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

Grant Richman grantrichman01@gmail.com Social Sciece: US 8th, 11th, 12th Grades

History/Government and
Economics

Mentor Email School/District Date

Tamara Rodriguez-Kam trodriguezkam@fjuhsd.org Buena Park High School/Buena 10/5/21

Park 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

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.

2.2 2.2: Creating physical or virtual Applying T-I am seeking to use a variety of different platforms that each emphasize a Innovating I would like to get to a point where I have platforms mapped out for specific
learning environments that particular skill or collaborative purpose. These virtual platforms are designed purposes without having to try new platforms are re-learn invent the wheel so to
promote student learning, reflect to enhance the learning environment to appeal to a variety of different speak when I want to bring something new into my classroom.
diversity, and encourage
learners and be scaffolded in nature.
constructive and productive
interactions among students

1.2 1.3: Connect subject matter to Applying T-I am doing my best to connect the content that I am responsible for teaching Innovating I would like to get to a point where I have students synthesize our material more
real-life, meaningful contexts in my CP 12th grade government class to real life situations that are occurring readily to real life situations rather than me bringing in the real world
in real time. For example, in discussing Federalism this week I had my students connections.
do a simulation that centered around pandemic relief.

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

Use of historical synthesis Strategy based on research and the ability to A formative assessment asking students to A research paper focusing on historical synthesis There will be a 25% increase in student scores.
navigate online sources/material. complete some research with little to no prep. or synthesis in social science.

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 Ability to use historical synthesis and research Ability to use historical synthesis and Ability to use historical synthesis and research to
Data to write an argumentative paper in social research to write an argumentative write an argumentative paper in social science.
science. paper in social science.

Expected Results My EL student will be successful in gathering Student will struggle with finding High performing students will do well in all metrics of
research but will do less well in the writing of research due to learning differences, but assessment.
the research paper itself. will do well in writing the paper.

Inquiry Lesson Implementation Plan

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

10/18 10/19-10/20 10/21 10/21 10/22

Provide 1-2 sentence I will fit a lesson that is focused on thesis building through the lens of a history research paper. The lesson will be my supporting
summary of your lesson plan. assessment to a content standard that I am trying to teach.

Summarize process for I will ask students to find resources online for the pre assessment before teaching thesis building or research skills. I just want to get
administering and some baseline information from my students. Then the post assessment will be a formative assessment that has students use the tools
analyzing pre- and and processes that I teach them between the pre assessment and the post assessment.
post-assessments.

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://torontopubliclibrary.typepad.com/teens/2020/05/online-research-skills-for https://www.edweek.org/technology/teaching-students-better-online-research
-high-school-students-tips-and-strategies.html -skills/2013/05

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

12th Grade AP Government: Research skills and online database navigation is a skill 11th Grade CP US History: the teacher does not teach research thesis skills
my department chair teaches and is necessary in college. because it is not in the content standards.

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

Special Emphasis Focus How Special Emphasis will be Incorporated

Common Core standards for social studies. CCSS.ELA-LITERACY.W.11-12.2 Emphasis will be incorporated through both pre assessment and post
Write informative/explanatory texts to examine and convey complex ideas, assessment design.
concepts, and information clearly and accurately through the effective
selection, organization, and analysis of content.

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

The research paper assignment was effective for my class and I met my
goals. Students were able to craft a thesis and support it with a five
paragraph paper. Students struggled with research outside of their
textbook and were unable to effectively find supports outside of what was
given to them in class. I think that this is problematic going forward and I
need to make changes.
All of my students were able to execute the assignment well. My EL
student was the only one who wrote below grade level, although they
still met the objective of the assignment. My high performing student
was one of the only students in class to successfully bring in outside
research into their paper.

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?

1.5 Promoting critical thinking T – Integrating Students used critical thinking to create a thesis statement. Teacher Teacher should walk students through the navigation of online
through inquiry, problem S - Integrating asked critical questions to see where students struggled in finding databases and students should feel more comfortable using them.
solving, and reflection research.

2.2 2.2: Creating physical or virtual learning T – Integrating Teacher created a simple way for students to understand thesis Students should take more risks in their writing. Teacher should
environments that promote student learning, S - Integrating statements. Students were able to use that system and formula to encourage students not to be so rigid in their writing style.
reflect diversity, and encourage constructive create their own thesis statements.
and productive interactions among students

1.2 1.3: Connect subject matter to real-life, T – Integrating Teacher taught the creation of thesis statements and arguments. This Teacher should incorporate a synthesis piece into this assignment so
meaningful contexts S - Integrating is essential in going forward in school and in life. Students understood students relate the topic to contemporary events.
the importance of this still as well.

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

My goal of teaching thesis statements and argument building in social The chicken foot method. Teaching students how to navigate an
science was successful. Students were able to craft their own argument online database will be key for when I do this assignment again.
based thesis statements successfully.

Action Items

For curriculum design, Give an extra day so I can teach students how to navigate online databases so they can bring in
lesson planning,
assessment more outside literature and research.
planning

For classroom practice Use my time better and incorporate the action item that I mentioned above.

For teaching English Using more instructional support. Sentence starters, and perhaps I can bring in an instructional aid to assist with the writing process.
learners, students with
special needs, and
students with other
instructional challenges

For future professional Ask the English Department how they teach thesis statements so I can draw cross curricular connections.
development

For future inquiry/ILP Incorporate the action item I mentioned above. Teaching online database navigation.

For next POP cycle I do not think that I will use this same assignment for my next pop cycle.

Other n/a

Other Notes

This was a great assignment and I learned what I should and should not due next time to meet the needs of more of 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 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

Mr. Richman grantrichman01@gmail.copm Social Science 8th, 11th, 12th

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

82% 85%

PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments

1. Focus Student: EL 70% 80% Student was able to craft better thesis
statements and support their argument.

2. Focus Student: 504/IEP 72% 85% Student was able to complete their paper
without additional time needed. Student did
need extra support from teacher and work was
reviewed before it was submitted.

3. Focus Student: Teacher Choice 90% 95% Student exceeded standard.

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