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
Katherine-
Katherine Cunningham cunningham@nova- Science – Chemistry Sophomores - 10
academy.org
Mentor Email School/District Date
Amy Nigro anigro@fullerton.edu NOVA Academy ECHS Santa Ana 10/11/2020
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 – Utilizes a variety of strategies
including culturally responsive pedagogy, T – Refines the flexible use of an extensive
Using a variety of
resources and technologies during repertoire of strategies, resources and
instructional strategies,
ongoing instruction to meet students’ technologies to meet students’ diverse learning
resources, and T – Applying T – Innovating
1.4 S – Applying
diverse learning needs S – Innovating
needs.
technologies to meet
S – Students participate in instruction S – Students take responsibilities for using a wide
students’ diverse learning
using strategies, resources, and range of strategies, resources and technologies
needs
technologies matched to their learning that successfully advance their learning.
needs.
T – Anticipates and plans for a wide range of
Adapting instructional T – Makes adjustments and adaptations
adaptations to lessons based on in depth analysis
plans and curricular to differentiate instructional plans. Uses
T – Innovating of individual student needs
4.5 materials to meet the T - Applying culturally responsive pedagogy and
– Engages with students to identify types of
assessed learning needs of additional materials to support students’
adjustments in instruction that best meet their
all students. diverse learning needs
learning goals
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
Based on your selected CSTP elements, identify a focus of question in terms of students (e.g., How do you expect student performance to
What will you use as your baseline What will you use as your final assessment of
inquiry (e.g., group discussion, differentiation, what impact will strategy X have on change? Use percentages to describe
assessment of student actions/performance? student actions/performance?
motivation…) student performance as measured by anticipated growth.
Y?)
What impact will
differentiating an
80% of the students that
Differentiating resources used with assignment that utilizes Score on the introductory
Score on the balancing complete the differentiated
technology to fit the needs of an online game balancing chemical
chemical reactions quiz (after assignment will score above
different types of learners (i.e. simulation have on the equations mini quiz(before
differentiated assignment) a 70% on the balancing
EL/IEP) accuracy of students differentiated assignment)
chemical reactions quiz.
being able to balance
chemical equations?
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
AJ – This student currently has a 66% in my AR – This student currently has an 85% in
chemistry class. They have an 80% in their my chemistry class. They have an 75% in JR – This student currently has a 70% in my
formal grade that includes quizzes and tests, their formal grade that includes quizzes and chemistry class. They have an 82% in their formal
and a 46% in their informal grade that tests, and a 95% in their informal grade that grade that includes quizzes and tests, and a 52%
Performance includes any homework or in-class includes any homework or in-class in their informal grade that includes any
Data assignments. The lower grade in the informal assignments. Their IEP is that they have homework or in-class assignments. I chose this
category is due to several missing or ADHD. AR has reached out to me in past student because he isn’t an EL nor does he have
incomplete assignments. When I reach out to classes utilizing the Zoom chat feature or an IEP, but he is retaking the class. It is hard to
this student to help him complete work, he email to double check what he needs to be motivate him to complete assignments.
usually doesn’t respond or accept the help. doing.
I am hoping that having a differentiated I am hoping that having a differentiated
assignment that accommodates to this assignment that utilizes this student’s IEP I am hoping that even in completing the standard
student’s level of English understanding will modifications helps to keep the student version of this assignment, he will have the
Expected Results
motivate AJ to complete the assignment. This focused. If he completes and understands motivation to complete it and improve his score
will help his overall grade and help him keep the assignment he should do well on the from the pre-assessment to the quiz.
his formal grade high. quiz assessment.
Inquiry Lesson Implementation Plan
Identify dates for activities. Administer Pre- Deliver Lesson(s) Administer Post-Assessment Analyze Results Discuss Results with Mentor
Assessment
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 4
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Provide 1-2 sentence summary of In the lesson students will be doing an online simulation. I will demonstrate how to use the online simulation which utilizes
your lesson plan. visual aides in the form of a scale to show how the different parts of chemical equations are balanced.
Summarize process for Before the lesson takes place, I will have the students complete a mini quiz to gauge how accurately students can balance
administering and analyzing pre- chemical equations. After students complete the activity and receive feedback, they will take a quiz on balancing chemical
and post-assessments. equations.
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.)

Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
Another of my colleagues (Biology, 9th graders) allows students to take
One of my colleagues (History, 11th graders) uses the element of choice in
a free pass on one formal assignment per progress report period. It has
their assessments. When turning in a project, students are able to use
to be under a certain amount of points, but if it’s something the
different modes to turn in the assignment. For example, students can
student doesn’t understand they can just skip it. I don’t necessarily like
make a video, poster, PowerPoint, or essay for the same assignment,
the idea of just being excused from it, but maybe dropping a low score
whatever the student is more comfortable and proficient in producing.
would have a similar effect.
Special Emphasis: Instructional Strategy, ISTE Standards, NBPTS Core Propositions
Special Emphasis Focus How Special Emphasis will be Incorporated
I am going to be making separate activities that utilize the same
technological resource. These individualized activities will help
Educator as Designer: 5a – I use technology to create, adapt and
EL and IEP students better understand and complete the
personalize learning experiences that foster independent learning
assignment, so that they are all able to complete the same
and accommodate learner differences and needs.
activity and gain the same knowledge from it, but have it
presented in a slightly different way.
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- This student showed improvement like the rest of the class
As a whole, there was significant improvement from the initial pre-
but had issues with the vocabulary portion of the post-
assessment to the post-assessment. Most of the students showed
assessment quiz.
mastery of the concept by passing the final assessment for the Unit
IEP- This student showed improvement like the rest of the class.
of Balancing Equations. Even if they didn’t do so, we will continue
Other- This student showed improvement like the rest of the
using this skill in following units.
class.
Initial Revised Evidence/Rational for Rating
CSTP Element Suggestions for Moving Forward
Rating Rating (Summarize from POP Section 3)
To move to INNOVATING level: Consider how to increase
Promoting critical thinking Teacher asked questions of analysis and evaluation.
T – Applying T – Integrating complexity of task beyond a single lesson so that there are
1.5 through 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 reflection Students created their own math problems.
complex problem. How could you extend lesson into PBL?

The description of this element at

I used a technology resource and
the innovating level is: Refines the
adapted the teacher given resources
flexible use of an extensive
to meet the different needs of
repertoire of strategies, resources,
Using a variety of students, whether they were part of
instructional
and technologies to meet students’
the general student population, EL
strategies, resources, diverse learning needs. To move to
T- Applying T- Integrating or IEP students. The technology
1.4 and technologies to
S- Applying S- Applying
the innovating level, I need to have
meet students’ resource utilized visual
more teaching strategies to use with
diverse learning representations of the activity and
needs.
students to use in each lesson. I
allowed students to use
tend to section off strategies in
“manipulative” tools in the
certain lessons, when I should be
simulation. I modeled my thinking
trying to incorporate more, instead
and how to use the resources.
of saving it for another day.
4.5 Adapting T- Applying T- Integrating I adapted my plans in such a way The description of this element at
instructional plans
that students had individualized the innovating level is: Anticipates
and curricular
materials to meet the instructions based on their needs. I and plans for a wide range of
assessed learning made additional changes to these adaptations to lessons based on in
needs of all students. student resources with the feedback depth analysis of individual student
from my mentor teacher. needs; Engages with students to
identify types of adjustments in
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 4
 instruction that best meet their
learning goals. To move to the
innovating level, I need to get to
know my students more and analyze
how they work and the quality of
their work better. I know I need to
have a lot of adaptations to make
lessons work for students, but I am
still working on figuring out what all
of those are, and which ones will
work for each student.
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
Educator as Designer: 5a – I use technology to create, adapt and
personalize learning experiences that foster independent learning
I learned from my mentor teacher how to better modify
and accommodate learner differences and needs.
instructions for EL students at lower levels of progress. From
By adapting the learning experiences for the EL and IEP students, I
now on, I can continue using technology to customize
believe that they had a better understanding in how they needed to
instructions or activities so that EL students can complete work
complete the activity. The students showed significant levels of
and interact with lessons better than I had them doing before.
improvement in their understanding with the concept with the
results from the pre and post assessment.
Action Items
For curriculum design and lesson planning, I want to incorporate more teaching strategies that
For curriculum design, lesson
planning, assessment planning
encourage student participation and engagement. If students are participating more, they will learn
the material better.
For classroom practice I want to work on building an environment that students are more comfortable
sharing ideas and information with each other in. This could involve having more activities that
For classroom practice students work with each other or having more ice breaker activities throughout the semester instead
of only at the beginning of the year. I want the environment to be more collaborative, instead of
mostly individualized work.
For teaching EL, IEP, and other students with other instructional challenges, I want to research specific
strategies that are designed to help students with their individual strategies. I have strategies that
For teaching English learners, blanket over some of these struggles, but I think I can find or create more that would be more
students with special needs, and
students with other instructional
beneficial to specific students. Some of the feedback from my mentor teacher said that I was on the
challenges right track for differentiating for EL students, but that it wasn’t enough for a student who is at the
beginning level of development of English learning. Because of this I will research strategies that work
well for Emerging EL Learners.
For future professional development, I will look into seminars or conferences that talk about EL
For future professional
development
differentiation. I have been to several of the CSTA conferences in the past, but there is one every year
and I should be able to attend and learn new strategies for my teaching.
For future inquiry, I want to look closer at the achievement of each student, look through more
assignment data, and give students a more open ended rubric. If I do this I can see students’ thinking
For future inquiry/ILP process and find where more misconceptions are taking place, instead of just the initial and final
assessment. If I know where misconceptions are taking place, I can better adjust my content and
lesson planning to address any issues and try to drive student achievement higher.
For my next POP cycle, I want to better schedule a lesson so that my mentor teacher can see the
students interact with each other. For this particular POP observation, she got to see me give
For next POP cycle
instruction, but not necessarily see different strategies that I normally employ with my students on a
day to day basis. I want to make sure I can showcase some of the other things I do with my students.

Other None at this time

Other Notes
None at this time
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
Katherine-cunningham@nova-
Katherine Cunningham Science – Chemistry 10
academy.org
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average

Range: 0%-80% Average: 40.8% Range: 33%-100% Average: 77.8%

PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments
Student completed all the work between the
1. Focus Student: EL 40% 72% pre and post assessment. Missed questions
regarding vocabulary on the post-assessment.
Student completed all the work between the
2. Focus Student: 504/IEP 60% 93%
pre and post assessment.
This student has already taken the class. Scored
3. Focus Student: Teacher Choice 80% 100% well on both the pre and post assessment after
completing all the work for the unit.
4. KS 40% 73%
5. BG 40% 67%
6. JL 60% 73%
7. AT 60% 93%
8. KD 40% 67%
9. RV 60% 86%
10. JG 40% 80%
11. VM 40% 93%
Did not complete pre-assessment or the lesson
12. AM 0% 33%
from the POP Cycle
13. BA 40% 86%
14. SR 20% 73%
15. ER 40% 73%
16. JU 60% 93%
17. FZ 40% 86%
18. GG 20% 67%
19. JR 60% 100%
20. AG 40% 86%
21. RT 20% 46%
22. NB 40% 73%
23. FE 40% 80%
Did not complete pre-assessment, but did the
24. CQ 0% 73%
lesson from the POP cycle

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