Fullerton Online Teacher Induc2on Program

Individualized Learning Plan (ILP)

Revised 11.5.18

Direc&ons: The ILP should be completed with Mentor input. Complete blue cells prior to classroom implementa@on. Complete orange cells aBer POP Cycle is completed. Cells
will expand as needed. When submiGng completed ILP to instructor, please include copies/images of pre/post assessments/direc@ons and the Pre/Post Assessment Data
Table.

Sec2on 1: New Teacher Informa2on

New Teacher Email Subject Area Grade Level

Michelle Rollins mrollins@bousd.us 4th

Mentor Email School/District Date

Kelly Seidl kseidl@bousd.us Brea-Olinda 10/8/20

Sec2on 2: CSTP Areas of Inquiry

Direc&ons: Iden@fy 2-3 CSTP elements for ILP focus. Use most recent CSTP Assessment for Ini@al Ra@ng. Iden@fy both teacher and student ra@ng for CSTP 1 and 2. See
example.

CST
Element Ini2al Ra2ng Descrip2on Goal Ra2ng Descrip2on
P
T - Guide students to think cri@cally through use of ques@oning
T - Facilitates systema@c opportuni@es for students to apply cri@cal
strategies, posing/solving problems, and reflec@on on issues in T–
Promo@ng cri@cal thinking T – Applying thinking by designing structured inquires into complex problems.
content. Innova@ng
1.5 through inquiry, problem S– S - Students pose and answer a wide-range of complex ques@ons and
S - Students respond to varied ques@ons or tasks designed to promote S-
solving, and reflec@on Exploring problems, reflect, and communicate understandings based on in depth
comprehension and cri@cal thinking in single lessons or a sequence of Innova@ng
analysis of content learning.
lessons.

T -Adapts physical and/ or environments flexibility to facilitate access to

ConnecFng learning to T - Introduce topic to students by engaging the students prior T–
T – Applying a wide range of resources that engage students in learning. Ensures
students’ prior knowledge, knowledge and background. Innova@ng
1.2 S– that environments enhance learning and reflect diversity.
backgrounds, life S - Students respond to varied ques@ons and relate the topic to their S-
Exploring S- Takes ownership of their learning by choosing from a wide range of
experiences, and interests. lives. Innova@ng
methods to further their learning that are responsive to their needs.

CreaFng physical or virtual

learning environments that
promote student learning,
2.2 reflect diversity, and
encourage construcFve &
producFve interacFons
among students.
T -Adapts physical and/ or environments flexibility to facilitate access to
T–
T – Applying T - Guide students to think cri@cally and have meaningful a wide range of resources that engage students in learning. Ensures
Innova@ng
S– conversa@ons with one another. that environments enhance learning and reflect diversity.
S-
Exploring S- Students engage in conversa@ons with one another about the topic. S- Takes ownership of their learning by choosing from a wide range of
Innova@ng
methods to further their learning that are responsive to their needs.

Sec2on 3: Inquiry Focus and Planning (APach Pre/Post Assessments and Data Collec2on Tools)
Direc&ons: Your inquiry ques@on should be concise and likely no more than 8-10 words. Your hypothesis should indicate what you expect students to be able to do aBer the
lesson, and it should be able to be evaluated based on your assessment plan. Note that Semester 3 requires an inquiry ques@on that focuses on use of technology to support
teaching and learning.

Inquiry Ques2on Hypothesis Lesson Series Topic Assessments/Data Collec2on

Pre- Assessment- Picture of a volcano and all of its
Will incorpora@ng the use of Google Drawing and Ed
Students will be able to explain and show how parts to be labeled.
puzzle improve my students ability to tell about how Volcanoes
volcanoes are formed. Post Assessment- Similar picture to the pre
volcanoes are formed?
assessment to check for understanding.

Focus Students
Direc&ons: Iden@fy three focus students for your inquiry. Iden@fy special characteris@cs 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 accommoda@on.
The third is your choice, but please iden@fy someone that poses an instruc@onal challenge.) Iden@fy expected results for each focus student.

Focus Student 2: Student with ILP/

Focus Student 1: English Learner Focus Student 3: Your Choice
504
Student struggles with expressing her
Performance Student struggles with aQenFon and being able
thoughts through verbal communicaFon and Student struggles with reading at grade level.
Data to discuss an academic concept and stay on task.
wriQen.

The student will be able to use diagrams and

Expected Students will be able to use basic vocabulary Student will be able to use pictures and key
sentence starters to help explain the structure of
Results in order to explain the structure of a volcano. words to describe a volcano.
a volcano.

Inquiry Lesson Implementa2on Plan

Direc&ons: that Semester 3 requires a lesson that focuses on use of technology to support teaching and learning.

Administer Pre-Assessment Deliver Lesson(s) Administer Post-Assessment Analyze Results Discuss Results with Mentor

Individualized Learning Plan, Fullerton Online Teacher Induc@on Program (FOTIP), 2017 Page 1 of 4
 Discuss what went well
Go over the assessment
Final assessment will be on in the lesson and what
IdenFfy dates for Labeling and answering results of each post
Friday and it will consist of needs to be worked on.
acFviFes. mulFple choice Lessons Tuesday through assessment and
labeling a volcano and Discuss how
quesFons of how Thursday for 30 minutes. answering mulFple choice
intervene with students
intervenFons will be
volcanoes erupt. quesFons. who are not
made and enrichment
understanding.
be given to students.

Provide 1-2 sentence

summary of your lesson The lesson will consist on kineFc, visual, and auditory types of teaching to help students learn more about volcanoes and how they work.
plan.

Summarize process for

administering and
The pre and post assessments will be given on Google Forms and consist of a diagram and mulFple choice quesFons.
analyzing pre- and post-
assessments.

Semester 3 Only: IdenFfy

the specific technology
tools, applicaFons, links,
and/or devices to be
incorporated into the
lesson.

Sec2on 4: Inquiry Research and Explora2on

Research/Professional Learning (Iden2fy two ar2cles that have informed inquiry focus. Provide 2tle, URL or cita2on, and statement of what was
learned.)

Angela Brew (2003) Teaching and Research: New relationships and their
implications for inquiry-based teaching and learning in higher education, Smallhorn, M., Young, J., Hunter, N. & Burke da Silva, K. (2015). Inquiry-based
learning to improve student engagement in a large first year topic. Student Success, 6(2),
Higher Education Research & Development, 22:1, 3-18, DOI:
65-71. doi: 10.5204/ssj.v6i2.292
10.1080/0729436032000056571

This article goes into detail of how inquiry teaching can result in higher student
This article discusses the benefits of bringing research and teaching engagement.
together.

Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Iden2fy grade level, subject, and summary of ideas.)
Grade: 3rd Grade: 4th
Math Science
This colleague has u2lized inquiry based learning by having students work in Inquiry based lesson was done in small groups and the teacher posed what students
groups and solve a math word problem without showing the students any steps. wonder about and then groups researched the topic to find answers.

Special Emphasis: ISTE Standards (Semester 3 only)

Direc&ons: Iden@fy at least one ISTE-Educator and at least one ISTE- Student Standards that are the primary focus of your project. Explain how these standards will be
incorporated.

Special Emphasis Focus How Special Emphasis will be Incorporated

Sec2on 5: Results and Reflec2on

Direc&ons: Record Pre- and post- assessment data into Pre/Post Assessment Data Table (see end of document). Include copies/images of pre/post assessments/direc@ons
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

For the pre assessment students did not know many

For the pre assessment the focus students knew what a
details about volcanoes. They knew that they could
volcano was but did not know any other details.
explode and were tall.

A]er the post assessment the 3 focus students knew what a

A]er the post assessment students knew what the
volcano is and at least 1 type of volcano.
different types of volcanoes and how/why they erupted.
Ini2al Evidence/Ra2onal for Ra2ng
CSTP Element Revised Ra2ng Sugges2ons for Moving Forward
Ra2ng (Summarize from POP Sec2on 3)
Individualized Learning Plan, Fullerton Online Teacher Induc@on Program (FOTIP), 2017 Page 2 of 4
 Promo@ng cri@cal To move to INNOVATING level: Consider how to increase
T–
thinking through Teacher asked ques@ons of analysis and evalua@on. complexity of task beyond a single lesson so that there are
Applying T – Integra&ng
1.5 inquiry, problem Students answered ques@ons that included all levels of Bloom’s. con@nuing opportuni@es for students to engage in inquiry
S– S - Integra&ng
solving, and Students created their own math problems. in complex problem. How could you extend lesson into
Exploring
reflec@on PBL?

Special Emphasis ISTE-Educator and ISTE-Student Standards (Semester 3 only)

Results of Incorpora2on into Lesson Key Learnings and New Skills/Knowledge Developed by Teacher

Ac2on Items
For curriculum design,
lesson planning,
assessment planning

For classroom pracFce

For teaching English

learners, students with
special needs, and
students with other
instrucFonal challenges

For future professional

development

For future inquiry/ILP

For next POP cycle

Semester 3 Only:
For future use of
technology

Other Notes

Pre-/Post- Assessment Data Table follows this document.

Include copies/images of pre-/post- assessments/direcFons and the Pre/Post Assessment Data Table with submission.

Fullerton Online Teacher Induc2on Program

Individualized Learning Plan (ILP)
Revised 5.1.17

Direc&ons: Record student pre and post scores in this table. Do not use student’s actual names.

New Teacher Email Subject Area Grade Level

Michelle Rollins mrollins@bousd.us Science 4th

Pre-Assessment Data Range and Average Post-Assessment Data Range and Average

33%= 1 44%= 5 55%= 6

66%= 1 77%= 5 88%= 8 100%= 16
66%= 7 77%= 10 88%= 1

Individualized Learning Plan, Fullerton Online Teacher Induc@on Program (FOTIP), 2017 Page 3 of 4
 PRE-/POST- ASSESSMENT DATA TABLE
Student Pre-Assessment Score Post-Assessment Score Comments
1. Focus Student: EL 5/9 8/9
2. Focus Student: 504/IEP 4/9 7/9
3. Focus Student: Teacher
4/9 7/9
Choice
Student #4 5/9 8/9
Student #5 7/9 9/9
Student #6 8/9 9/9
Student #7 6/9 9/9
Student #8 7/9 9/9
Student #9 7/9 9/9
Student #10 5/9 9/9
Student #11 6/9 9/9
Student #12 7/9 9/9
Student #13 5/9 9/9
Student #14 7/9 9/9
Student #15 7/9 9/9
Student #16 7/9 9/9
Student #17 5/9 8/9
Student #18 6/9 8/9
Student #19 7/9 9/9
Student #20 6/9 9/9
Student #21 4/9 8/9
Student #22 3/9 6/9
Student #23 5/9 7/9
Student #24 4/9 7/9
Student #25 7/9 8/9
Student #26 6/9 8/9
Student #27 3/9 7/9
Student #28 4/9 8/9
Student #29 6/9 9/9
Student #30 7/9 9/9

910111213141516

Individualized Learning Plan, Fullerton Online Teacher Induc@on Program (FOTIP), 2017 Page 4 of 4