Fullerton Online Teacher Induction Program

Individualized Learning Plan (ILP)

Revised 11.5.18
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
Robbie Blasser rblasser@bishopodowd.org English 10th
Mentor Email School/District Date
Sarah Tunik stunik@bishopodowd.org Diocese of Oakland 12/5/19
Section 2: CSTP Areas of Inquiry
Directions: Identify 2-3 CSTP elements for ILP focus. 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 - Uses gathered information about
students’ prior knowledge, cultural T - Uses school resources and family contacts to
Connecting learning backgrounds, life experiences, and expand understanding of students’ prior
to students’ prior T– interest to support student learning T– knowledge, cultural backgrounds, life
knowledge, Exploring Applying experiences, and interests to connect to student
1.2
backgrounds, life S-  S – Students make connections between S- learning.
experiences, and Applying curriculum, and their prior knowledge, Integrating S - Students are actively engaged in curriculum,
interests backgrounds, life experiences, and which relates their prior knowledge, experiences,
interests and interests within and across learning activities.

 T - Develops a rigorous learning

environment that includes accuracy, T – Integrates rigor throughout the learning
analysis, problem solving, and environment that values accuracy, analysis, and
appropriate levels of challenge. Holds critical reading, writing and thinking.
Creating a rigorous high expectations for students. Has an Integrates strategic scaffolds and technologies
learning understanding of achievement patterns, throughout instruction that support the full range
T– T–
environment with and uses scaffolds to address of learners in meeting high expectations for
Applying Integrating
2.4 high expectations achievement gaps. achievement.
S- S-
and appropriate
Exploring Applying
support for all  S – Some individuals and groups of S – Students engage in a variety of differentiated
students students work with the teacher to supports and challenges in ways that promote
support accuracy and comprehension in their accuracy, analysis, and problem solving in
their learning. learning.

Section 3: Inquiry Focus and Planning (Attach Pre/Post Assessments and Data Collection Tools)
Directions: Your inquiry question should be concise and likely no more than 8-10 words. Your hypothesis should indicate what you expect students to be able to do after the lesson, and it should
be able to be evaluated based on your assessment plan. Note that Semester 3 requires an inquiry question that focuses on use of technology to support teaching and learning.
Inquiry Question Hypothesis Lesson Series Topic Assessments/Data Collection
Students will be able to write creative Students will create three-act
Supporting students in both creative Students will have a series of story
story summaries that reflect an summaries of a story, and later
thinking as well as structured narrative creation activities to incrementally
understanding of both archetypes as hone those summaries into a short
writing. develop a narrative of their own
well as three act structure. story.
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 1: English Learner Focus Student 2: Student with ILP/504 Focus Student 3: Your Choice
S2 – Student is diagnosed with ADHD and
Performance S1 – Mandarin is their primary language, but S3 – Student is a diabetic, and has trouble
therefore has issues with both staying on task
Data they have attended English-speaking schools staying active and alert during class
and executive functioning.
S2 will have difficulty staying on task and
S1 will be able to keep up with all work, and S3 will need additional support and check
Expected Results completing all work by the due dates. Student
perform at a high level. ins.
will need additional scaffolding.
Inquiry Lesson Implementation Plan
Directions: that Semester 3 requires a lesson that focuses on use of technology to support teaching and learning.
Administer Pre-Assessment Deliver Lesson(s) Administer Post-Assessment Analyze Results Discuss Results with Mentor

Identify dates for activities.

12/3/19 12/5/19 12/8/19 12/9/19 12/10/19

Students will write a mythic story summary of their own that incorporates use of archetypes and three act
Provide 1-2 sentence
summary of your lesson plan.
dramatic structure. I will instruct them on each individual portion, with an emphasis on The Hero’s Journey
by Joseph Campbell. Students will later be tasked with developing these three act summaries into full
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 4
 stories on their own, if they wish.

A story outline that will be complete before the three act summaries will be the pre-assessment. Students
Summarize process for will also have the opportunity to reflect on their chosen archetypes beforehand in a journal free-write. The
administering and analyzing three-act summaries themselves will be the post-assessment. As this is a creative project, assessment will
pre- and post-assessments. be done without an official rubric, but the students will be graded on both their effort and how well they
perform the tasks assigned to them, with an eye towards creativity.
Semester 3 Only: Identify the
specific technology tools,
applications, links, and/or YouTube videos, websites, and Laptops. All work will be done and submitted digitally.
devices to be incorporated
into the lesson.
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.)

https://www.teachingenglish.org.uk/article/storytelling- https://www.tell-a-tale.com/storytelling-can-benefit-
benefits-tips teenagers/
Storytelling and how it can benefit teenagers, specifically.
Storytelling- Benefits and Tips
This article highlights the specific reasons why storytelling is of such direct
This article highlights the importance of using storytelling to allow students to access
benefit to teenagers in particular, including but not limited to how it can create
their own cultural backgrounds and, share interpersonal ideas and backgrounds, and
better listeners, encourage cooperation amongst peers, and help see the
develop their own voice.
perspectives of others.

Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
Grade 10 -- English
Grade 9 – English
Teacher uses Karl Jung’s archetypes to highlight the universality of characters
Teacher uses Joseph Campbell’s “Hero’s Journey” to supplement three act dramatic
and ideas, allowing students to see connections in their own work to other
structure instruction for short story writing
stories they appreciate.
Special Emphasis: ISTE Standards (Semester 3 only)
Directions: Identify at least one ISTE-Educator and at least one ISTE- Student Standards that are the primary focus of your project. Explain how these standards will be incorporated.
Special Emphasis Focus How Special Emphasis will be Incorporated
Students will be given equitable access to structured,
6d. I publish or present content that customizes the message and scaffolded storytelling steps, but will also be given the leeway
medium for my intended audiences. to develop their narratives on their own terms for an audience
of their choice.
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
EL Student performed as expected, by meeting all expectations
on time. However they did struggle with narrative flow and
80% of class met all expectations for both assignments by fulfilling wording, as with writing in complete sentences with proper
grammar and such.
all requirements with sufficient effort, and getting the work done
on time. 504/IEP Student exceeded all expectations and then some by
meeting all requirements with commendable effort on time. In
Three students were late with one of the two assignments
both cases, they went far beyond what was asked.
Three students did not meet all requirements
Teacher choice student performed slightly above expectations
One student submitted neither assignment
by getting one of the two assignments in on time and only
showing minimal effort and/or attention to assignment
expectations once.
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
Connecting T- Teacher designed lesson You defined this with “what do
learning to T- Applying
1.2 students’ prior
Exploring encouraging students to create you want to read stories about?”
S- Integrating
knowledge, S- something meaningful and related inviting them to apply what is
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 4
 backgrounds, Applying to their own experiences and values meaningful to them to this
life
assignment, but you should be
experiences,
and interests more clear about how they also
must integrate certain prior
academic knowledge at the same
time.
Creating a Scaffolding; various elements of
rigorous
school curriculum (grammar,
learning
environment T- archetypes, story structure,
with high Applying T- Integrating character development for Check engagement of all students
2.4 expectations S- S- Integrating example) which students have equally during class work time
and
Exploring learned about they now must
appropriate
support for all demonstrate a facility with through
students a creative assignment of their own.
Special Emphasis ISTE-Educator and ISTE-Student Standards (Semester 3 only)
Results of Incorporation into Lesson Key Learnings and New Skills/Knowledge Developed by Teacher
Use of Schoology (CIS) allows students to access in any location and
at varying times. Allows students to download outline and make
Posted pdfs is difficult for them to transfer to googledoc. Next
copy which they personalize. Online tools allow ELL student to
time use gdoc link and teach kids to “file >>make a copy” Or,
translate instructions. CIS uploads allow teacher to efficiently grade
explore Kami (pdf reader on gdoc)
and give feedback. Video/powerpoint multimedia engages
students.
Action Items
For curriculum design, lesson
Posted pdfs is difficult for them to transfer to googledoc. Next time use gdoc link and teach kids to “file
planning, assessment
planning >>make a copy” Or, explore Kami (pdf reader on gdoc)
Comments for when students have points off. How about more comments for when they are doing
For classroom practice something right? (Although it is very difficult to do that on every little assignment, so if this is happening
somewhere in the process, that’s enough)
For teaching English learners,
students with special needs, Make sure to check in with all students during walk-around, and not just those raising hands and asking
and students with other questions.
instructional challenges
For future professional Consider “Learning and the Brain” conference next time it’s local, due to its online information regarding
development tech and how kids learn.
How do I incorporate more student understanding for those less willing to engage actively in class through
For future inquiry/ILP
more individualized differentiation and use of school resources (counselors, coaches, etc.).
How do I incorporate more student choice into more formal, analytical student essays that allows them to
For next POP cycle
use more of their voice

Semester 3 Only:
For future use of technology
Explore other ways to give documents to students that are easier to upload to Google docs, like Kami.

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.

Link to Pre-Assessment Assignment

Link to Outline for Pre-Assessment
Link to Support Website for Pre-Assessment
Link to Post Pre-Assessment Reflection
Link to Instructional Graphic
Link to Instructional Video
Link to Example Video
Link to Assessment

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.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 4
 New Teacher Email Subject Area Grade Level

Robert Blasser rblasser@bishopodowd.org English 10

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

Range: 0 – 10, Average: 9.12 Range: 0 – 20, Average: 18.76

PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments
All work was completed as asked for, but word
1. Focus Student: EL 10 20
flow and complete sentences were an issue
Student went above and beyond expectations
2. Focus Student: 504/IEP 10 20
in all respects.
Student showed less than required effort, as
far as meeting assignment expectations goes,
3. Focus Student: Teacher Choice 9 18
writing just over two of the required three
pages.
Student completed all required work with
4. 10 20
sufficient effort given on time.
Student completed all required work with
5. 10 20
sufficient effort given on time.
Student completed all required work with
6. 10 20
sufficient effort given on time.
Student completed all required work with
7. 10 20
sufficient effort given on time.
Student completed all required work with
8. 10 20
sufficient effort given on time.
Student completed all required work with
9. 10 20
sufficient effort given on time.
Student completed all required work with
10. 10 20
sufficient effort given on time.
Student completed all required work with
11. 10 20
sufficient effort given on time.
Student completed all required work with
12. 10 20
sufficient effort given on time.
Student completed all required work with
13. 10 20
sufficient effort given on time.
Student completed all required work with
14. 10 20
sufficient effort given on time.
Student completed all required work with
15. 10 20
sufficient effort given on time.
Student completed all required work with
16. 10 20
sufficient effort given on time.
Student completed all required work with
17. 10 20
sufficient effort given on time.
Student completed all required work with
18. 10 20
sufficient effort given on time.
Student completed all required work with
19. 10 20
sufficient effort given on time.
Student completed all required work with
20. 10 20
sufficient effort given on time.
Student completed all required work with
21. 10 20
sufficient effort given on time.
Student completed all required work with
22. 10 19
sufficient effort given on time.
Student completed all required work with
23. 10 19
sufficient effort given on time.
Student demonstrated minimal effort for post
24. 10 13 assessment, only writing just over one of the
required three pages
25. 0 0 Student turned in neither assignment

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