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
Paige Greif pgreif@calca.connectionsacademy.org Psychology 9-12
Mentor Email School/District Date
California Connections
Samantha Burkes sburkes@calca.connectionsacademy.org 3/7/2021
Academy
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 critical thinking by designing structured
T - Guide students to think critically through use of questioning strategies,
Promoting critical thinking inquires into complex problems.
T – Applying posing/solving problems, and reflection on issues in content. T – Innovating
1.5 through inquiry, problem solving, S - Students pose and answer a wide-range of
S – Exploring S - Students respond to varied questions or tasks designed to promote S - Innovating
and reflection complex questions and problems, reflect, and
comprehension and critical thinking in single lessons or a sequence of lessons.
communicate understandings based on in depth
analysis of content learning.

T – Shares responsibility
with students for the
establishment and
T – Anticipates and reduces risks to physical, maintenance of a safe
Establishing and intellectual, and emotional safety using physical, intellectual, and
maintaining multiple strategies that include examining emotional environment
T–
learning biases in the learning environment and focused on high quality and
T – Applying Innovating
environments curriculum; Models and provides instruction rigorous learning.
2.3
that are on skills that develop resiliency and support
S – Applying S–
physically, intellectual and emotional safety. S – Students demonstrate
Innovating
intellectually, and resilience in perseverance
emotionally safe S – Students take risks, offer opinions, and for academic achievement.
share alternative perspectives Students maintain
intellectual and emotional
safety for themselves and
others in the classroom.
T – Plans differentiated
Using knowledge instruction, which is based
of students’ T – Plans single lessons or sequence of on broad knowledge of
academic lessons using additional assessment students. Matches resources
readiness, information on student academic readiness, T– and specific strategies to
language T – Exploring language, cultural background, and Integrating students’ diverse learning
4.1 proficiency, individual development needs and cultural
cultural T – Applying T– backgrounds.
background, and T – Examines potential sources of bias and Innovating
individual stereotyping when planning lessons. Uses T – Engages students in the
development to culturally responsive pedagogy in planning. analysis of bias,
plan instruction. stereotyping, and
assumptions.
Section 3: Inquiry Focus and Planning (Attach Pre/Post Assessments to ILP)
Inquiry Focus Inquiry question Pre-Assessment Post-Assessment Expected Results
How do you expect
Based on your selected CSTP elements, Pose measurable and observable question in terms of What will you use as your baseline What will you use as your final student performance to
identify a focus of inquiry (e.g., group students (e.g., what impact will strategy X have on student assessment of student assessment of student change? Use percentages
discussion, differentiation, motivation…) performance as measured by Y?) actions/performance? actions/performance? to describe anticipated
growth.
There will be a 20% increase in
What impact will increased use of higher-order questions (teacher talk, the average exam score for
Use of analysis, synthesis, and evaluation questions
worksheet, and student problem generation) have on student Previous examination scores New chapter exam students who participated in
+ student problem generation
performance as measured by chapter exam? class and successfully
completed the worksheet.
Students will answer 20% more
Will implementing culturally relevant practices into lessons lead to an Exit tickets from the new lesson,
questions correctly during a
Culturally relevant strategies, engagement, increase in student engagement and understanding of the material, as Previous exit tickets, engagement levels, engagement levels during new lesson,
follow-up exit ticket after
content knowledge measured by quick-check exit tickets and individualized content-based and content-based assessments and content-based assessments
culturally relevant strategies
assessments? conducted post-lesson
are incorporated into a lesson.

Focus Students
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 7
 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
For my third focus student, I
Focus Student 1 is an English language learner, FS2 has a 504 plan for autism. I am choosing a student
with an overall performance level of 4 (well- have selected this ST because labelled as gifted who
developed). However, her listening domain level he is a well-performing typically retains and
is 2 (somewhat to moderately developed), and student, but has to put in a lot comprehends information
Performance Data her reading domain level is also 2. I have chosen of effort to keep up with the very easily. However, I
her as a focus student because I think culturally content and retain would like to see how
relevant strategies will specifically benefit this information. Using culturally culturally relevant practices
student and allow for greater engagement and relevant strategies should in my lesson affect ST’s
comprehension of the material in the lesson. increase ST’s engagement. engagement and reports of
enjoyment of the lesson.
I do not expect content
knowledge or understanding
I believe culturally relevant to increase significantly for
I expect to see an increase in retention of strategies will increase this this student, but I do expect
information and content knowledge of at least FS2’s retention of information ST’s reports of engagement
25% for FS1. The use of culturally relevant by at least 25%. I also believe and enjoyment of the lesson
Expected Results strategies should deepen this student’s he will report a significant to show an increase in both.
understanding of the material, specifically by increase in engagement and It is important to find
providing ways to scaffold her developing enjoyment of the lesson when strategies that engage
listening and reading skills in the English language. these strategies are struggling students and also
implemented. provide benefits for
gifted/advanced students at
the same time.
Inquiry Lesson Implementation Plan
Administer Post- Discuss Results with
Administer Pre-Assessment Deliver Lesson(s) Analyze Results
Assessment Mentor
Identify dates for activities.
3/9/2021 3/23/2021 3/25/2021 3/26/2021 4/1/2021
Students will attend one LiveLesson delivered as normal which will cover important people the the
Provide 1-2 sentence summary biological bases of behavior. The second LiveLesson will take place two weeks later, and will incorporate
of your lesson plan. culturally relevant strategies such as memes and discussion groups to allow students to interact more
with the material.
After the first LiveLesson, students will play a Kahoot with questions about different types of learning to
Summarize process for
assess their understanding of the content. After the second LiveLesson, students will take the same
administering and analyzing
pre- and post-assessments. Kahoot again, with the questions scrambled, and with culturally relevant images, to see how they perform
after the second lesson.
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.)
Article 1: Favela, A., & Torres, D. (2014). Connecting classrooms and communities: Identifying Article 1: This article discussed the unique needs of
student needs and assets inside and outside of school. Multicultural Education, 21(2), 51-53. multicultural students in the classroom which have
been well-studied. In turn, the authors explore
Article 2: Djonko-Moore, C. M., et al. (2018). Using culturally relevant experiential education what teachers can do to combat the problems
to enhance urban children's knowledge and engagement in science. Journal of Experiential multicultural students face. According to the
Education, 41(2), 137-153. doi:10.1177/1053825917742164 article, approximately 90% of public school
teachers in our country are of European-American
descent (Favela & Torres, 2014). As such, they
suggest educators explore their own backgrounds
through self-reflection and building awareness of
one's own positionality. This directly relates to my
teacher inquiry question because I am aiming to
implement culturally relevant strategies in the
classroom to increase engagement and enhance
understanding within my diverse student
population. I can use some of the strategies
mentioned in the article to do so.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 7
 Article 2: This article discusses the benefits of
experiential education and culturally relevant
practices to increase engagement and
understanding of science in children living in urban
environments. The researchers found that
experiential education was a positive influence on
students' engagement and knowledge of content
after a week-long science unit. Although I am not
teaching science, I would expect the results to carry
over into other subjects. My school being in a
virtual setting means I will have to adapt some of
these strategies to fit our needs, but it still relates
to my inquiry question by addressing culturally
relevant strategies and outcomes. 

Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
Michael teaches psychology to grades 9-12.
Michael has found a lot of success in incorporating
memes into his teaching strategies, specifically in
lessons as well as in direct communications with
students. Based on this response, I would like to
incorporate memes into my teaching practice.
Michael Manuel –
Samantha teaches AP Government to mostly 12th
Samantha Burkes - graders. She has found success in utilizing the
breakout room feature in LiveLesson to facilitate
small-group discussions among students, which
allows for deeper engagement with the material
and an opportunity for students to engage in
culturally relevant conversations with other
classmates.
Special Emphasis: Instructional Strategy, ISTE Standards, NBPTS Core Propositions
Special Emphasis Focus How Special Emphasis will be Incorporated
I will incorporate specific culturally responsive
instruction strategies, such as small-group
My special emphasis focus will be on instructional strategies. discussion, incorporation of diverse resources,
use of memes, etc. to enhance engagement
and
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
Pre/Post Assessment Data Analysis Findings for Whole Class
Three Focus Students
For my focus students, one student in
particular seemed to benefit a lot from this
As mentioned in the POP Cycle form, only three students attended my LiveLesson. strategy. This was my EL student, who saw
Because of this, most of the findings for the whole class also apply to the findings for their post-assessment score improve by 3
the focus students. The use of culturally relevant instructional strategies definitely points. I believe this was due to the time spent
helped students to be more engaged and help them understand content, as in breakout rooms, where students could work
evidenced by the change in assessment scores from the pre- to post-assessment. with one another and take their time to
explain and process the concepts we were
talking about.
Evidence/Rational for Rating Suggestions for Moving
CSTP Element Initial Rating Revised Rating
(Summarize from POP Section 3) Forward
To move to INNOVATING level: Consider
Promoting critical how to increase complexity of task beyond
Teacher asked questions of analysis and evaluation.
thinking through inquiry, T – Applying T – Integrating a single lesson so that there are continuing
1.5 Students answered questions that included all levels of
problem solving, and S – Exploring S - Integrating opportunities for students to engage in
Bloom’s. Students created their own math problems.
reflection inquiry in complex problem. How could you
extend lesson into PBL?

2.3 Establishing T – Applying T – Integrating Students were engaged in their To move to the
and learning by answering questions innovating level, I could
maintaining S – Applying S - Integrating in the breakout rooms. I consider having
learning monitored learning by moving students co-create
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 7
 group norms and
environments expectations for
that are cooperative work in
back and forth between the two
physically, breakout rooms, and
breakout rooms to check on
intellectually, have roles that students
student progress and answer any
and can self-select within
questions they may have had.
emotionally each group. This would
safe also require more
students in attendance.
If I had more students
Using
in attendance, I could
knowledge of
move toward the
students’
I was able to work with students Innovating level by
academic
in the small-group settings (or assigning students
readiness,
individually) during the breakout specific roles within
language
T – Exploring T – Applying rooms, in order to monitor their breakout rooms, which
proficiency,
4.1 progress on the questions and could become a regular
cultural
S – Applying S - Applying scaffold any concepts they may occurrence. This would
background,
be struggling with. Additionally, I allow more advanced
and
reviewed the answers to the students to scaffold for
individual
Kahoot in detail. their peers, providing a
development
great learning
to plan
opportunity for all
instruction.
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
I truly believe the instructional strategies I focused on and incorporated in my lesson I learned how to use breakout rooms in
played a big role in the improvement of student performance on the post- LiveLesson, and how beneficial they can be
assessment. By working on questions in individual groups, students were able to for students to learn. I plan on implementing
deepen their understanding of the content, and solidify their knowledge for easier them in future lessons to create unique
recall later on the post test. The incorporation of interactive activities and culturally learning opportunities for students that can
relevant media/images made students more engaged in their learning, as evidenced be tailored based on their individual strengths
by participation in the lesson. and needs.
Action Items
In the future, I can learn to be more flexible in the implementation of my lessons. Sometimes things don’t
For curriculum design, lesson
planning, assessment planning
go to plan, and it’s always good to have a backup plan or be able to switch in real-time to benefit your
students.
Again, learning to manage expectations of lesson plans with how they play out is an essential tool for
For classroom practice educators. I need to be a bit more flexible and willing to change things up if need be so that my students
have the best educational experience possible.
For teaching English learners, I would like to continue to incorporate breakout rooms into my LiveLessons. One way to serve ELLs or
students with special needs,
and students with other
SpEd students would be by differentiating instruction by targeted breakout groups. The class could jigsaw
instructional challenges information, or I could work with different groups individually where they’re at.
For future professional For future professional development, I would like to dive into more strategies of incorporating culturally
development responsive pedagogy in the classroom, especially in a completely virtual environment.
In the future, I’d like to focus on expanding the curriculum to enhance student learning. This is something
For future inquiry/ILP
that is hard to do in my school environment, but I would like to try.
For my next POP cycle, I would like to explore how to best support specific students with IEPs/504 plans
For next POP cycle
within my Psychology LiveLessons.

Other

Other Notes

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 7
 One unique thing about our school environment is the optional nature of LiveLessons. Students are not required to attend.
Additionally, this lesson took place in our AP review section, and only three students showed up.

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.

Pre-/Post- Assessment Kahoot Questions:

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 7
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 6 of 7
 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
Paige Greif pgreif@calca.connectionsacademy.org Psychology 9-12
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
Average pre-assessment quiz score: 7/10 (70%), Range: 5-9 Average post-assessment quiz score: 8.33/10 (83%),
Range: 8-9
PRE-/POST- ASSESSMENT DATA TABLE
Student Pre-Assessment Score Post-Assessment Score Comments
This ST seemed to understand concepts a
lot more when there were interactive
and engaging activities to help develop a
1. Focus Student: EL 5/10 8/10
deeper understanding of the concepts
we were discussing. This translated to an
improved score on the Kahoot.
This ST is very good with remembering
content knowledge, especially when it
comes to multiple-choice or short
answer assessments. Though their score
stayed the same pre- and post-
2. Focus Student: 504/IEP 9/10 9/10
assessment, I believe the interactive
activities helped the ST develop a deeper
understanding of the content, and the
ability to translate that into future longer
written assignments.
FS3 seemed to really benefit from the
culturally responsive pedagogy. They
seemed more engaged in the Chat and
3. Focus Student: Teacher Choice 7/10 8/10
Poll pods, and definitely had an easier
time remembering concepts we had
910111213141516
discussed previously in the course.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 7 of 7