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
Social Studies (World
Ryan Voortman rvoortman@westernchristian.org 10th
History)
Mentor Email School/District Date
Western Christian High
Dawn Bartholomew dbartholomew@westernchrisitan.org 10/5/2020
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.
CST
Element Initial Rating Description Goal Rating Description
P
T - Facilitates systematic opportunities for students to apply
critical thinking by designing structured inquires into
T - Guide students to think critically through use of questioning strategies,
Promoting critical thinking through complex problems.
T – Applying posing/solving problems, and reflection on issues in content. T – Innovating
1.5 inquiry, problem solving, and S - Students pose and answer a wide-range of complex
S – Exploring S - Students respond to varied questions or tasks designed to promote S - Innovating
reflection questions and problems, reflect, and communicate
comprehension and critical thinking in single lessons or a sequence of lessons.
understandings based on in depth analysis of content
learning.

T- Guides students in not only

understanding how specific
events discussed in class relate
to the things going on around
T- Aides students in making connections
them, but also makes
between subject matter being talked about
meaningful cross curricular
in class to things that may be occurring
Connecting subject Teacher: Teacher: connections as well, aiding
around them on a daily basis
matter to Applying Innovating students in seeing how one
1.3 S- Students use these connections to make
meaningful, real-life Student: Student: subject connects to another.
inferences in regards to how the past
contexts Applying Innovating S- Students are able to critically
continues to impact us in the present.
analyze past events and material
Students may share this knowledge in a
discussed in class in order to
variety of ways.
draw conclusions about the
present, as well as how those
events may affect future
generations.
T- Uses tech tools to record and
Using available T- Uses a variety of digital platforms in
analyze student data in order to
technologies to Teacher: order to assess student both formally and
Teacher: make necessary instructional
assist in Applying informally. Teaches students how to adapt
Innovating changes.
5.6 assessment, Student: to new tech tools as well.
Student: S- Able to innovate and create
analysis, and Emergin S- Display their knowledge and share with
Applying detailed presentations and
communication of g their classmates utilizing a variety of new
projects that communicate their
student learning tech tools.
knowledge utilizing technology
Section 3: Inquiry Focus and Planning (Attach Pre/Post Assessments to ILP)
Inquiry Focus Inquiry question Pre-Assessment Post-Assessment Expected Results
How do you expect student
Based on your selected CSTP elements, 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
identify a focus of inquiry (e.g., group of students (e.g., what impact will strategy X have assessment of student assessment of student
percentages to describe
discussion, differentiation, motivation…) on student performance as measured by Y?) actions/performance? actions/performance?
anticipated growth.
There will be a 20% increase in the
What impact will increased use of higher-order questions average exam score for students
Use of analysis, synthesis, and evaluation questions +
(teacher talk, worksheet, and student problem generation) Previous examination scores New chapter exam who participated in class and
student problem generation
have on student performance as measured by chapter exam? successfully completed the
worksheet.
I personally believe
that by implementing
Will providing students with an
How will providing my students with a more student
increased amount of agency over
increased agency over their learning Unit 1 (Modules 1-3) Test Unit 2 (Module 4) test centered approach I
their learning though the use of
through the use of playlists improve Scores scores will see an
playlists improve student
student performance improvement of 25%
performance
on test scores class
wide
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.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 6
 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
Up to this point in the year, my
student with an ILP who I am
going to focus on has had a bit
of a difficult transition to
The best way to describe the
While this student is considered to be an ELL, online learning. There have
third student who I am going to
it is evident from hi work that he has quite the been numerous times where
be following throughout the
diverse vocabulary and hasn’t seemed to she has missed assignments
semester and testing my inquiry
struggle with my class up to this point. and tests and typically fails to
on is ‘gifted’. This student
However one factor that I believe has the stay caught up when it comes
emigrated from Switzerland
Performance Data possibility to work against him is the fact that to material covered. However
several years ago and brings a
as he an international student he is currently recently I have begun working
fresh and unique perspective to
not in the U.S but rather is joining my zoom more closely with both her
the class. He is very outgoing
sessions when he can and teaching himself parents and the school
and is always willing to share his
the rest of the material by watching the counselor that she was
ideas with both his classmates
videos that I post on my class page. assigned to and have seen
and myself.
incremental improvements
since adjusting her workload
and tailoring specially designed
assignments to her.
I personally hope that
between working closely with
I can actively see this student
her counselor and parents as
taking charge of his education
I expect him to continue to strive for his best well as integrating a student
even before I attempt to
as he has done so far this year and ultimately driven curriculum I will see
implement some new classroom
achieve the same high scores as he has in the vast improvement in her
Expected Results strategies, with that being said I
past. At some point however I do believe that performance. I am confident in
believe that he will continue to
not being able to attend class live may be a her abilities and I believe with
thrive in my classroom as he
tricky confound to overcome. a little cheering along she
grows into a talented student
should not only improve her
leader.
performance in our next unit
but in the class as a whole
Inquiry Lesson Implementation Plan
Administer Post- Discuss Results with
Administer Pre-Assessment Deliver Lesson(s) Analyze Results
Assessment Mentor
Identify dates for activities.
10/14/2020 10/16/2020 10/22/2020 10/26/2020 10/30/2020
In this lesson we will be covering the transition from the Roman Republic to the Roman Empire. I will
first lead students through a PowerPoint presentation that touches on key topics associated with the
Provide 1-2 sentence summary of
your lesson plan.
lesson before I incorporate my inquiry and have student groups view the playlist associated with the
lesson in order to create a presentation or a visual in regards to life in the Roman empire to share with
the class (examples include: storyboard, glogster, video or google slides just to name a few)
My pre assessment is simply the previous test scores that my students received. Since we are currently
Summarize process for
100% online I am currently administering assessments through my schools LMS and running reports that
administering and analyzing pre-
and post-assessments. compare scores across each of my classes. (honestly doing assessments online make analysis a bit more
streamlined)
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.)
HANNAFIN, M.J., LAND, S.M. The foundations and assumptions of technology-enhanced Pedersen, S., Liu, M. Teachers’ beliefs about issues in the
student-centered learning environments. Instructional Science 25, 167–202 (1997). implementation of a student-centered learning
https://doi.org/10.1023/A:1002997414652 environment. ETR&D 51, 57 (2003).
https://doi.org/10.1007/BF02504526
This article outlines the importance of a student centered approach to education, it
touches upon what type of classroom environment best suites this instructional style. As This article discussed confounds that educators may face
well as how to navigate student centered learning while teaching remotely. when attempting to implement a student centered
learning environment for the first time as well as several
ways in which we can combat those confounds and
develop an interactive student centered learning
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 6
 environment.
Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
-I personally applaud the speech teacher at my school
(9th grade) for the way that he has created a digitally
integrated student centered learning environment.
-The A.P United States history teacher at my school (11 th grade) has attempted to
When we went to remote learning last year he
integrate a student centered learning environment in her classroom in which students
completely began to reinvent his curriculum replacing his
work together in order to create an interactive student notebook that forces them to
traditional speeches that students would give to their
collaborate and work together in order to gain and retain all of the information
classmates into vlogs and podcasts, many students
presented.
reported enjoying these activities tremendously as it was
outside the box and pushed them to learn new skills that
they could take with them outside of high school.
Special Emphasis: Instructional Strategy, ISTE Standards, NBPTS Core Propositions
Special Emphasis Focus How Special Emphasis will be Incorporated
This standard lines up with my inquiry for this
ISTE Standard 5a.) Use technology to create, adapt and personalize learning semester quite nicely, as I seek to create a more
experiences that foster independent learning and accommodate learner student driven learning environment I also want to
differences and needs. teach them new tech skills that they will be able to
take with them outside of my class.
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
Pre/Post Assessment Data Analysis Findings for Whole Class
Focus Students
-Student 1 ELL: While this student is unable to meet
live with the rest of the class due to the fact that he
is in his home country, he is resilient as he
consistently watches recordings of class and
reaches out with any questions that he may have
and as such performed well on both the pre and
post assessment. In seeking feedback from my
students in regards to the playlist activity
incorporated into this unit of study he stated that
he really enjoyed in as it allowed for him to display
an understanding of the material in a creative
fashion.
-I chose to use my first assessment of the year as my ‘pre-assessment’ in order
Student 2 IEP: Throughout this unit of study I have
to gauge my students growth throughout the unit of study focused I focused on
continued to struggle with how to connect with the
for my ILP. While students did perform well for the most part given that this
student given the fact that she frequently misses
was for many of them their first assessment that they had taken in this new
class. She personally stated that she left much to be
remote learning platform, there was still quite a bit of room for improvement.
desired with her pre assessment, and as such set up
-Upon taking their module 2 test I was able to see tremendous growth in my
goals for the next unit. Despite these goals little
students, not only had many of them begun to adapt to this new style of
changed as she was not present for the class period
learning, but the student centered approach with which I constructed my
when we completed the playlist activity and as such
lessons for this unit also allowed for students to have greater agency over their
was unable to glean its benefits as many of the
learning, and as such glean a greater understanding of the lessons taught and
other students did. Despite the fact that attendance
on average raise their scores 10-20%.
is still an issue she did increase her performance a
bit when it came to the post assessment however I
know she is capable of much more.
Student 3 Gifted student: regardless of what
classroom strategies I implement, this student
always gives it 100%. He performed very well on
the pre assessment which he credits to new study
skills that he is employing and did just as well on
the post assessment as well. Much like student 1,
student 3 also stated that he greatly enjoyed the
playlist activity as it was a new and fresh way to
demonstrate his knowledge.
Initial Evidence/Rational for Rating Suggestions for Moving
CSTP Element Revised Rating
Rating (Summarize from POP Section 3) Forward
1.5 Promoting critical thinking T – Applying T – Integrating Teacher asked questions of analysis and evaluation. To move to INNOVATING level: Consider how to

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 6
 increase complexity of task beyond a single
through inquiry, problem Students answered questions that included all levels of lesson so that there are continuing opportunities
S – Exploring S - Integrating
solving, and reflection Bloom’s. Students created their own math problems. for students to engage in inquiry in complex
problem. How could you extend lesson into PBL?

Teacher provided students with a

variety of activities to complete To move students to the
on the playlist that connected life integrating level consider
Connecting
Teacher: in the Roman empire to their lives having them come up with
subject matter
Applying Teacher: Integrating in the 21st century. their own unique
1.3 to meaningful,
Student: Student: Applying Through their projects students connections between what
real-life
Applying actively made connections is being taught in class and
contexts
between their lives and the lives what is occurring in their
that individuals lived during the lives.
time of the Roman Empire.
In the move to online learning, I
have transitioned to utilizing
online assessment building tools To move to the Innovating
Using available
that allow for me to provide level, I need to continue to
technologies to
instant feedback to my students, hone in on communication
assist in
their families and other with parents and outside
assessment, Teacher: Teacher: Integrating
5.6 stakeholders. These tools allow stakeholders. While I
analysis, and Applying
me to greater analyze my believe that I am good at
communication
students performance on the providing feedback directly
of student
given assessment in order to to my students I struggle in
learning
determine where areas of struggle this area sometimes.
where and what information
should be retaught
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
-In order to incorporate ISTE standard 5a into my lesson I included a ‘playlist If there is one thing that I will most certainly take
project’ at the end of my lesson in order to foster independent / individualized away from my ILP this semester, it is that
learning. In doing so, I found that the students were provided with increased individualization not only aids students in taking
agency over their learning, and as such were able to complete the project that charge of their learning, but also makes the
they learning needs fit most in line with. learning itself much more meaningful.
Action Items
-Continue to innovate when it comes to individualized student lessons… the playlist activity worked
For curriculum design, lesson
planning, assessment planning
great in increasing student understanding of lesson objectives, more of the same in the future would be
excellent.
-Continue to work on finding new and innovative ways to actively engage students while they are
For classroom practice
learning on a digital platform.
For teaching English learners, -Continue to work with counselling in finding new ways to better tailor lesson plans and activity’s to
students with special needs, and
students with other instructional
meet the needs of students with instructional challenges. In the case of the student that I chose to focus
challenges on, continue to encourage her to attend all class sessions.
-Continue to discuss various ideas associated with remote learning with your department and other
For future professional
development
experienced educators as well, as they may have an effective strategy that is working for them as they
navigate these difficult circumstances that I may have failed to think of.
-Focus on how increased communication with parents and stakeholders at large improve student
For future inquiry/ILP
performance.
-Continue to build and implement creative projects and activities into lessons. Students enjoy being
For next POP cycle
creative now more than ever… stray away from monotony.
-Continue to work on being the best remote educator that you can, although things may be stressful
Other
continue to give yourself grace, this is uncharted territory for everyone.
Other Notes

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 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 5 of 6
 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
Ryan Voortman rvoortman@westernchristian.org World History 10th
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
Pre assessment range: 27 (23-50)
Pre Assessment Average: 41/50: 82%
PRE-/POST- ASSESSMENT DATA TABLE
Student Pre-Assessment Score Post-Assessment Score Comments
Despite not being able to take part in Zoom
1. Focus Student: EL 45/50: 90% 45/50: 90% sessions, this student’s resilience and hard
work definitely paid off.
While this student did raise her grade
dramatically since taking the test she has
2. Focus Student: 504/IEP 33/50: 66% 42/50: 84% returned to missing numerous classes and
failing to complete assignments. However
her potential is evident
3. Focus Student: Teacher Choice 48/50: 96% 50/50: 100% This student preformed just as expected
4. Student 4 47/50: 94% 46/50: 92%
This student also has an IEP however he has
been attending the study sessions that I have
5. Student 5 31/50: 62% 43/50: 86%
been hosting each week and it is paying off
for him.
6. Student 6 47/50: 94% 45/50: 90%
7. Student 7 40/50: 80% 44/50: 88%
8. Student 8 37/50: 74% 42/50: 84%
9. Student 9 49/50: 98% 50/50: 100%
Poor performance on pre - assessment can
be linked to the fact that this student joined
the class several weeks in he was given all
10. Student 10 23/50: 46% 31/50: 62% necessary materials to get caught up.
This student took the post assessment on a
different date as he was experiencing
technical difficulties
11. Student 11 42/50: 84% 46/50: 92%
12. Student 12 50/50: 100% 49/50: 98%
Got locked out of post assessment halfway
through as he ran out of time, exam was
13. Student 13 39/50: 78% 30/50: 60%
reopened however student failed to
complete exam
14. Student 14 44/50: 88% 47/50: 94%
910111213141516

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