Fullerton Online Teacher Induction Program
Individualized Learning Plan (ILP)
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.
New Teacher
Lauren C. Williams-Hackman
Mentor
Phil Sutton
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
Promoting critical
thinking through inquiry,
1.5
problem solving, and
reflection
Using a variety of
instructional
strategies,
1.4 resources, and
technologies to
meet students’
diverse learning
needs
Developing and
sequencing long-
term and short-
4.3
term
instructional
plans to support
student learning
Inquiry Focus
Based on your selected CSTP
elements, identify a focus of
inquiry (e.g., group discussion,
differentiation, motivation…)
Use of analysis, synthesis, and evaluation
questions + student problem generation
Improving student
research habits via
informed use of
search engines/data
bases, differentiating
between kind and
quality of resources
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017
Revised 6.1.17
Section 1: New Teacher Information
Email Subject Area Grade Level
lwilliams-
English 9th
hackman@calca.connectionsacademy.org
Email School/District Date
California Connections
Academy
psutton@calca.connectionsacademy.org 2-27-2019
Capistrano Unified School
District
Section 2: CSTP Areas of Inquiry
Initial Rating Description Goal Rating Description
T - Facilitates systematic opportunities for students to apply critical
T - Guide students to think critically through use of questioning strategies, posing/solving
thinking by designing structured inquires into complex problems.
T – Applying problems, and reflection on issues in content. T – Innovating
S - Students pose and answer a wide-range of complex questions
S – Exploring S - Students respond to varied questions or tasks designed to promote comprehension and S - Innovating
and problems, reflect, and communicate understandings based on
critical thinking in single lessons or a sequence of lessons.
in depth analysis of content learning.
Utilizes a variety of strategies
Explores additional instructional strategies, including culturally responsive
resources, and technologies in single lessons or pedagogy, resources, and
sequence of lessons to meet students’ diverse technologies during ongoing
learning needs. instruction to meet students’
T=Exp T=App
diverse learning needs.
S=Exp S=App
Students participate in single lessons or sequence Students participate in instruction
of lessons related to their interests and using strategies, resources, and
experiences. technologies matched to their
learning needs.
Begins to plan curriculum units that
include a series of connected
T=Emr. Uses available curriculum for daily, short- and T=Exp
lessons and are linked to long-term
S=Emr. long-term plans.
planning to support student
learning.
Section 3: Inquiry Focus and Planning (Attach Pre/Post Assessments to ILP)
Inquiry question Pre-Assessment Post-Assessment Expected Results
How do you expect student
Pose measurable and observable question in terms What will you use as your baseline What will you use as your final
performance to change? Use
of students (e.g., what impact will strategy X have on assessment of student assessment of student
percentages to describe anticipated
student performance as measured by Y?) actions/performance? actions/performance?
growth.
There will be a 20% increase in the average
What impact will increased use of higher-order questions
exam score for students who participated
(teacher talk, worksheet, and student problem generation) Previous examination scores New chapter exam
in class and successfully completed the
have on student performance as measured by chapter exam?
worksheet.
How will introducing students The current class average Completed I expect that while
to a variety of scholarly articles (specifically targeting portfolio (2-page the formatting for the
throughout lessons help them portfolio/essay averages MLA-formatted papers may be a bit
differentiate between reliable and the intro to research research paper rough (first formal
research sources? quick check quizzes) will with a works cited research paper)
serve as the page) students will be able
preassessment for this to more confidently
inquiry. During a identify a reliable
LiveLesson I will present source from and
students with screenshots unreliable source. I
from reliable and am expecting up to
unreliable resources and 20% increase in the
ask them (based on prior average number of
knowledge) to identify students able to
the good, the bad, and identify sources
how they know the when shared in a
Page 1 of 7
 difference via interactive discussion.
poll pods.
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
ST L.S. (ST ID ***6320) ST C.B. (ST ID ***8717) ST S.L. (ST ID ***4023)
Student currently has an F (51.7%). This This student has multiple health This student was previous enrolled
student is vivacious and enjoys issues that make completing work in the honors section of my course
participating in class discussions via our challenging. He has a seizure but was subsequently transferred to
chat pod in the virtual classroom but disorder, a hormone deficiency, standard English 9 due to low
struggles with her English—most notably and physical deformities in his scores. She is gifted and produces
in her ability to follow written directions. hands that impair his ability to excellent quality work when she is in
She is hesitant to ask for help, as she is type. He currently has a D+ the mood but struggles with
sometimes embarrassed by her reading (68.8%), but this is mostly due to motivation. She is responsible for
and writing skills. I will often call her for missing assignments (he is taking care of her baby brother
Performance one-on-one sessions, but when asked working on revisions). He was when he mom has work meetings,
Data about the content she will withdraw (she is recently provided with speech-to- so many times she is babysitting him
eager to talk about her hobbies, friends, text software and is getting used instead of completing her
etc.). Per the timed tests she rushes to the program. He is an active independent study lessons. She has
through her Quick Check assessments participant in class discussions, expressed frustration with this, and
(spend sometimes 1 minute or less to but sometimes has difficulties her mother has told me that the
complete them). Instead of uploading her staying on topic. student barely has to watch her
completed assignments to the virtual brother and there is no reason for
drop-box she will upload blank documents student not to complete her work.
so that she can move on in her lessons. She currently has a 44.5% due
mostly to temporary zeroes from
past due assignments.
The student had more exposure to
this last semester as an honors
student, so much of this lesson will
My goal and hope for this student is to
My hope is that as the student be review. I’m hoping that by
have her spend more quality time on her
becomes more comfortable with revisiting something she already has
assessments and to turn in at least partial
his assistive technology, he will be exposure to she will feel more
work to be graded rather than
Expected able to complete assignments in a comfortable completing these
Results
placeholders/blank files. I would like to see
timelier fashion. I am optimistic assignments. I would like to get her
her be able to bring her grade up to at
with his portfolio revisions and into the passing range of 60% or
least a passing score of 60%.
this assignment he will be able to higher. If she turns in her two
raise his grade to a B, if not an A. missing portfolios with the quality of
work she has shown she is capable
of she can bring her score up into
the B range easily.
Inquiry Lesson Implementation Plan
Administer Post- Discuss Results with
Administer Pre-Assessment Deliver Lesson(s) Analyze Results
Identify dates for Assessment Mentor

activities. February 22, 2019 March 18, 2019 April 12, 2019 April 22, 2019 April 25, 2019
The first lessons will comprise of students completing an independent Teachlet Tutorial on how to organize
their time effectively for the research process, which then leads into the gathering information exercises.
Provide 1-2 sentence Students will learn to spot whether a source is reliable, or whether it is biased or even inaccurate and
summary of your lesson complete a quiz in which they look at screenshots of several online sources and identify if the source is reliable
plan. or not. They will use this information to select resources for their research paper (5 pages) and produce an
accurate MLA-formatted works cited page. They will then review the feedback and commentary on their rough
drafts, produce a final draft, and complete a self-reflection based on their portfolio score.
Summarize process for Inquiry will begin with students’ current grades in the course. I will also take into account the average score for
administering and
the class (those this can sometimes be skewed based on the independent study nature of the programs, and
analyzing pre- and post-
assessments. some students have completed more work/don’t have temporary zeroes). At the end of this unit I will compare
the grades to the beginning of the unit (as well as the same point as last semester) to observe the overall
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 7
 differences.

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.)
Conners, J. (19, February 12). Find and Evaluate Credible Information Sources Online. Bunyi, A. (2010, November 10). Identifying Reliable Sources
Retrieved February 28, 19, and Citing Them. Retrieved March 1, 2018,
from https://www.whoishostingthis.com/resources/credible-sources/ from https://www.scholastic.com/teachers/blog-
posts/angela-bunyi/reliable-sources-and-citations/
Conners looks at discerning reliable sources from both the academic and
professional standpoint. This is a good perspective for both college-bound students It’s never too early to start teaching students (college bound
or those who plan on entering the workforce straight out of college. Checking the or not) the importance of properly crediting sources. Many
source’s reliability includes checking the publication date, the credentials of the students, unfortunately, do not understand why citing sources
publisher, the TLD (Top Level Domain) and cross-checking it with other sources. is important, and 1/3 of high school students interviewed did
not consider it cheating. Included are several exercises in
citing sources, as well as determining if sites (like Wikipedia or
About.com) can be trusted.

Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
My mentor (also an English 9 teacher) has noted that many times students do not My colleague, Patrick (a fellow English 9 teacher), has
know exactly what to look for when they are trying to identify the reliability of a struggled quite a bit with students using Wikipedia as a
source. He will show students examples within his LiveLesson via screen share of resource for their research papers. He has an account with
both reliable and unreliable websites. He then encourages students to find 3-5 sites Wikipedia that allows him to edit articles. He shows students
related to their topic and complete a “scavenger hunt” in which they must clearly a short video clip of him altering the entries for less-popular
identify the author (what do you know about them?), the date (is it current or Wiki articles to show them how easy it is to change something
frequently updated?). sources (does the website cite their sources?), domain names that is not peer-reviewed. He believes that by showing
(.com and .org can be purchased, while .edu and .gov are closely monitored) and students firsthand how easily information can be altered
writing style (is grammar correct). If students have trouble identifying these, they are online that students will be more cautious with the sources
encouraged to rethink using the site as a source. they choose.
Special Emphasis: Instructional Strategy, ISTE Standards, NBPTS Core Propositions
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
EL Student: ST brought grade up significantly by turning
in missing assignments. Working on revisions to bring
Reviewing the class average score, individual student letter grades, and up to passing.
individual student percentages, there was a measurable increase in 504/IEP Student: ST brought up grade significantly by
academic success. The class average rose from 69% to 73%, an increase of turning in missing assignments. His new IEP accommodations
allowed him to use assistive tech to redo missing assignments
4%. A large part of this increase was students turning in missing
and he showed mastery of the subject. Great progress!
assignments, but I cannot rule out the importance of setting realistic goals.
Choice: ST brought grade up significantly by turning in
All three focus students showed marked improvements in their scores.
missing assignments and submitting test corrections. Portfolio
work was not up to student’s ability, but ST was focused on
completion over quality.
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 T – Applying Teacher asked questions of analysis and evaluation. complexity of task beyond a single lesson so that there
T – Integrating
1.5 inquiry, problem S– Students answered questions that included all levels of Bloom’s. are continuing opportunities for students to engage in
S - Integrating
solving, and Exploring Students created their own math problems. inquiry in complex problem. How could you extend
reflection lesson into PBL?
1.4 Using a T=Exp T=App The current class average (specifically Moving forward I want to
variety of S=Exp targeting portfolio/essay averages and
S=App implement more of the
instructional the intro to research quick check quizzes)
strategies, technological applications that
will serve as the preassessment for this
resources, are available within the
and inquiry. During a LiveLesson I presented
LiveLesson program to aid in
technologies students with screenshots from reliable
and unreliable resources and ask them instruction. I would also like to
to meet
students’ (based on prior knowledge) to identify use these as a means of
diverse the good, the bad, and how they know keeping student engagement
learning the difference via interactive poll pods. high, encouraging independent
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 7
 work, and allowing me to
The poll pods and visuals used were
needs quickly identify possible
appropriate and clear.
problem areas.
I work within my PLC to plan appropriate on
our professional calendar how long to spend
on certain topics for the lesson.
Developing
and
I expected that while the formatting for the
sequencing While my plans are “on
papers may be a bit rough (first formal
long-term schedule,” many students are
research paper) students will be able to more
and short-
4.3 T=Emr. T=Exp confidently identify a reliable source from and struggling to see big pictures or
term
S=Emr. S=Emr unreliable source. I expected up to 20% little pictures. I would like to
instructional
increase in the average number of students
plans to have clearer timeline
able to identify sources when shared in a
support expectations for my students.
discussion. This number was closer to about
student
15%, and students mostly raised grades by
learning
submitting overdue work. Students still had
difficulties identifying resource sponsors.

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

For curriculum design,
lesson planning,
assessment planning
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
Action Items
While the research paper was overall a success, I think more emphasis needs to be place on teaching note-
taking strategies. Our assigned curriculum utilizes outlines and a synthesis chart, but we do have a clear set
way to teach students what to actually include. I would like to dedicate at least another day or two of
instruction on how to pick the best pieces of information to include, and how to use notes in the drafting
process.
This is a bit challenging with the online format. My “classroom” is a virtual chat room where I can implement
many programs/applications, such as a chat room, video player, poll pods, and file sharing pods. I would like to
make these applications more streamline in future lessons, so the virtual classroom isn’t so cluttered.
This unit was a good opportunity for my EL/SPED students to break research down into smaller and more
manageable sections. Many students
 I will continue with our Professional Learning Series (level 200 begging in the fall semester)
 Joining our school’s career ladder in order to become a more involved leader within school
community
 Review The English Teacher’s Companion by William Burke over summer vacation
The online nature of our school makes community and family involvement difficult at times, and I would like to
encourage students to have their parents/caretakers play a more active role in their education. In conjunction
with my entry below for the POP cycle I will use our family narrative assignment an opportunity to include
parents in their students writing assignments (the first portfolio for the next fall semester) and allow them to
share more about their culture and community with me. I have students from all across the state, so I have as
varied socioeconomic and cultural backgrounds as I do number of students. I have recently become an NHS
advisor and am looking forward to helping students work on individual service plans that will allow them to be
active members of their local communities.
I have a few ideas of what I would like to focus on for my next POP cycle, mainly the personal/family narrative
mentioned above. This is the first major writing assignment for the fall semester, and it will be a great chance
to start off on a strong note with something that engages students and their families and encourages them to
share more about themselves.

Other

Other Notes

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 7
 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 7
 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
Lwilliams-
Lauren Williams-Hackman English 9th
hackman@calca.connectionsacademy.org
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
Class Average: 69% Class Average: 73%
Total As: 6 Total As: 7
Total Bs: 11 Total Bs: 13
Total Cs: 8 Total Cs: 8
Total Ds: 4 Total Ds: 4
Total Fs: 10 Total Fs: 7
PRE-/POST- ASSESSMENT DATA TABLE
Student Pre-Assessment Score Post-Assessment Score Comments
ST brought grade up significantly by
1. Focus Student: EL (L.S)
F (51%) F (59%) turning in missing assignments. Working
on revisions to bring up to passing.
ST brought up grade significantly by
turning in missing assignments. His new
IEP accommodations allowed him to use
2. Focus Student: 504/IEP (C.B) D (68%) A (94%)
assistive tech to redo missing
assignments and he showed mastery of
the subject. Great progress!
ST brought grade up significantly by
turning in missing assignments and
3. Focus Student: Teacher submitting test corrections. Portfolio
F (44%) C (76%)
Choice (S.L) work was not up to student’s ability, but
ST was focused on completion over
quality.
4. T.W. C+ (79%) B- (81%) No major change
5. D.F. B (82%) B (84%) No major change
6. D.H. C (74%) C- (71%) Scored poorly on quick checks
7. J.W. D (67%) C- (70%) Submitted missing work
8. N.S. C (74%) C (72%) No major change
Did well on portfolio work, completed
9. T. F. B (84%) B+ (88%)
extra credit
10. M.M. F (35%) F (45%) Submitted missing work
11. E.A. A (94%) A- (91%) Did not submit all parts of portfolio
12. B.B. F (30%) F (25%) Missing portfolio assignments
13. D.T. B (86%) B (85%) No major change
14. N.V. B (83%) B+ (88%) Completed extra credit
15. C.L. B (85%) B (86%) No major change
16. L.L B- (81%) B- (80%) No major change
17. Z.L. C- (70%) D+ (68%) Scored poorly on quick checks
18. D.B. B (83%) B (84%) No major change
19. P.S. C (76%) C+ (78%) No major change
20. H.A. A (92%) A (93%) No major change
21. D. W. F (59%) D- (61%) No major change
22. G. B. A- (90%) B+ (88%) Low quiz score
23. N.K. B (82%) B (83%) No major change
Did well on portfolio work, completed
24. D. S. A- (90%) A (93%)
extra credit
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 6 of 7
 25. N.S. A (94%) A- (91%) Miss portfolio work
26. J.R. B (84%) B (86%) No major change
27. S.F. F (16%) F (10%) Missing portfolio work
28. W.C. F (45%) F (51%) Submitted missing work
29. C.M. F (21%) F (30%) Submitted missing work
30. K.J. C- (71%) C (74%) Score well on quick checks
31. S.P. A- (91%) A (92%) No major change
32. H.L. C (75%) C (76%) No major change
Score well on portfolio work, submitted
33. I.B. F (53%) D- (60%)
extra credit
34. E.G. D (62%) D+ (66%) Submitted extra credit
35. T.H. B- (80%) B (84%) Turned in missing assignment
Did well on portfolio, completed extra
36. J.A. B+ (89%) A (93%)
credit
910111213141516

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 7 of 7