and
student to reference but he chose to limit his previous years thought out sentences.
own efforts. involvement in our
basketball unit. She
described her effort as
this year having more
confidence and was
happy that she was
helpful to her team. Her
exit slip was completed
independently and with
no spelling errors. Her
answers were thoughtful
and relevant to the unit
goals.
Student has IEP writing goal of
Student will present frustration in developing topics with facts. I
self-start of completing “L” section. expect student will have Student is high performing and
Student will require redirection and confidence in completion of confident in completing
Expected
Results repetition of instructions. I expect assignment. I expect student will assessments. Student will be
he will be able to complete the need revision of answers on able to provide data of
assignment with understanding of assignment. After multiple answer understanding subject matter.
subject matter. drafts student will show
understanding.
Inquiry Lesson Implementation Plan
Discuss Results with
Administer Pre-Assessment Deliver Lesson(s) Administer Post-Assessment Analyze Results
Identify dates for Mentor
activities.
3/13 3/27 3/27 3/28 3/29
In the beginning of the basketball unit we will gather to complete a “KWL chart”. Students will be
Provide 1-2 sentence encouraged to use previously learned knowledge, vocabulary and facts about basketball skills.
summary of your lesson Students will then work in groups to complete the “want to know” section that will help me to create
plan. appropriate and relatable curriculum for the unit. After completing this KWL chart, students will be
exposed to basketball drills showcasing their comfortability with the sports’ skills.
Summarize process for As a whole group we will complete the K and W section of the KWL chart. This will be the
administering and pre-assessment. The post assessment will consist of students completing the “L” section of the chart
analyzing pre- and independently. Students are expected to define 3 facts of learned content as the conclusion of the
post-assessments.
unit.
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.)
USMAN, Bustami; FATA, Ika Apriani; PRATIWI, Ratih. TEACHING Papanthymou, Anastasia, and Maria Darra. "The Contribution
READING THROUGH KNOW-WANT-LEARNED (KWL) STRATEGY: The of Learner Self-Assessment for Improvement of Learning and
effects and benefits. Teaching Process: A Review." Journal of Education and
http://dx.doi.org/10.22373/ej.v6i1.3607 Learning 8.1 (2019).
https://files.eric.ed.gov/fulltext/EJ1202130.pdf

This resource provided quality information on how to use KWL charts
as not only assessments but an informational gathering tool for
students. The benefit of using the chart is its clear expectations for
information completion. The effects it has on students is that it gives
them a guide on what information to search for throughout a lesson
or, in my case, an activity unit.
This resource discussed the importance of allowing students to
assess their own learning. Students feel responsible in the
content creating process if they have control over what they are
expected to learn over a long term timeline. I am hoping to see
student’s gain confidence in response to their post assessments.

Colleagues ​(Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
Fellow colleague and spanish teacher uses a pre-assessment to A fellow colleague in the program also has the goal of
discuss with students what words they may know already for a unit. incorporating more pre-assessments to her online classroom.
She then challenges them with more challenging words or will She stated that she is hoping to ignite students inquiry
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 6
change the gender or number of the objects. I could use this in my towards a lesson while also using “parallel forms” to know
own classroom by skipping over basic skills students have already what they should be learning by the end of the unit.
learned and have them provide “want to learn” questions that give
me a guideline on how to challenge them.
High School Earth Science and Astronomy.
Spanish: TK-5th
Special Emphasis: Instructional Strategy, ISTE ​Standards​, NBPTS Core Propositions
Special Emphasis Focus How Special Emphasis will be Incorporated
Use of KWL Chart with a focus on Prop 3: teachers are Will be used as a pre-assessment and post-assessment
responsible for managing and monitoring student learning. learning tool.
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

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 6
 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
thinking through Teacher asked questions of analysis and evaluation. increase complexity of task beyond a single lesson so
T – Applying T – Integrating
1.5 inquiry, problem Students answered questions that included all levels of Bloom’s. that there are continuing opportunities for students to
S – Exploring S - Integrating
solving, and Students created their own math problems. engage in inquiry in complex problem. How could you
reflection extend lesson into PBL?

How can I use T- Will provide a blank KWL chart for I- T- Facilitates completion of KWL
4. A-
a KWL chart students to complete. Teacher will also Integratin chart with the whole class as a
2 Applying
to create transcribe chart into a smaller chart for g group.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 6
 learning students to complete as apart of their
objectives post-assessment. S- will communicate with peers
that align with S-Students will complete The “W” or the informally about what they
the CASPE “want to learn” section in a whole class know on the topic of basketball.
standards? setting to create 2 learning goals for the Students will then present their
unit. previously learned knowledge to
the entire class.
T- read “L” responses and
collect data on how many
How can I use
T- Teacher will provide a KWL chart on a students successfully provided
my initial
smaller scale and a completed K and W at least 3 learned facts with a
assessment to
4. E- section. A- focus on their “W” questions.
adapt my
5 Exploring Applying
curriculum
S- Students will be responsible for S- able to identify at least two
throughout a
completing the L section of the chart. learned facts in the “Learned”
unit?
column of the post-unit exit
slip.

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
I typically follow a unit plan but I felt there was more
USing the KWL chart not only provided myself with information student by in by conforming lessons based on the “Want
on how to construct my unit lessons, but was a helpful tool for to know” column in the KWL chart. I would highlight the
students to observe retained information. chart when we would cover a topic students “wanted to
know”
Action Items
For curriculum design, Using the W column to make lessons intriguing to students.
lesson planning, Differentiating lessons using the “Know” section of the chart.
assessment planning

I kept the KWL chart up for the entire unit. We as a class referred back to the information we had
For classroom practice
already known and as a resource of vocabulary.
For teaching English
learners, students with
special needs, and This visual was helpful for students to refer to when completing their exit slips at the end of the unit.
students with other
instructional challenges
For future professional
development I hope to make more digital copies in the future that I can share with students in their google docs.

For future inquiry/ILP I hope to use this chart as a resource in more activity units.

Next pop cycle I would like to modify the chart for students to complete independently. I think it
For next POP cycle
would also be beneficial for them to complete in groups as opposed to a whole class activity.

Other

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 5 of 6
 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
katiemilano@kineticacademy.
Katie Cunningham P.E. 4th Grade
org
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average

3.25 (20 Students) 3.35 (20 Students)

PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments
1. Focus Student: EL 3 2
2. Focus Student: 504/IEP 3 3
3. Focus Student: Teacher Choice 3 4
4. Student 1 3 3
5. Student 2 4 3
6. Student 3 4 4
7. Student 4 4 4
8. Student 5 4 4
9. FOCUS STUDENT
10. FOCUS STUDENT
11. Student 8 4 4
12. Student 9 2 3
13. Student 10 3 3
14. Student 11 3 3
15. Student 12 4 4
16. Student 13 4 3
17. Student 14 1 2
18. Student 15 3 4
19. Student 16 3 3
20. FOCUS STUDENT
21. Student 18 4 4
22. Student 19 4 4
23.
24. Student 21 2 3
910111213141516

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