Fullerton Online Teacher Induction Program
Individualized Learning Plan (ILP)
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.
New Teacher
Rebecca Romero
Mentor
Rachel Miller
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
P
Promoting critical
thinking through
1.5
inquiry, problem
solving, and reflection
Connect learning
to students’
prior knowledge,
1.2 backgrounds, life
experiences, and
interests.
Use a variety of
instructional
strategies,
resources, and
1.4 technologies to
meet students’
diverse learning
needs.
Section 3: Inquiry Focus and Planning
Inquiry Focus
Based on your selected CSTP
elements, identify a focus of
inquiry (e.g., group discussion,
differentiation, motivation…)
Use of analysis, synthesis, and
evaluation questions + student
problem generation
Learning will have a
focus on differentiation
of work for all types of
student learners.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017
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Revised 6.1.17
Section 1: New Teacher Information
Email Subject Area Grade Level
rromero@bousd.us Multiple Subject 5th
Email School/District Date
rcmiller@bousd.us Mariposa/BOUSD March 3, 2020
Section 2: CSTP Areas of Inquiry
Initial Rating Description Goal Rating Description
T - Facilitates systematic opportunities for students to apply
T - Guide students to think critically through use of
critical thinking by designing structured inquires into complex
T– questioning strategies, posing/solving problems, and T–
problems.
Applying reflection on issues in content. Innovating
S - Students pose and answer a wide-range of complex
S– S - Students respond to varied questions or tasks designed to S-
questions and problems, reflect, and communicate
Exploring promote comprehension and critical thinking in single lessons Innovating
understandings based on in depth analysis of content
or a sequence of lessons.
learning.
T- Teacher asks various questions during
T- Creates lesson material that is leveled
"Circle Time" that promote communal
and aligns with student interests. Lesson
thinking and understanding. This evidence
T- material will build on prior knowledge and
is then applied to lesson plans, quizzes, T-
Applying Innovating allow students to make deeper
and activities. For example, I create my
own math quizzes that often tie in
connections.
S- S-
Applying questions that align with student interests. Innovating
S-Students honestly try on pre-assessments
in order to properly assess prior
S- Students sometimes generate thoughtful
knowledge.
answers that help guide conversations.
T- Teacher creates lessons that utilize a T- Teacher creates more diverse learning
diverse range of instructional options for students to choose from (i.e. a
T- presentations, to ensure that all learning T- learning menu).
Applying Innovating
types are being met.
S- Students are mindful about what menu
S- S-
Applying S- Students actively participate in lessons Innovating options they choose from. Students will
in order to answer questions and showcase actively seek menu options that align with
understanding. their skill set and interests.
(Attach Pre/Post Assessments to ILP)
Inquiry question Pre-Assessment Post-Assessment Expected Results
Pose measurable and observable
How do you expect student
question in terms of students What will you use as your What will you use as your
performance to change? Use
(e.g., what impact will strategy X baseline assessment of student final assessment of student
percentages to describe
have on student performance as actions/performance? actions/performance?
anticipated growth.
measured by Y?)
What impact will increased use of
higher-order questions (teacher talk, There will be a 20% increase in the
worksheet, and student problem average exam score for students who
Previous examination scores New chapter exam
generation) have on student participated in class and successfully
performance as measured by chapter completed the worksheet.
exam?
Will differentiating work Students will score better
through use of a menu Previous project scores Differentiated/ (at least by 10%) when
increase student (work was not Interest based project projects align with their
performance and interest differentiated). scores. interests and media of
in activities? their choice.
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 Focus Student 2: Student

Focus Student 3: Your Choice
Learner with ILP/504

Student is reading 2 levels

Note: I have chosen to use
the pronoun “they or them”
to keep this section even
more anonymous.
I only have one ELL student in
my classroom. They are a
level 3, and soon to be on the
Performance cusp of testing out.
Data
They normally score within
the B range—they are very
creative and often have an
art based tie to their
assignment creations.
This student also freely asks
for help.
I feel that this student’s
overall score will increase by
a lot. Since they are so apt to
Expected
ask for help, any confusion
Results
that is found in the project
assignment will be clarified
quickly
Inquiry Lesson Implementation Plan
Administer Pre-Assessment
below grade level. They
have issues staying on task
and focusing.
They also tend to ask for
little help and can get
overwhelmed by
assignments if not
checked-up on.
They normally score in the
C- range for assignments.
I have chosen this student
since I would like to see if
having more freedom on
project assignments
increases their overall
drive and interest.
I feel that their overall
score will increase some if
the project assignments
they will pick for research
align more with their
overall skill set and
interests.
Administer Post-
Deliver Lesson(s)
Assessment
This student has a few behavioral
issues. They often put minimal
effort into assignments (which
leads them to score in the C to D
range).
I have chosen this students since I
want to see if more diverse
project assignments will decrease
their overall reluctance to
complete work. I would also like
to see if increased interest in
work will decrease overall
behavior issues.
I feel that their overall score will
increase slightly. There is always a
chance that this will not help with
assignment drive and behavior.
Discuss Results with
Analyze Results
Mentor

April 15, 2020

Identify dates for
activities.
(We have
March 13, 2020 March 31, 2020 April 3, 2020 April 5, 2020 Spring Break
the week
prior)
Provide 1-2 sentence
Students will be asked to pick from a range of given menu items that align with set
summary of your lesson
plan.
content standards and lesson goals.

Pre-Assessment: Students are currently completing a very detailed and laid-out project.
There are some aspects of creativity, but overall students are following the same guide-
lines and rubric.

Summarize process for
administering and
analyzing pre- and post-
assessments.
The project has students researching a planet of their choice. They must create a
google slide presentation that includes information such as length of planet day,
distance from the sun, etc.
I will be looking at student’s overall score to see how they perform, following a detailed
project assignment without a lot of choice and freedom.

Post-Assessment: I will be creating a small questionnaire to see what project style

students feel better aligned with their interests and drive. I want to see if students
think a more detailed plan (as opposed to a work menu) or visa versa works better
towards their overall interest and learning needs.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017
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 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.)

https://teachinghistory.org/best-practices/
https://www.cultofpedagogy.com/genius-hour-
teaching-with-textbooks/25584
questions/
This site talks about creating learning menus in the
This article talks about the utilization of “Genius
classroom. Leaning menus are a great way to give
Hour” in the classroom. With Genius Hour, students
students more options in their learning. With the gift
participate in structured independent research and
of choice, it seems that students are more apt to
project planning. This is a great source on how to get
complete assignments since it further aligns with
started/structure Genius Hour.
their interests.
Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and
summary of ideas.)

5th, Multiple Subject (Aligns with ELA/Genius Hour) 5th, Multiple Subject (Aligns with Social Studies)

This teacher has students participate in a large “Kindness”
based research based activity. With this activity, students
research charities of their choice. They look into how the
organization works, the need for the organization, and
fundraising ideas to provide funding to the charity.
Students seem really immersed and excited about their
research. They enjoy being able to research an organization
of their choice (and look more into a cause they are
passionate about). Since they have more independence with
the structure and research topic, students feel more apt to
successfully complete the project.
This teacher has more of a structured assignment for
students (i.e. all of their research must align with the
given social studies topic), but with a very fun twist.
Students are asked to create a board game that covers
main people, events, and battles of the American
Revolution.
Students created a wide range of final projects that
mimicked trading cards, Monopoly, and much more! Even
though the guidelines and expectations were very laid out,
the creative aspect of the project got students more
engaged and interested in the assignment.

Special Emphasis: Instructional Strategy, ISTE Standards, NBPTS Core Propositions

Special Emphasis Focus How Special Emphasis will be Incorporated

My instructional strategy of further differentiating

work (through the use a learning menu), will be the
core of my lesson. Through this emphasis, students
Work Menu (Ties in with ISTE standards). will truly be at the forefront of their learning. They
will be critically engaged with their sources in order
to create a research project/topic that is innovative
and aligns with the given lesson standards.
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 Pre/Post Assessment Data Analysis Findings for Three
Class Focus Students

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017
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 EL Student:

Original Test: This student scored an 85 on their

homogenous test.

Post: This student passed their space project. Their

project was creative. They had a great time coming
Pre-Assessment: I changed my pre-assessment in my up with “Aliens” and creating traits that would allow
original plan. For my pre-assessment, I gave students them to survive in their planets environment. They did
a homogenous multiple choice quiz on Google Forms miss two of the given research points, but overall it
(I will attach a file with the paper version). This quiz seemed they were successful in showcasing their
aligned with with NGSS standard “ESS1.B: Earth and knowledge and reaching the lesson goal.
the Solar System.”
504 Student:
Before taking the quiz, students read a passage
together and watched a “Mystery Science” video Original Test: This student scored a 55 on the original
that dove deeper into the content. The quiz included test. They had trouble with remembering some key
various topics such as inner versus outer planets, terms and facts.
gravity, etc.
Post: This student started the project motivated in
The quiz results varied among my class. Those who the classroom. They were excited to research a planet
were more engaged with the topic and lesson and come up with an alien. They were diving into the
materials scored higher than those who were not. work and doing well! This seemed to stop when we
There were very few low grades. moved onto Distance Learning. I checked in with this
student/family multiple times in order to better
Post Assessment: I changed my post-assessment from monitor progress. They were/are struggling with
my original plan as well. As opposed to taking a work. In order to help out this student, I cut back on
homogenous quiz to showcase knowledge, students some of the required directions. I received a bare-
researched a planet of their choice (directions will bones project. Because of the circumstances, I passed
be posted). This project allowed students more them, but I know they would have done better with
freedom to research and display findings in a more in-class support.
creative manner. Overall, students did really well
with this project. Their Google Slides were creative My Choice:
and full of information. On a side note, we went into
Distance Learning near the end of the project. Original Test: This student scored a 75 on their test.
Students submitted their work from home. Since I They were forgetful of a few key-terms, but they still
am not aware how much help (or lack of help) they did better than expected!
were getting, I moved the project into a pass/fail
grading system. Of course, this score might not be a Post: This student struggled a lot at the start of the
true reflection of a students’ skill set. project. They were getting very engrossed with the
creative aspect of the project and spent little time on
the research portion. When we moved onto Distance
Learning, I spent a long time talking with his Grandma
about work expectations and requirements. She has
helped him so much on staying on task and completing
work. He did pass the project (with both help from
myself and his Grandma).
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
T–
thinking through Teacher asked questions of analysis and evaluation. increase complexity of task beyond a single lesson so
Applying T – Integrating
1.5 inquiry, problem Students answered questions that included all levels of that there are continuing opportunities for students
S– S - Integrating
solving, and Bloom’s. Students created their own math problems. to engage in inquiry in complex problem. How could
Exploring
reflection you extend lesson into PBL?

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017
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 Teacher includes popular culture
references into lessons. Students
were engaged with watching
science videos and learning more This lesson was already semi-
Connect
about space. connected to PBL.
learning to
students’ T- Students were able to create In order to improve in this area,
prior Applying T- Integrating their own alien for their project. I would like to offer more
1.2 knowledge, Students enjoyed making their formats for the students’ final
backgrounds, S- S- Integrating own alien or pulled their own version of the project. I think
life Applying from “classic” alien references that by offering more choice,
experiences, (such as Supergirl or “Alien”). students will be able to find a
and interests.
They were able to think of traits better way to showcase their
connected to these characters knowledge.
that would allow them to adapt
to the harsh climate another
planet would have.

Teacher used a variety of

strategies in order to present the
brunt of lesson material. This
included audio and visual aids and In order to improve in this
various other embedded
area, I would like to include
strategies in order to hold
Use a variety engagement levels. even more strategies that
of involve small group
instructional Students worked with Google discussion. I think students
strategies,
T- Slides. This site has many tools would have an easier time on
resources, their project if they were
Applying T- Integrating that help students complete work
and
1.4 technologies
in an organized manner This able to discuss it with peers
to meet
S- S- Integrating includes, spelling/grammar in an in-depth manner.
students’
Applying checkers, search features, and
diverse more! I also would create a
learning
research guide to help
needs. In order to further help students,
I made sure to check in students find appropriate
individually/small group setting sites to gain their
using Zoom. Within these small information.
groups, students were able to ask
questions and seek further
guidance in their projects.

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

Overall, I would like to push myself more in this

Work Menu (Ties in with ISTE standards)
This was incorporated at a minimum level. Students got
to pick what they were researching (i.e. pick a planet
of their choice) and work at their own pace.
In order to go further in this subject area, I would like
to offer students more of a choice in their final project.
I know there are some students in my class who are less
creative and prefer written reports. In the future, when
it comes to a large project, I will give students multiple
ways to submit their final projects. I think that by
offering even more options, students can find a way to
showcase their knowledge that best suits their needs.
Action Items
area. I want to allow students more freedom in
their final project. As it was, I think my project
format was perfect for distance learning without
even knowing it!
Since students were working on the same format,
it was easier to check-in and offer a clear
indication about pacing and project expectations.
I know that in the future (and in the classroom), I
will be utilizing work menus more often to give
students more freedom with their learning. I
learned that by offering students more choice in
their learning, they become more motivated and
willing to put effort into the final project.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017
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For curriculum design,
lesson planning,
assessment planning
For classroom practice
For teaching English
learners, students with
special needs, and
students with other
instructional challenges
For future professional
development
For future inquiry/ILP
For next POP cycle
Other
Ultimately, I want to find new ways to improve in my teaching. I know that new and innovative ways to
present lessons and manage the classroom are always coming out. I just want to do all that I can in order to
reach my students.
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 6 of 8
Curriculum in the future will offer students more choice in their learning.
I think that some of my planned assessments work well for students. The one I gave for
this lesson was a quick recap. My larger created assessments utilize various question
styles. This way students have a larger chance to best show their learning. I also will
find new ways to use assessments in order to drive my lesson plans and small group
instruction.
I know that my next year will not be in the typical classroom format. We will possibly be
continuing Distance Learning (or learning will be modified in some way). I would like to
find more innovative and creative ways to deliver instruction online. I know that for
some students, it is working well, but motivation for others is drifting off.
I still have had little experience in this area. I teach in a location with few EL learners
or SPED students. Last year, I did have two EL students (one just came from China and
the other from Korea). Both students spoke at a “Level 2” and were able to understand
lesson materials with little to no modifications. I tend ensure that all of my lessons are
highly visual and offer embedded support. I feel that our school’s technology also has
quite a few features online that allow for all of these students to be more successful in
their learning. For my EL students, they would often use translator apps for words or
concepts they were unfamiliar with.
As for my 504/IEP students, I feel like I have formed a great communication line with
families and the case carriers. Families come to me for support (as needed) and I am
able to assist with their student’s learning even outside the classroom. Even when
Distance Learning comes to an end, I feel that forming these bonds with parents is a
great thing to do in order to better the student’s educational experience.
As previously stated, I would like to look into more ways to engage students through
Distance Learning. I know that the school year won’t look normal for awhile.
On top of that, I would also look more into ways to differentiate work through menus. I
have used menus in my classroom before, but each time it was quite time consuming to
create. I want to look for better ways to manage my time, while still creating
differentiated work within the classroom.
I would like to stick with this area of exploration. I feel that even though students did
have choice in their research, the final project was very homogenous. In order to fully
create a menu of work, I would like to give students more options for their final
project. I think that students will succeed even more if they have options to showcase
their knowledge.
For my next POP cycle, I would like to focus on math. I am looking more into beginning
lessons with productive struggle. Since I am switching grade levels next year (to a lower
grade), I want to make sure that my lessons are still grade-appropriate.
NA
Other Notes
 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

Rebecca Romero rromero@bouds.us Multiple Subject 5th

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

55% to 100% for range

Fail to pass for range. Most students in the class
passed.
Class Average was 80%

PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments

This student required no extra help

during the testing period. They also
1. Focus Student: EL 85/100 Pass
stayed on top of their work during
distance learning.

This student forgot many key terms

during the testing period. They also
Pass (with
struggled to work independently
2. Focus Student: 504/IEP 55/100 modifications to
during distance learning. They
assessment format)
required modifications to their final
project in order to be successful.

This student struggled with the test

and at the start of the lesson. They
3. Focus Student: Teacher
75/100 Pass were successful with the final checkin
Choice
(with a lot of check-ins with him and
his family).

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