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
Christina Perry cperry@stpolycarpschool.org Social Studies 6th
Mentor Email School/District Date
St. Polycarp School / Diocese of
Roberta Elliott relliott@stpolycarpschool.org 10/6/2020
Orange
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 - Guide students to think critically through use of questioning strategies, T - Facilitates systematic opportunities for students to apply critical thinking
Promoting critical thinking posing/solving problems, and reflection on issues in content. by designing structured inquires into complex problems.
1.5 through inquiry, problem
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 questions and
solving, and reflection S – Exploring
comprehension and critical thinking in single lessons or a sequence of
S - Innovating
problems, reflect, and communicate understandings based on in depth
lessons. analysis of content learning.
Incorporates differentiated instructional strategies into ongoing planning that Plans instruction using a wide range of strategies to address learning styles and
Planning instruction that addresses culturally responsive pedagogy, students’ diverse language, and meet students’ assessed language and learning needs. Provides appropriate
incorporates appropriate learning needs and styles. support and challenges for students.
4.4 T – Applying T-Integrating
strategies to meet the learning
needs of all students Uses assessments of students’ learning and language needs to inform planning Integrates results from a broad range of assessments into planning to meet students’
differentiated instruction. diverse learning and language needs.
T - Guide students to think critically through use of questioning strategies, T- Supports students to initiate critical thinking through independently
Promoting critical thinking posing/solving problems, and reflection on issues in content. developing questions, posing problems and reflecting on multiple perspectives.
T- Applying T- Integrating
1.5 though inquiry, problem solving,
S- Exploring S- Applying
and reflection S - Students respond to varied questions or tasks designed to promote S - Students respond to questions and problems posed by the teacher and begin to
comprehension and critical thinking in single lessons or a sequence of lessons. pose and solve problems of their own related to the content.

Section 3: Inquiry Focus and Planning (Attach Pre/Post Assessments to ILP)

Inquiry Focus Inquiry question Pre-Assessment Post-Assessment Expected Results
Based on your selected CSTP elements, Pose measurable and observable question
What will you use as your baseline What will you use as your final How do you expect student performance
identify a focus of inquiry (e.g., group in terms of students (e.g., what impact will
assessment of student assessment of student to change? Use percentages to describe
discussion, differentiation, strategy X have on student performance
actions/performance? actions/performance? anticipated growth.
motivation…) as measured by Y?)
What impact will increased use of higher-order
There will be a 20% increase in the average exam
Use of analysis, synthesis, and evaluation questions (teacher talk, worksheet, and student
Previous examination scores New chapter exam score for students who participated in class and
questions + student problem generation problem generation) have on student performance
successfully completed the worksheet.
as measured by chapter exam?

What impact will different strategies (e.g.

primary & secondary source evaluations,
There will be a 30% increase in the
Use of analysis, synthesis, and group discussions, real-life application)
Previous essential question average grade received for this
evaluation with essential question and technologies (e.g. Google Docs, New essential question investigation
investigations assignment for students who participated
investigation. Peardeck, Flipgrid) have on students’
in all the different strategies.
ability to answer the essential question
with greater higher-order thinking?
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
This student has ADHD and has a hard This student is a dedicated student, but she is always
This student is an Advanced ELL. He has a
time focusing on classwork. She likes in need of extra explanation and one-on-one
good grasp on speaking conversational
reading, but is often disinterested instruction. After hearing and seeing the information
English, but needs improvement in writing
Performance about reading the content. She needs explained in different ways, she has a better time
formal English and reading more advanced
Data modifications in assignment length and understanding the content. I’d like to see her
material–such as primary sources. He scores
more individualized instruction. When become more independent in her ability to critically
decently on assignments and can improve
these are provided, she performs better think and analyze, not only the content, but the
with more time invested in his assignments.
on assignments. directions as well.
With more targeted efforts to provide Having students connect the content to
By challenging her to struggle through the analysis
different instructional strategies, such as a real-life issues that they care about will
on her own with limited assistance, her average
Expected Results variety of sources, verbal group discussion, motivate this student to actually do the
score may decrease, but her ability to critically think
and sentence stems, he will improve his score assignment and I hope to see
on her own will increase.
on his investigation assignments. improvement in her depth of thought.
Inquiry Lesson Implementation Plan
Administer Post-
Administer Pre-Assessment Deliver Lesson(s) Analyze Results Discuss Results with Mentor
Assessment
Identify dates for activities.
October 13, 2020 October 19-20, 2020 October 23, 2020 October 26, 2020 October 28, 2020

Students will take notes on a mini lecture about Mesopotamian society, including Hammurabi’s Code, then analyze various primary
Provide 1-2 sentence
and secondary sources to investigate more deeply. Students will then discuss their thoughts about the impact of Hammurabi’s Code in
summary of your lesson plan.
small groups, finishing with an assignment asking them to compare Mesopotamian law with ours.
Summarize process for The pre-assessment will be collected when students turn in their previous investigation assignment and will be graded accordingly. The
administering and analyzing post assessment will be collected when they have finished the current assignment and will be graded accordingly. Then I will calculate
pre- and post-assessments. the difference in the two scores.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 5
 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.)
Top 12 Ways to Bring the Real World Into Your Classroom,
What is an “Inquiry” Lesson?, https://teachinghistory.org/teaching-
https://www.teachhub.com/classroom-activities/2010/05/top-12-ways-to-
materials/teaching-guides/24123
bring-the-real-world-into-your-classroom/
I found this article at the beginning of the year when I was trying to figure out how
This article highlights several different ways to help our classroom content more
to effectively teach my students via online. This type of lesson allows students to do
meaningful to students. The ideas of using research skills, primary sources, and
a good portion of independent work examining documents, which increases their
making assignment look “real world” inspired the type of lesson I wanted to
critical thinking and interest in the work of a historian. This is more effective than
teach my students, imitating the work a historian does. It also made me think
route memorization.
about how I can incorporate current news into our discussion on society to
compare and contrast them.
Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
th
One of my colleagues who teaches ELA to our 8 Graders tried to connect students Our Science teacher tries to keep her content relevant to students by having
knowledge of the content to real life by having students analyze a movie using the them do an assignment each week using the website Science Weekly. This
elements of the hero’s journey. They had studied it in-depth with literature, then allows students to choose two articles on topics that are relevant and that
watched Star Wars in class and analyzed it together, and lastly students analyzed a interest them, as well as combining science concepts. Students enjoy having the
movie of their choice on their own. This was something students were invested in freedom to choose as well as see how science is applied to the real world.
because movies are part of their life outside of school and they could see the Sometimes the articles do not overtly connect the science content, so students
connections. develop critical thinking skills in applying what they’ve learned.
Special Emphasis: Instructional Strategy, ISTE Standards, NBPTS Core Propositions
Special Emphasis Focus How Special Emphasis will be Incorporated
This standard will be incorporated throughout the lesson with students using a
ISTE Student Standard–Knowledge Constructor 3c. I curate information from digital
resources using a variety of tools and methods to create collections of artifacts that
Digital Learning Board on Google Docs to access several online resources for
demonstrate meaningful connections or conclusions. their investigation. Students will then use Peardeck and Breakout Rooms as a
platform for discussing ideas in a group setting. Lastly students will use Flipgrid
to record their response to voice their connections with real world situations.
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 whole class, I feel that they had a deeper understanding of the
The two focus students who submitted their post-assessment
content through their discussion and the class average did increase
both improved their scores. All three participated in the various
by 4%. They still struggled to put what they had learned into a
strategies and technologies used in this lesson series, and I
paragraph form, which I believe is the reason for the average grade
believe the third student’s score would have improved too if the
not being higher. I realize that my initial estimate was very high
assessment had been submitted. Similar to the whole class, I
compared to the actual outcome, but I feel that I should have
feel my EL student could have used more help in writing down
either changed my post-assessment or added a piece to the lesson
his ideas, but my other focus student had deeper reflection
series on how to write a summary paragraph based on the
evident in her writing.
discussion.
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
Teacher asked questions of analysis and evaluation.
thinking through T – Applying T – Integrating complexity of task beyond a single lesson so that there are
1.5 Students answered questions that included all levels of Bloom’s.
inquiry, problem S – Exploring S - Integrating continuing opportunities for students to engage in inquiry in
Students created their own math problems.
solving, and reflection complex problem. How could you extend lesson into PBL?
Planning instruction To move to INNOVATING level: Work on making more
that incorporates Teacher used a variety of strategies to teach the lesson
4.4 appropriate strategies T – Applying T-Integrating content and used a several different means of formative and
differentiated assignments and more targeted scaffolds for
students based on their needs. Help students become aware
to meet the learning summative assessments to suit students learning needs.
needs of all students of their learning needs and advocate for their learning.
Promoting critical To move to INNOVATING level: Work on making more
Teacher offered sentence stems to get students started on
1.5 thinking though
inquiry, problem
T- Applying

S- Exploring
T- Integrating
S- Applying their discussion, but let them take the lead in questioning
differentiated assignments and more targeted scaffolds for
students based on their needs. Help students become aware
solving, and reflection each other for deeper understanding.
of their learning needs and advocate for their learning.

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 use of technology aided students and fit the needs of our online
classroom. The online resources aided students in their initial I learned that by taking what students have learned about the
learning of the topic and the Google Doc allowed students to more past and making it relevant to their present lives, then
effectively collaborate during their discussion. The breakout rooms students develop a deeper understanding of both the past and
on Zoom were also helpful for me as I monitored each group; the present. They see how these issues relate to themselves
students were more inclined to stay on task. Flipgrid was also an and this gives them greater appreciation for the things that
engaging way for them to express their ideas. It all flowed well happened so long ago.
throughout the lesson series and they were helpful tools.
Action Items

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 5
 For curriculum design, lesson
Pull out the main ideas and/or concepts from a particular unit and plan a series of lessons that allow them
planning, assessment
planning to explore deeply that topic. Using one key concept to go deep with will help their critical thinking.

Provide discussion sheets and sentence stems more frequently, even for regular class time because it helps
For classroom practice
students know how to navigate the classroom environment.
For teaching English learners, Providing specific scaffolding, such as sentence stems and Venn Diagrams, to students helps them
students with special needs,
and students with other
participate more. I can also provide them some of these scaffolded materials ahead of time so they feel
instructional challenges more comfortable participating.
For future professional
development
Look up articles on how to incorporate Socratic seminars into class, especially digitally.

See how student portfolios assist students in being aware of their own learning and progress towards
For future inquiry/ILP
mastery.

For next POP cycle Observe another student centered lesson but with a different activity other than a discussion.

Other

Other Notes

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 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
th
Christina Perry cperry@stpolycarpschool.org Social Studies 6 Grade
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average

Range-50%, Average Score-80.4% Range-33%, Average Score-84.8%

PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments
Did well in the discussion, but needed more
1. Focus Student: EL 50% 67%
help with writing.
Did not participate as fully as desired and I
2. Focus Student: 504/IEP 50% Missing
couldn’t get her to turn in the assessment.
Did well in the discussion and this showed in
3. Focus Student: Teacher Choice 75% 83%
her second assessment.
4. Student L 75% 75%
5. Student N 65% 73%
6. Student B 90% 80% Assignment not entirely complete
7. Student G 88% 80% Assignment not entirely complete
8. Student A 88% 100%
9. Student D 100% 100%
10. Student A 100% 100%
11. Student B 95% 93%
12. Student J 100% 100%
13. Student M 75% 67% Assignment not entirely complete
14. Student J 88% 80% Assignment not entirely complete
15. Student J 75% 87%
16. Student A 70% 80%
17. Student B 75% 83%
18. Student L 88% 93%
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 5
 36.
910111213141516

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 5