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
Amber Mendez amendez@ofy.org English 9-12
Mentor Email School/District Date
Options For Youth:Acton-Agua
Andrea Dalde adalde@ofy.org 10/24
Dulce
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
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 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.
Planning instruction that T- Selects strategies for single lessons or sequence of lessons that respond Lessons are created to build on previous learning experiences. Checks for
incorporates appropriate T- Exploring to student’ diverse learning goals. T – Innovating understanding are used throughout the lesson during instruction and
4.4
strategies to meet the S- Exploring S- Seeks to learn about students’ diverse learning and language needs S – Innovating independent practice. Uses information from assessments to build plans for
learning needs of all students beyond basic data. future lessons.
T- Provides students with additional feedback based on formative
Using assessment information
assessments from single lessons or sequence of lessons. Seeks to provide
to share timely and
T- Exploring feedback in ways that students understand. T – Innovating Teacher communicates students; progress with their families as necessary for
5.7 comprehensible feedback
S- Exploring S- Communicates with families about student progress, strengths, and S - Innovating intervention
with student and their
needs at reporting periods. Contacts families as needs arise regarding
families
struggling students or behavior issues.

Section 3: Inquiry Focus and Planning (Attach Pre/Post Assessments to ILP)

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
Inquiry question Pre-Assessment Post-Assessment Expected Results
Pose measurable and observable question
What will you use as your baseline What will you use as your final How do you expect student performance
in terms of students (e.g., what impact will
assessment of student assessment of student to change? Use percentages to describe
strategy X have on student performance
actions/performance? actions/performance? anticipated growth.
as measured by Y?)
What impact will increased use of higher-order
There will be a 20% increase in the average exam
questions (teacher talk, worksheet, and student
Previous examination scores New chapter exam score for students who participated in class and
problem generation) have on student performance
successfully completed the worksheet.
as measured by chapter exam?

Use of technology to strengthen students’ Will incorporating the consistent use of Google 50% of the students who successfully identify
understanding of how to identify reliable and applications (ie., classrooms) and Chromebooks List of reliable sources Argumentative essay with work cited page reliable sources online will be able to incorporate
credible online sources improve students assessment scores? those sources into their argumentative essays.

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
Student who gets bored easily because
they tend to finish work before the
Performance English learner who has attempted Student who struggles with
Data
remainder of the class and will be
reclassification and previously failed attention and voicing struggles
challenged to make a real world
connection.
Student will incorporate
Student will incorporate at least one Student will incorporate a minimum of 3
Expected Results reliable sources and ask for
reliable source into their essay reliable sources.
help after prompting
Inquiry Lesson Implementation Plan
Administer Post-
Administer Pre-Assessment Deliver Lesson(s) Analyze Results Discuss Results with Mentor
Assessment
Identify dates for activities. 11/5/19-
10/29/19 11/5/19 11/14/19
11/12/19
Students will research alternative healthy school lunch programs and write an argumentative essay based
Provide 1-2 sentence
summary of your lesson plan.
on their research. Students will need to include at least 3 pieces of research to support their findings and
cite them accordingly.
Summarize process for Pre-assessment: Students will analyze various articles and identify how each author uses rhetorical devices
administering and analyzing to persuade their audience. Students will evaluate which articles are most reliable and credible.
pre- and post-assessments. Post-assessment: Students will weave reliable and credible sources into their argumentative essays.
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 Page 1 of 4
 https://www.edutopia.org/blog/timely-feedback-now-or-never-john- https://www.waldenu.edu/programs/education/resource/top-five-
mccarthy benefits-of-technology-in-the-classroom

This article speaks of how feedback does not have to be lengthy to be This article touches on how using technology in the classroom can help
constructive and informative. when differentiating instruction.
Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
Mentor Teacher: My mentor teaches 10th and 11th grade English. She is the Fellow English Colleague: My colleague and I both struggle with using
person who gave me the idea to have students evaluate other reliable post assessment data to help plan for previous lessons. However, she
sources first before they tackle identifying them on their own. This was a has begun using exit tickets using applications like poll everywhere to
solution to a similar problem in her class. get immediate feedback and is able to adjust lessons that way.
Special Emphasis: Instructional Strategy, ISTE Standards, NBPTS Core Propositions
Special Emphasis Focus How Special Emphasis will be Incorporated
3b. Students evaluate the accuracy, perspective, credibility and Students will need to use credible sources from various media
relevance of information, media, data or other resources. outlets
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 Class Pre/Post Assessment Data Analysis Findings for Three Focus Students
The results of students who were able to identify reliable sources
are as follows: Of the 16 students in the class 10 were not able to English Learner: Was not able to identify any reliable sources,
identify at least 5 reliable sources, 4 were able to identify at least 3 Scored at Near Mastery on Post-Assessment.
reliable sources, and 2 were able to identify 5 reliable sources. Student with IEP: Was not able to identify any reliable sources,
Scored at Mastery on Post-Assessment
Of the 16 students who participated in the post-assessment, 4 Advanced: Identified 3 sources, Scored Above Mastery on Post-
students scored at Near Mastery, 9 scored at Mastery, and 3 Assessment
scored at Above Mastery.
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
Teacher asked questions of analysis and evaluation.
thinking through T – Applying T – Integrating complexity of task beyond a single lesson so that there are
1.5 Students answered questions that included all levels of Bloom’s.
inquiry, problem S – Exploring S - Integrating continuing opportunities for students to engage in inquiry in
Students created their own math problems.
solving, and reflection complex problem. How could you extend lesson into PBL?

Teacher had to adjust instructional

plans to spend more time on
To move to INTEGRATING level:
Planning instruction differentiating between reliable and
that incorporates Consider providing multiple
appropriate T- Exploring T-Applying non-reliable sources by using
4.4
strategies to meet S- Exploring activities, ones that meet varied
the learning needs of S-Applying different source types.
amount of learning needs over just
all students
Students used results from post-
one or two.
assessment to inform their decisions
for their final unit essay.
Teacher provided timely feedback To move to INTEGRATING level:
Using assessment
information to share
on pre-assessment results. Results Consider providing students with
5.7
timely and
comprehensible
T- Exploring T-Applying were delivered in class the day the more in depth feedback that not
S- Exploring
feedback with S-Applying pre-assessment was delivered. only addresses where they went
student and their
families Students spent time working in wrong but what they can do to
groups identifying reliable sources. avoid their mistakes in the future.
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
During this lesson I learned I need to take an upside funnel
method. I need to provide students with a wide range of
activities to see where their skills lay. As the lesson proceeds I
will then narrow the activities to focus on specific learning
skills.
Action Items
For curriculum design, lesson Lesson design needs to be adjusted to cover a wider range of topics. This lessons sole focus was on reliable
planning, assessment sources, but I could change this to reliable news media and have students evaluate the news they watch
planning and read today.
For teaching English learners,
students with special needs,
and students with other
English Learners and students with special need should be front loaded with vocabulary.
instructional challenges

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 4
 For future professional Attempt to attend a professional development offered by my school regarding technology in the classroom.
development If one is not provided in the new semester, then I will suggest one to our PD department.

For future inquiry/ILP Replace advanced student observation with 504 student.

Create a more rigorous pre-assessment to align with post-assessment. Questions should be more aligned to
For next POP cycle
match the rigor of the post-assessment.
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

Amber Mendez amendez@ofy.org English 9-12

Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
1-4(Below Mastery, Near Mastery, Mastery, Above Mastery) 1-4(Below Mastery, Near Mastery, Mastery, Above Mastery)
Average: Mastery Average: Mastery
PRE-/POST- ASSESSMENT DATA TABLE
Student Pre-Assessment Score Post-Assessment Score Comments
1. Focus Student: EL Below Below
2. Focus Student: 504/IEP Below Mastery
3. Focus Student: Advanced Above Above
4. Alexa Below Mastery
5. Evelyn Mastery Above
6. Joseph Below Below
7. Nayeli Below Mastery
8. Alexandra Mastery Mastery
9. Ileen Mastery Mastery
10. Jonathan Mastery Mastery
11. Jackie Above Above
12. Nayeli Below Mastery
13. Jennifer Below Mastery
14. Esther Below Mastery
15. Brando Below Below
16. Christopher Below Below
910111 21314 1516

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