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 Harrison katherineharrison222@gmail.com English Language Arts 11
Mentor Email School/District Date
California Connections
Teresa Chacon tschacon12@gmail.com 3/7/2020
Academy, Ripon Unified
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 - Facilitates systematic opportunities for students to apply
T - Guide students to think critically through use of questioning strategies,
critical thinking by designing structured inquires into complex
Promoting critical thinking posing/solving problems, and reflection on issues in content.
T – Applying T – Innovating problems.
1.5 through inquiry, problem S - Students respond to varied questions or tasks designed to promote
S – Exploring S - Innovating S - Students pose and answer a wide-range of complex questions
solving, and reflection comprehension and critical thinking in single lessons or a sequence of
and problems, reflect, and communicate understandings based
lessons.
on in depth analysis of content learning.

E- Plans instruction that incorporates

Planning I-Plans instruction using a wide
strategies suggested by curriculum
instruction that range of strategies to address
guidelines.
incorporates learning styles and meet
E-
CST appropriate I- students’ assessed language and
Emergin Is aware of student content, learning,
P 4.4 strategies to Integrating learning needs. Provides
g and language needs through data
meet the appropriate support and
provided by the site and district.
learning needs challenges for students.
of all students.
I- Integrates knowledge of English
Addressing the language development, English
needs of English Is aware of students’ primary language learners’ strengths and assessed
learners and and English language proficiencies needs into English language and
E- content instruction.
CSTP students with based on available assessment data. I-
Emergin
3.6 special needs to Integrating
g Integrates results from a broad
provide Provides adapted materials to help
equitable access English learners access content. range of assessments into planning
to the content. to meet students’ diverse learning
and language needs.
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 question in How do you expect student
Based on your selected CSTP elements, What will you use as your baseline What will you use as your final
terms of students (e.g., what impact will strategy performance to change? Use
identify a focus of inquiry (e.g., group assessment of student assessment of student
X have on student performance as measured by percentages to describe anticipated
discussion, differentiation, motivation…) actions/performance? actions/performance?
Y?) growth.
What impact will increased use of higher-order questions There will be a 20% increase in the
Use of analysis, synthesis, and evaluation questions (teacher talk, worksheet, and student problem generation) average exam score for students who
Previous examination scores New chapter exam
+ student problem generation have on student performance as measured by chapter participated in class and successfully
exam? completed the worksheet.

Will student scores on

test/quiz short answer
responses improve after I
provide differentiated Student scores will
Unit 1 Test Scores Unit 2 Test Scores (on
instruction and materials increase on the Unit
Differentiation (on short-answer short-answer
for students with IEPs and 2 short answer
questions) questions)
students who are English responses.
Language Learners? 

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
Performance Data This student currently has a score of 33% This student currently has a This student currently has a score
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 8
 score of 27% in my class, and
of 55% in my class with lesson
has completed 9% of the
in my class and has completed 12% of completion of 14%. This student is
lessons. (The target for 3/6/20
the lessons. (The target for 3/6/20 was representative of a large portion of
was 27%.) This student earned
27%.) This student earned 0/8 on the my students, in terms of overdue
0/8 on the Unit 1 Quiz short
Unit 1 Quiz short answer questions and lessons and quality of work
answer due to Honor Code
hasn’t taken U1 Test yet. This student is submitted. This student earned 3/8
Violations for answers copied
an English Learner and her family has on the Unit 1 Quiz short answer
off of Brianly.com. This student
been going through significant medical questions and hasn’t completed
hasn’t taken U1 Test yet. He has
and financial challenges, which is the Unit 1 Test yet. She is generally
an IEP for learning challenges
interfering with her completing her slow to submit assignments and
and is currently homeless, so
lessons. rarely follows the posted
completing school online is a
instructions.
challenge.
I want this student to earn 80% I want this student to earn 80% on
I want this student to earn 80% on the
Expected Results on Unit 2 Test short answer the Unit 2 Test short answer
Unit 2 Test short answer questions.
questions. questions.
Inquiry Lesson Implementation Plan
Administer Post- Discuss Results with
Administer Pre-Assessment Deliver Lesson(s) Analyze Results
Assessment Mentor
Unit 2 tests
Identify dates for activities. Ongoing, 72/157 should be
students have taken the 3/12, 3/16, 3/17 submitted
test between 3/23
and 4/15.
I will cover strategies for identifying what the test prompts are asking and how to find textual evidence in
Provide 1-2 sentence summary
of your lesson plan.
a short story to support their answers. I will provide students with sentence frames and I will display the
relevant short stories to model finding textual evidence.
Unit tests are available online to students. They are able to take the assessments once they’ve completed
Summarize process for all previous lessons/assessments. There is a scheduled date for the assessment on their planner, and once
administering and analyzing it’s two weeks overdue, students receive a temporary zero until it’s completed. So it may take some effort
pre- and post-assessments. on my part to motivate my focus students to complete the Unit 1 test, which I plan to use for pre-
assessment data.
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.)
Kathleen Lynne Lane, Karen Harris, Stephen Graham, et al.
Erin R. Fitzpatrick, “Practice-based Professional Development for Self-Regulated “Self-regulated strategy development at Tier 2 for second-
Strategy Development: Teaching Students with Learning Disabilities and Other grade students with writing and behavioral difficulties: A
Struggling Writers to Pen Informational Essays Citing Text-Based Evidence in an randomized controlled trial.”
Inclusive Setting.” https://scholarworks.gsu.edu/epse_diss/112/ https://asu.pure.elsevier.com/en/publications/self-regulated-
strategy-development-at-tier-2-for-second-grade-st
The conclusion of this dissertation is that Self-Regulated Strategy Development
(SRSD) is the most impactful practice for teaching students how to cite This study found that second-grade students who were
information from a text, as determined by improved student achievement. My taught Self-Regulated Strategy Development (SRSD) improved
students struggle with the short-answer questions on our quizzes and unit tests, their ability to write opinion essays. I teach 11 th grade English
and students with learning challenges or who are English Language Learners, students, so I looked for information about whether this
struggle the most. These questions require that students cite textual evidence to intervention is applicable to high school students. This chart
support their answers, so SRSD sounds promising and I’m excited to learn more (from a website called Intensive Intervention) states that
about it. SRSD is effective for grades K-12.
https://charts.intensiveintervention.org/chart/academic-
intervention-chart/13666

Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
When my mentor works with students who are working towards language
acquisition or students with learning deficits, she begins with the baseline A colleague in my PLC (she also teaches 11th grade American
assessment. In our online learning environment, that is typically the first Unit Test. Lit) provides one of her students with abundant opportunities
She works with the student in a one-on-one LiveLesson session and goes through to earn participation points to balance his difficulty completing
the process of completing the next Unit Test. In extreme cases, she walks them coursework in her class. She also created an alternate for the
through the essay response process and has the student take notes, encouraging RACE format we recommend on the quiz and test short answer
metacognitive reflection to help solidify the process of successfully completing a questions to help students who struggle with the standard
test in our environment. Additionally, she records the one-on-one lesson and format.
provides a link to other students who would benefit.
Special Emphasis: Instructional Strategy, ISTE Standards, NBPTS Core Propositions
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 8
 Special Emphasis Focus How Special Emphasis will be Incorporated
I am going to teach a general lesson for all of my
students that incorporates the principles of SRSD. Then I
will teach two separate small group lessons, one for my
I am going to learn about Self-Regulated Strategy Development so I can
students who are English Learners and one for my
share the approach with my students who are English Learners and my
students with learning challenges. I will record each
students with learning challenges.
lesson and send them out to the appropriate students,
both those who attend the lessons live and those who
don’t.
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 Focus
Pre/Post Assessment Data Analysis Findings for Whole Class
Students

Pre-Assessment: Average Score 71% Post-Assessment: Average Score 69%

Initial Evidence/Rational for Rating

CSTP Element Revised Rating Suggestions for Moving Forward
Rating (Summarize from POP Section 3)
To move to INNOVATING level: Consider how to
Promoting critical
Teacher asked questions of analysis and evaluation. increase complexity of task beyond a single lesson so
thinking through T – Applying T – Integrating
1.5 Students answered questions that included all levels of Bloom’s. that there are continuing opportunities for students to
inquiry, problem S – Exploring S - Integrating
Students created their own math problems. engage in inquiry in complex problem. How could you
solving, and reflection
extend lesson into PBL?

I provided differentiated
Planning instruction by providing a brief
instruction review of each new item
that presented. Whether it was a video I will continue to incorporate
incorporate clip or new item regarding the a variety of audio and visual
s E- portfolio, I was clear and direct elements in my lessons. I’d
CSTP 4.4 appropriate Emergin A-Applying with the points for review. I like to experiment more with
strategies to g discussed points that the students games and various platforms
meet the presented in the chat pod, shared that would increase interest
learning student contributions and built on and engagement.
needs of all student knowledge by adding new
students. information relative to the
connections made by the students.
I took time to provide learning
opportunities for visual, audio, and
Addressing tactile learners. I provided a
the needs of detailed slide or video to review, a
English brief but meaningful discussion
I plan to look for vocabulary
learners and and concluded with encouraging
that would be helpful to
students E- responses from students. When
explain. This would benefit
CSTP 3.6 with special Emergin A-Applying several students shared their tech
many students in addition to
needs to g issues with viewing the film clips, I
my students who are English
provide provided specific information to
Language Learners.
equitable help bridge any missed
access to information. I also encouraged
the content. students to view the recording
after the lesson, in order to view
without interruption.

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

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 8
 Action Items

For curriculum design, lesson

planning, assessment planning
Learn about a variety of strategies for test reviews.

Take advantage of having six other teachers who are monitoring the student chat pod and only engage
For classroom practice
with the comments when I am asking a specific question related to my lesson.
For teaching English learners,
students with special needs,
and students with other
Continue to incorporate slides and videos to assist all learners in accessing the content.
instructional challenges
For future professional
development
Continue to recognize my boundaries as I prepare to transition into a leadership role in the fall.

For future inquiry/ILP Develop techniques to prepare students for the English 11A Unit 2 Descriptive Essay.

For next POP cycle Consider how to prepare students for the 11A Unit 2 Descriptive Essay.

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.

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 Harrison Katherineharrison222@gmail.com English Language Arts 11
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average

Range: 7-105% Average: 74% Range: 15-102% Average: 69%

PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments
This student didn’t answer the 16-point
essay question on the pre-assessment. This
1. Focus Student: EL 53% 39% student had an Honor Code Violation on the
post-assessment that also resulted in 0/16
on the essay question.
I allow this student to complete the essay
questions verbally with me and they earn
2. Focus Student: 504/IEP 49% 68% full credit. This student performed better on
the multiple choice questions on the post-
assessment.
This student earned a higher score on the
3. Focus Student: Teacher Choice 76% 76% Unit 2 essay question. 12/16 on the Unit 1
Test and 14/16 on the Unit 2 Test.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 8
 4. 49% 95% There are fewer results for the post-
assessment because some students dropped
87% 76% the class, while others are behind in their
89% 88% lessons.
89% 95%
56% 54%
84% 32%
56% 73%
71% 76%
93% 39%
45% 68%
87% 68%
84% 27%
64% 78%
69% 100%
95% 88%
60% 90%
100% 78%
76% 76%
75% 49%
51% 66%
82% 44%
95% 78%
56% 32%
85% 93%
51% 27%
53% 83%
78% 98%
96% 68%
87% 98%
69% 66%
76% 76%
93% 46%
93% 15%
98% 95%
76% 73%
64% 78%
9% 85%
91% 68%
56% 61%
65% 0%
80% 95%
85% 73%
58% 46%
96% 71%
82% 76%
55% 68%
80% 90%

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 8
 93% 15%
87% 59%
69% 90%
62% 80%
87% 29%
49% 80%
78% 63%
7% 71%
62% 95%
96% 32%
44% 90%
58% 73%
76% 83%
55% 98%
78% 34%
89% 98%
78% 90%
105% 88%
91% 68%
56% 71%
62% 93%
84% 76%
60% 32%
51% 71%
100% 102%
76% 93%
64% 41%
67% 39%
78% 51%
100% 93%
85% 100%
40% 32%
62% 41%
64% 93%
104% 46%
82% 24%
58% 93%
75% 93%
65% 93%
93% 93%
98% 44%
62% 78%
53% 76%
91% 63%
85% 61%
80% 37%
93% 95%

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 6 of 8
 91%
100%
78%
64%
64%
80%
76%
80%
75%
88%
75%
98%
58%
80%
93%
46%
69%
88%
69%
59%
85%
83%
98%
46%
58%
98%
69%
34%
76%
80%
65%
41%
76%
22%
71%
90%
89%
71%
47%
87%
35%
45%
67%

Pre-Assessment

Unit 2 Post-War Voices Emerge (1950s-1960s) Unit Test

Multiple Choice

1-21 Instructions vary.

22.  
Choose one of the three essay topics below. Respond in a multi-paragraph essay. Use text references to
support your answer.

Experiencing: Carefully reread the passage from "The Veldt" by Ray Bradbury, and write an essay
explaining what advice you would give George and Lydia Hadley on how to become better parents.

Interpreting: Carefully reread the passage. Write an essay describing the tone Bradbury sets and analyzing
how he creates that particular mood.

Evaluating: The passage above is almost entirely made up of dialogue, as is much of the story it comes
from. Choose another story from the Post War Voices Emerge unit that contains extensive dialogue, and
write an essay comparing and contrasting the role of dialogue in the two stories. Which author do you think
uses dialogue more effectively?

Post-Assessment
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 7 of 8
 Unit 4 Contemporary Postmodernism Unit Test

Multiple Choice
1-56 Instructions vary.

57.  
Read the following poem by Grace Paley and answer the question that follows. Your response should be 2–
3 sentences in length.
"Family"

by Grace Paley

My father was brilliant embarrassed funny handsome

my mother was plain serious principled kind
my grandmother was intelligent lonesome for her
other life her dead children silent
my aunt was beautiful bitter angry loving

I fell among these adjectives in earliest childhood

and was nearly buried with opportunity
some of them stuck to me others
finding me American and smooth slipped away

What does the speaker of the poem imply about being American?

58.  
Explain the impact of female writers during the Post-modernist literary period. Using the stories I Want to Be
Miss America and The Struggle to Be an All-American Girl, explain how stereotypes were discussed in
literature during this time period. Use two examples from either of the stories to support your response.

213141516

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