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

Erin Kelley erin.kelley@smaa.org Multiple Subject 3rd

Mentor Email School/District Date

Sheri Basil sheri.basil@smaa.org St. Mary’s March 15, 2021

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

1.5 Promoting critical T – Applying T - Guide students to think critically through use of questioning T – Innovating T - Facilitates systematic opportunities for students to apply critical
thinking through S – Exploring strategies, posing/solving problems, and reflection on issues in content. S - Innovating thinking by designing structured inquires into complex problems.
inquiry, problem S - Students respond to varied questions or tasks designed to S - Students pose and answer a wide-range of complex questions and
solving, and reflection promote comprehension and critical thinking in single lessons or a problems, reflect, and communicate understandings based on in
sequence of lessons. depth analysis of content learning.

1.5 Promoting critical thinking T -Integrating T - Supports students to initiate critical thinking through independently T - Innovating T - Facilitates systematic opportunities to apply critical thinking by designing
through inquiry, problem S -Applying developing questions, posing problems and reflecting on multiple perspectives. S - Integrating structured inquiries into compex problems
solving, and reflection S - Respond to questions and problems posed by the teacher and beginning to S - Students pose problems and construct questions of their own to support
pose and solve problems of their own related to the content inquiries into content.

2.4 Creating a rigorous learning
environment with high
expectations and appropriate
support for all students
T - Exploring T - Strives for a rigorous learning environment that includes accuracy,
understanding, and the importance of meeting targeted learning goals.
S - Exploring S - Some individuals and groups of students work with the teacher to support
accuracy and comprehension in their learning.
T - Innovating T Facilitates a rigorous learning environment in which students take leadership in
S - Innovating learning. Fosters extended studies, research, analysis and purposeful use of
learning.
S - Students take responsibility to fully utilize teacher and peer support, to achieve
consistently high levels of factual and analytical learning

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, identify a focus of
inquiry (e.g., group discussion,
differentiation,
motivation…)
Pose measurable and observable What will you use as your What will you use as your final How do you expect student
question in terms of students (e.g., baseline assessment of assessment of student performance to change? Use
what impact will strategy X have on student actions/performance? percentages to describe anticipated
student performance as measured by actions/performance? growth.
Y?)

Use of analysis, synthesis, and What impact will increased use of higher-order Previous examination scores New chapter exam There will be a 20% increase in the average
evaluation questions + student questions (teacher talk, worksheet, and student exam score for students who participated in
problem generation problem generation) have on student class and successfully completed the
performance as measured by chapter exam? worksheet.

Introduction to 1st and 3rd person Student will be to read a text and decipher whether it Previous assessment scores This lesson - “exit slip” The students will be able to independently differentiate
is told from first or third person point of view End of unit - formal assessment with an 85% accuracy/ and 100% of students will be able
to differentiate between first and third person with
teacher support.

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 Focus Student 3: Your Choice
with ILP/504

Performance ELL - first language is German; a combination IEP - individualized learning plan for Challenge student - This student is reading above
 Data of his perfectionism and that he is still learning language processing and ADHD grade level and goes above and beyond expectations
English slows down his writing process accommodations with every assignment.

Expected Results This student will be provided resources that This student will be given the This student will be given an opportunity to carry on
read aloud articles to him on his chosen topic, opportunity to be a “volunteer” to get independently and given a challenge to stretch and
which will help him to focus his attention on up and move around the classroom to grow her abilities and skills.
collecting research, rather than finding it. help stay focused on the task at hand

Inquiry Lesson Implementation Plan

Identify dates for activities. Administer Pre-Assessment Deliver Lesson(s) Administer Post Analyze Results Discuss Results with Mentor
Assessment

Done back in end of February as the May 5, 2021 May 5, 2021 - informal May 6, 2021 May 6, 2021
post assessment for our previous End of year - formal
fiction unit. assessment

Provide 1-2 sentence The students will be introduced to the concept of 1st vs. 3rd person point of view in a fiction text. They will be able to recognize who is
summary of your lesson plan. telling the story.

Summarize process for The students will be asked informally if they know the difference between 1st and 3rd person point of view. Then after the lesson they
administering and will be given an exit slip to fill out (one sentence in 1st person saying “I would …” and the second in 3rd person saying “He/She should
analyzing pre- and have…”). Going forward, the students who need extra practice will get some review in small groups before we dive deeper into reading
post-assessments. groups to practice this skill.

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://ibo.org/globalassets/publications/ib-research/dp/appreciative-inquiry-fra https://ibo.org/news/news-about-the-ib/ib-develops-independent-inquiry-and
mework-mitton-full-report-2019-en.pdf - This article summarizes the research of a -global-outlook-in-students/ - this article summarizes the positive benefits of
team looking at the impact of inquiry-based learning and professional development not only inquiry, but inquiry in the open-mindset of a global perspective.
reflecting changes in the classroom.

Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)

Colleague 1 - 3rd: This colleague is teaching writing and encourages students to Colleague 2 - 3rd : This colleague is teaching math and having just ended our
think globally, how does their topic effect people around the world, not just in the Where We Are in Place and Time Unit of Inquiry into Ancient Civilizations, she
US taught the students where these math concepts came from (Egypt, China,
Greece, etc.)

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

Special Emphasis Focus How Special Emphasis will be Incorporated

Finding resources that fit in with our Who We Are unit of inquiry into The students will read a story about 2 cousins playing a game of
Board Games. monopoly and how it ended in a huge argument. We will use this to
discuss how sportsmanship affects how fun it is for everyone to play
the game.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 3

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
These students did an excellent job. Going into the lesson, the students
were unsure what 1st and 3rd person point of view were, but by the end
of the lesson, 100% of students were able to identify that the text was 3rd
person and were able to tell me how they knew (we were never
introduced to the narrator.)
My ELL needed extra clarification, but ultimately him and my student
with an IEP were both able to differentiate between 1st and 3rd person
point of view. My student who needs a challenge was able to decipher
1st and 3rd no problem and will be given higher level texts in her small
reading groups going further.

CSTP Element Initial Revised Rating Evidence/Rational for Rating Suggestions for Moving Forward
Rating (Summarize from POP Section 3)

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

2.4 Creating a rigorous T- Exploring T - Applying Differentiation is at the heart of every lesson. The goal is to meet the Going forward, I would like to grow in challenging my higher level
learning environment S - Applying students where they are at , and grow them up from there. Each students. Sometimes I rely on them doing the work independently,
with high expectations S - Exploring student comes from a different background and experience and andi fear I am not pushing them to grow where they could grow.
and appropriate recognizing that is important.
support for all
students.

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

This lessons focus was distinguishing point of view in a fiction story from
first or third person. This school is a California Common Core State
Standard: CCSS.ELA-LITERACY.RL.3.6 - Distinguish their own point of view
from that of the narrator or these of the characters.
We have only hit fiction reading once so far this year. The specific skill
in this lesson is first and third person point of view. We have not
practiced this specific skill prior to this unit. We will also be reviewing
story elements. We will practice making rational predictions. We will
also learn about characters and how they change over time.

Action Items

For curriculum design, Next year, my goal is to create folders on my computer with everything printable needed for each unit. I want to have lesson plans
lesson planning, mapped out, as well as resources needed. I want to have each unit organized by subject and easy links for resources that are online. I
assessment want to start this over summer for the first unit, and be one unit ahead. I also would like to continue the practice of being planned at
planning
least one week early - this year because of our parallel (online) learners, I was planned out by Thursday evening and I would like to keep
that practice.

For classroom practice I have grown a lot in my classroom management style. I want to reread “The First Six Weeks” again over summer. I want to find an
organizational setup that works for my style of teaching. I want to follow a more strict class schedule where we do roughly the same
subject at the same time each day. That can be a challenge because the students have so many pull outs and exploratory classes, but I
would like to find something that works at least consistently week to week.

For teaching English I know next year’s incoming 3rd graders have some students with autism and others who are English Language Learners. I want to give
learners, students with them the best support they can, while not leaving my other students behind. Next year, I will have an IA (instructional assistant) who is a
special needs, and credentialed teacher with me for the year. So I want to learn how to best utilize that teacher to meet the needs of my students.
students with other
instructional challenges

For future professional Next year, I would love to have professional development in math, maybe virtual training or watch videos from Jo Boalar. I also would like
development to attend another IB training or at least observe strong IB teachers at my school.

For future inquiry/ILP I want to make sure that I stay on top of all my credential class activities. I fall behind and then struggle to keep up. But I hope to have
every assignment and discussion complete at least one day prior to its due date and create a schedule for me to strictly follow.

For next POP cycle My goal is to have my mentor observe me during 4 different units, so I can have feedback on 4 of my 6 (and maybe have another mentor
observe the other 2.) I would like to have an observation during our poetry unit the first semester and an observation during our ancient
civilizations unit the second semester. I would also like to have a math lesson observation because I think I can have could use some ideas
and support for that.

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 2 of 3

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

Erin Kelley erin.kelley@smaa.org Multiple Subject/Reading 3rd

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

Informal - Wednesday May 5, 2021 Informal - Wednesday May 5, 2o21 - 85% of students earned 100% and
15 % need extra support/review

PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments

1. Focus Student: EL Did not know what 1st and 2/2 was able to creat
3rd point of view was . example of 1st and 3rd
person

2. Focus Student: 504/IEP Did not know what 1st and 2/2 was able to creat
3rd point of view was . example of 1st and 3rd
person

3. Focus Student: Teacher Choice Did not know 1st and 3rd 2/2 was able to creat
person point of view by example of 1st and 3rd
that name, but after it was person
explained recognized and
could name examples of
books/stories told from
those points view.

4. Did not know what 1st and 2/2 was able to creat
3rd point of view was . example of 1st and 3rd
person

5. Did not know what 1st and 1/2 Was able to differentiate
3rd point of view was . between 1st and 3rd but
could not produce his own
examples.

6. Did not know what 1st and 2/2 was able to creat
3rd point of view was . example of 1st and 3rd
person
 7. Did not know 1st and 3rd 2/2 was able to creat
person point of view by example of 1st and 3rd
that name, but after it was person
explained recognized and
could name examples of
books/stories told from
those points view.

8. Did not know 1st and 3rd 2/2 was able to creat
person point of view by example of 1st and 3rd
that name, but after it was person
explained recognized and
could name examples of
books/stories told from
those points view.

9. Did not know what 1st and 2/2 was able to creat
3rd point of view was . example of 1st and 3rd
person

10. Did not know what 1st and 2/2 was able to creat
3rd point of view was . example of 1st and 3rd
person

11. Did not know what 1st and 2/2 was able to creat
3rd point of view was . example of 1st and 3rd
person

12. Did not know 1st and 3rd 2/2 was able to creat
person point of view by example of 1st and 3rd
that name, but after it was person
explained recognized and
could name examples of
books/stories told from
those points view.

13. Did not know what 1st and 1/2 was able to give
3rd point of view was . example of 1st person but
struggled differentiating 3rd
person.

14. Did not know what 1st and 2/2 was able to creat
3rd point of view was . example of 1st and 3rd
person

15. Did not know what 1st and 2/2 was able to creat
3rd point of view was . example of 1st and 3rd
person

910111213141516

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