Professional Documents
Culture Documents
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 V has an ILP in which she
Student B is a very handworker. Student is struggles reading, writing, and
Student A is a student who within the last two
always willing to ask for supports and speaking. As a result, I know student
months has been absent about 75% of our classes.
advocated for additional resources when will need additional resources like
Performance Through her chronic absences it has been difficult to
needed. B is always taking initiative and graphic organizers and sentence frames
Data have her fully engage in class material. However,
engaging in classroom material by to help her organize her thoughts. I
when in class student always meets class standards
collaborating with his teammates and have also found it crucial to find audio
and even supports her classmates.
answering questions. readings or videos that provide the
information.
Based on V’s previous assignments I
Based on B’s work ethics from previous Based on A’s work ethic I know she will meet the
know student will struggle reading and
assignment, I know student will attempt to standards but will not devote outside class time to
writing using the target language.
work independently on the assignments. finishing and polishing her work. I know student will
However, I know student will maneuver
Expected Results Utilize the resources that he feels he most also do well in her work during class including the
through the assignment and will seek
needs. He will then work efficiently and make oral presentation. Since student does very well when
the resources I have provided her
sure he is meeting the rubric expectations. B communicating in the target language I know she will
including the guided questions and
will ask questions to make sure he is on track. exceed the presenting standards.
sentence frames.
Inquiry Lesson Implementation Plan
Administer Post-
Administer Pre-Assessment Deliver Lesson(s) Analyze Results Discuss Results with Mentor
Assessment
Students discuss one of the Students will be give Students reflect on Students overall met Mentor and I discussed
three groups we analyzed class time to research, their assessment standards. As AP students how being their first AP
Identify dates for activities. together and will identify write and create the and will grade they made sure to utilize assessment I was very
aspects of their culture visual presentation. themselves/group. their examples and rubrics pleased with the
including their social, They will given some They utilize to verify they were quality of work
economic, and political guiding questions to evidence from their meeting the received. Students
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 5
aspects. Within their group consider, example, and work to justify their requirements. Of the 130 really made precise
they will answer questions a rubric to follow. grade. students whom presented usage of the target
using notes we had only 10 of them struggles language to convey
previously reviewed. to present. These same 10 information and
students also had answer the guiding
difficulty writing their questions. They were
paragraphs and also very precise when
consequently were some presenting. As one of
of the same students that the criteria’s was to
did not seek support only include pictures
afterschool/ during class. and present the
information orally,
most students were
very successful in their
delivery.
Provide 1-2 sentence Students will be working on their summative assignment, where they will be examining, researching, and presenting information on
summary of your lesson plan. indigenous groups. Students will be synthesizing information they research into 7 (50-75) word paragraphs, visual and oral presentation.
When administering the assessments, I needed to understand as a class we had done explored various indigenous groups. As a result, I
Summarize process for created a example project which met all the rubric requirements. This allowed to understand the assessment and the expectation. In the
administering and analyzing Post-assessment, I got a better sense as to how students collaborate together. Their ability to research and provide the appropriate
pre- and post-assessments. citation to the works examined. Through the process I was also able to have students reflect on their own work by having them grade
themselves using the rubric I was also going to use.
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.teachthought.com/pedagogy/4-phases-inquiry-based-learning-guide-
https://www.teachingbooks.net/content/FocusOnInquiry.pdf
teachers/
In this reading, I was able to get a better understanding to the benefits of both student
This reading helped me see the process into a four stage process while
and teacher. In addition, it also provided me with a visual as to the ways we are
integrating some of the common aspects that should be happening between
connecting the learnings.
student and teachers.
Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
Spanish-10th grade History- 11th grade
One of my department colleagues mentioned how difficult it was for her to make The 11t grade history teacher shared how he has students created a short
usage of her warm up-time. She explained how even though she utilized the TWDR speech on a social justice topic. He explained how students struggle making
framework (think-write-discuss-report) she wanted the activity to be more intentional connections with topics. For example, he shared how one of the boys in his class
in a way to allow students to engage by posing additional questions as to what they had a very hard time examining the experience of the LGBTQ community. The
are writing about. She has encouraged the usage of connecting the warm up topics to teacher then made sure to pose questions and have the student reflect on some
the student’s experience. of his thoughts and ideas on the topic by having follow up questions.
Special Emphasis: Instructional Strategy, ISTE Standards, NBPTS Core Propositions
Special Emphasis Focus How Special Emphasis will be Incorporated
In the assessments I posed It was crucial for my students to understand the
information, synthesize, and communicate with their group to develop a visual
NBPTS: 1. Dedication to Student Learning and oral presentation. They were able to utilize google docs to present their
ISTE Student: 7b. Students use collaborative technologies to work with others, information while exploring multiple sites to obtain sufficient information to
including peers, experts or community members, to examine issues and problems write and present. As a group they became experts an discussed and even posed
from multiple viewpoints. solutions to some of the issues indigenous groups are confronting. While doing
so I made sure to provide multiple resources to my students with needs and EL’s.
I gave them multiple sources including videos and articles to support their
learning. I also made sure to allow their knowledge to be heard and recognized
with their collaboration.
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
As a class the majority of my class was bale to meet the objective. Students were
My students were able to reach the objective thanks to the scaffold graphic
able to use the resources in order to meet the objective. Medium students use the
organizer in addition they were able to reference back to their notes to make
very broad sentence frames and the spicy students were able to write with
sure their points were clear and correct. The scaffolds that led to the objective
paragraph without much guidance. As a class they collaborated to make lesson
were referenced by my EL’s and SPED students.
effective ad therefore help each other reach the objective.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 5
learning needs
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
The results of the lesson included seeing students engage in material was rigorous Students were able to critically analyze the situation that immigrants families
while they were able to engage in conversation and skills that helped reach the confront. While connecting the material and understanding the pull and push
standard. The majority of students met and even succeeded the objective by scoring a factors that lead to family separation. Students were able to better develop
7 or higher in the paragraph. skills that helped them write and read the text.
Action Items
I wanted students to really understand the push and pull factors that led to the journal the teenager embarked. This in itself would
For curriculum design, lesson
allow for further connection between student and text. The assessment would allow students to prepare for their final essay. As a
planning, assessment
form of assessing their writing I am able to further support and help students develop their reading and writing skills.
planning
I would like to continue working in creating a collaborative environment that is inclusive to student understanding and experiences.
For classroom practice Making sure students are able to grow while also experiencing rigorous material.
For teaching English learners, This lesson allows me to think of my EL’s and thinking of what support would help them achieve the standards and objectives. For
students with special needs, example, I made sure to provide students with sentence frames to help them gather their thoughts. In addition, by having them in
and students with other strategic partnering they were able to ask further clarifying questions.
instructional challenges
I would like to continue receiving resources that will help me prepare my language learners in writing an essay without sense frames.
For future professional Thinking of the differentiation the English team has, I would like to observe and try to implement some of the key strategies they are
development currently implementing including the group/pair and individual work.
For future ILP I would like to see how my El’s and SPED students have advanced or grown overall. See if the new resources I implement
For future inquiry/ILP are making a difference.
Next POP I would like to make more mentor and mentee opportunities to work on the Lesson Plan so that we can discuss more in
For next POP cycle depth the goals of the lesson and how it was sequenced into the entire unit plan.
Other
Other Notes
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 5
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
7 8.5
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 5