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
th
Fabian Flores fflores@discoveryprep.org Social Studies 12 Grade
Mentor Email School/District Date
Discovery Preparatory
Jackie Tavelman jtavelman@discoveryprep.org October 11, 2019
Charter School
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 - Facilitates systematic opportunities for students to apply
T - Guide students to think critically through use of questioning critical thinking by designing structured inquires into complex
Promoting critical thinking strategies, posing/solving problems, and reflection on issues in content. problems.
1.5 through inquiry, problem solving,
T – Applying
S - Students respond to varied questions or tasks designed to promote
T – Innovating
S - Students pose and answer a wide-range of complex

and reflection
S – Exploring
comprehension and critical thinking in single lessons or a sequence of
S - Innovating
questions and problems, reflect, and communicate
lessons. understandings based on in depth analysis of content
learning.

• Teacher: Plans
instruction using a
wide range of
• Teacher: incorporates strategies to address
differentiated instructional learning styles and
strategies into ongoing meet students’
Plan instruction
planning that addresses assessed language and
that incorporates
culturally responsive learning needs.
appropriate
T-Applying pedagogy, students’ diverse Provides appropriate
strategies to T-Integrating
4.4 S-Applying language, and learning needs support and challenges
meet the learning S-Integrating for students.
and styles.
needs of all
• Students: will effectively
students • Students: will integrate
utilize strategies and services
o the learned material of
to ensure access to a
functional communication how to properly cite
system. sources and how to
analyze potentially great
sources from the lower
tier sources.
•
Teacher: selects, adapts, and
Use and adapt utilizes appropriate
resources, instructional materials, • Teacher: Engages
technologies, and resources, and technologies students in identifying
standards aligned for concept and skill and adapting
instructional development in subject resources,
materials, matter. Resources reflect the technologies, and
T-Applying T-Innovating
3.5 including diversity of the classroom and standards-aligned
S-Applying S-Innovating
adopted support differentiated instructional materials
materials, to learning of subject matter. to extend student
make subject Guides students to use understanding and
matter accessible available print, electronic, and critical thinking about
to all students online subject matter subject matter.
resources based on individual
needs.
Section 3: Inquiry Focus and Planning (Attach Pre/Post Assessments to ILP)
Inquiry Focus Inquiry question Pre-Assessment Post-Assessment Expected Results
Pose measurable and observable question in How do you expect student
Based on your selected CSTP elements, What will you use as your baseline What will you use as your final
terms of students (e.g., what impact will strategy performance to change? Use
identify a focus of inquiry (e.g., group assessment of student assessment of student
X have on student performance as measured by percentages to describe
discussion, differentiation, motivation…) actions/performance? actions/performance?
Y?) anticipated growth.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 8
 What impact will increased use of higher-order questions There will be a 20% increase in the
Use of analysis, synthesis, and evaluation (teacher talk, worksheet, and student problem generation) average exam score for students who
Previous examination scores New chapter exam
questions + student problem generation have on student performance as measured by chapter participated in class and successfully
exam? completed the worksheet.

There will be a
What impact will my lesson
student success rate
on properly citing and
above 90% of the
analyzing sources have on my Previous political
Finalized Weebly completion of their
students end-product. Will candidate research
Website Weebly illustrating
students cite properly? Will handout completion
their political
students plagiarize in their
candidate.
work?

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
The third focus student is
someone who has a difficult time
focusing and staying on-task for a
This student is an English Language
long period of time. Student loses
Learner who has difficulty expressing their The second focus student does
focus during lessons and is
thoughts and knowledge on a not struggle academically,
distracted easily. Student has no
topic/subject. Throughout the year, however, this student does need
issues academically, as in student
Performance Data student has needed translation and additional time to complete
does pass all of their classes,
reassurance of historical and government assignments and also needs
however the student often gets
documents. Due to the language of these support from teacher to check for
academic work incorrect or
documents, student has difficulty in understanding of material.
simply does not submit
deciphering convoluted words.
assignments because they do not
focus during explanations of the
lesson and of what is expected.
I expect this student to use the I expect this student to have
I expect this student to complete
appropriate resources, such as Google periods of off-task behavior, but
Expected Results the assessment during the time
Translate and Spanish sources, to will be able to submit the
allowed.
complete the final assessment. assessment on time.
Inquiry Lesson Implementation Plan
Discuss Results with
Administer Pre-Assessment Deliver Lesson(s) Administer Post-Assessment Analyze Results
Mentor
Identify dates for activities. October 23- October 25,
October 14, 2019 October 21, 2019 October 23, 2019
24, 2019 2019
Students will be demonstrated a lesson on digital learning, which incorporates citing and examining and
analyzing sources online. Students will then be randomly provided a democratic and republican candidate
Provide 1-2 sentence summary
of your lesson plan.
running for the 2020 Presidential Campaign. Students are to research their candidate; their biography,
previous government positions, their stances on social issues and public policy issues. Students then
complete a Candidate profile handout and a Weebly.
Summarize process for The inquiry will begin by illustrating to students the political candidates running for the upcoming
administering and analyzing election. Students will complete a K-W-L on Politicians. Students must complete a candidate profile (Pre-
pre- and post-assessments. assessment), followed by a Weebly (Post-assessment).
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.)
The Effectiveness of the Problem-based Learning- Internet Information Literacy Increasing student engagement in existing online learning
(PBL-IIL) Model in Minimizing Plagiarism among Students experiences through incorporation of a Gamified framework
Authors: Arwendria Arwendria, Mawardi Effendi, Ahmad Fauzan, Darmansyah Author: McCurrach, Leslie J.
Darmansyah
URL: https://www.atlantis-press.com/proceedings/icoie-18/55912967 URL: https://viurrspace.ca/handle/10613/11972
The following article discussed the issues of plagiarism and how to minimize it in The following research paper discusses the importance of
students. As mentioned, due to how easily accessible information is now, people creating engaging online learning experiences for students. “It
are more susceptible to plagiarizing. According to the work, “students confused addresses these issues by exploring the Critical Challenge
about paraphrasing, confused to produce their own work, and did not analyze Question, “How can teachers disrupt the traditional
information critically, particularly Web-based sources. They argued that educational paradigm and increase student engagement by
millennial did not have knowledge to assess and evaluate information from incorporating a gamification construct to enhance existing
media or Internet.” To combat this issue, researchers developed a problem- online learning experiences?” McCurrach discusses how
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 8
 based learning model. As a result of the model, students were less inclined in teachers and students should be collaborators. Teachers must
plagiarizing. create and maintain a sense of community and presence.

Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
th My mentor, Jackie Tavelman, has incorporated student pre-
A colleague, 9 grade English teacher, shared their issues with having students
assessment class discussions and research assignments to pre-
complete research and activities on a Chromebook. My colleague shared how
assess students. Jackie would introduce the new unit topic
many students will stay off-task and play games or watch movies, instead of
and have students break into groups to discuss previous held
completing the online activities. They addressed the issue with providing
knowledge through verbal discussion. Following the activity,
students with a daily activity completion handout. Students write what work
students then research to discover the basic background
they completed during class. My colleague also implemented GoGuardian, an
information on topic. Students have shown an improvement
online screen viewer, to handle students who are off-task.
in content knowledge when the following has been done.
Special Emphasis: Instructional Strategy, ISTE Standards, NBPTS Core Propositions
Special Emphasis Focus How Special Emphasis will be Incorporated
Special emphasis will be incorporated in my ability to relay
ISTE Standards for Students
technological resources to my students as they navigate the
3. Knowledge Constructor: I critically curate a variety of resources using digital
internet for sources and results to produce an exceptional
tools to construct knowledge, produce creative artifacts and make meaningful
end-product displaying their knowledge of their political
learning experiences for myself and others.
candidates.
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
Focus Student 1: English Language Learner was
successfully able to use the appropriate resources and
strategies to complete the task on time.
• Majority of students demonstrated little difficulty in using the
resources and strategies needed to complete the Political Focus Student 2: Was able to use resources and
Candidate assessment. (See reflection for focus students.) strategies, however, student needed additional time to
• Teacher needs to hold and implement a lesson on how to complete task. Student had difficulty staying focused.
successfully use the technological tools and resources for the
assessment (Flipgrid and Weebly) Focus Student 3: Student had some difficulty using the
appropriate resources and strategies. Student also
needed additional time to complete task. Student had
difficulty staying focused.
Evidence/Rational for Rating
CSTP Element Initial Rating Revised Rating Suggestions for Moving Forward
(Summarize from POP Section 3)
To move to INNOVATING level: Consider how to
Promoting critical
Teacher asked questions of analysis and evaluation. increase complexity of task beyond a single lesson so
thinking through inquiry, T – Applying T – Integrating
1.5 Students answered questions that included all levels of Bloom’s. that there are continuing opportunities for students to
problem solving, and S – Exploring S – Integrating
Students created their own math problems. engage in inquiry in complex problem. How could you
reflection
extend lesson into PBL?

Teacher incorporated a variety of

strategies to meet the learning
needs of students in order to
Plan
successfully complete the task of
instruction
researching their assigned political
that
candidates. Teacher should dedicate a
incorporates
lesson day to introduce
appropriate T-Applying T-Integrating
4.4 A majority of students successfully students to all the strategies
strategies to S-Applying S-Integrating
used the strategies according to they will be using for future
meet the
their needs, to complete the task. activities.
learning
Several needed to ask questions on
needs of all
how to use resources. A few of
students
these students were not paying
attention when the teacher
introduced the resources.
Use and Teacher incorporated several Teacher should dedicate a
adapt technological resources such as lesson day to introduce
T-Applying T-Integrating
3.5 resources, websites, online video editors, and students to all the
S-Applying S-Integrating
technologies, Google Slides and made them technological resources they
and accessible for students. will be using for future
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 8
 standards activities.
aligned Majority of students successfully
instructional managed to use the resource tools
materials, made available to them. Several
including needed to ask questions on how to
adopted use resources. A few of these
materials, to students were not paying attention
make subject when the teacher introduced the
matter resources.
accessible to
all students
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
• Although the majority of students were able to use the • New strategies and resources learned (Flipgrid:
technological resources and strategies needed to complete the Video Editing Software, Weebly)
activity/assessment, several students demonstrated difficulty in • Students need time to explore resources and
using them and needed additional time to complete. strategies before beginning lesson activity.
Action Items
• Dedicate a lesson day to introduce students to all the technological resources they will be using
for future activities.
For curriculum design, lesson
planning, assessment planning • Dedicate a lesson day to introduce students to all the strategies they will be using for future
activities.
• Research additional resources and strategies
• Dedicate specific times for one-on-one meetings to introduce students to all the technological
resources and strategies they will be using for future activities.
For classroom practice • Place English Language Learners and students with needs in heterogeneous groups.
• Provide adequate time for students to explore resources.
• Hold discussions surrounding the resources and strategies.
For teaching English learners, • Dedicate specific times for one-on-one meetings to introduce students to all the technological
students with special needs,
and students with other
resources and strategies they will be using for future activities.
instructional challenges • Place English Language Learners and students with needs in heterogeneous groups.
For future professional • Provide access for students to reflect on their own learning and reflect on the teacher’s
development implementation practices.
• Research additional resources and strategies
For future inquiry/ILP
• Provide students with additional time to complete activity

For next POP cycle • Have continuous reflections and revisions of lesson and lesson implementation

Other N/A

Other Notes

N/A

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 4 of 8

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
th
Fabian Flores fflores@discoveryprep.org Social Studies 12 Grade
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average

PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments
Successfully able to use the appropriate
1. Focus Student: EL A A resources and strategies to complete the
task on time.
Was able to use resources and strategies,
however, student needed additional time
2. Focus Student: 504/IEP B B
to complete task. Student had difficulty
staying focused.
Had some difficulty using the appropriate
resources and strategies. Student needed
3. Focus Student: Teacher Choice B B
additional time to complete task. Student
had difficulty staying focused.
Student needed additional time to
4. Student A A B
complete task.
5. Student B A A Little to no issues in using resources
6. Student C A A Little to no issues in using resources
Able to use the appropriate resources and
7. Student D C B
strategies to complete the task on time.
8. Student E A A Little to no issues in using resources
9. Student F B B Demonstrated difficulty in using Weebly
10. Student G A A Demonstrated some difficulty in using Weebly
Successfully able to complete assessment
11. Student H B A
through Weebly
12. Student I A A Little to no issues in using resources
13. Student J A A Little to no issues in using resources
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 8
 29.
30.
31.
32.
33.
34.
35.
36.
cd910111213141516

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Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 7 of 8


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