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
Samantha Goodman sgoodman@opaschools.org ELA, Math, Social Studies, Science
4th
Mentor Email School/District Date
Sutton Edwards sedwards@opaschools.org Oxford Preparatory Academy – SOC October 7, 2022

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
Promoting critical thinking
1.5 through inquiry, problem
solving, and reflection
4.2 Establishing and articulating T – Applying T – Set the learning goal for students at the beginning of the chapter T – Integrating
goals for student learning
5.2 Collecting and analyzing
assessment data from a
variety of sources to
inform instruction.
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
Initial Rating Description Goal Rating Description
T -‐ Guide students to think critically through use of questioning strategies, T -‐ Facilitates systematic opportunities for students to apply critical thinking by
posing/solving problems, and reflection on issues in content. designing structured inquires into complex problems.
T – Applying T – Innovating
S -‐ Students respond to varied questions or tasks designed to promote S -‐ Students pose and answer a wide-‐range of complex questions and
S – Exploring S -‐ Innovating
comprehension and critical thinking in single lessons or a sequence of problems, reflect, and communicate understandings based on in depth
lessons. analysis of content learning.
T – Teacher will assist students in improving their own personal goals
S - Exploring and remind students of the learning goal throughout each lesson. S - Exploring through the use of more individualized projects
Allowing students to show what they have learned through a variety S – Students will be able to set their own personal learning goals that
of ways. they want to achieve while learning.
S- Students will understand the reason behind why they are learning
about a specific unit. They will also understand the end goal
(project) to showcase what they have learned.
T – Exploring T – Will use quizzes/tests to help guide instruction and see if lessons need T – Applying T – Teacher will collect data from more than just quizzes/tests to evaluate if
S - Emerging to be retaught S - Exploring students are understanding content
S – Students will evaluate their own quizzes/tests and see what skills they S – Students will be able to analyze their own work to see if they are
need to work on more. meeting the expectations the teacher has set
Section 3: Inquiry Focus and Planning (Attach Pre/Post Assessments to ILP)
Inquiry question Pre-‐Assessment Post-‐Assessment Expected Results
Pose measurable and observable question
What will you use as your baseline What will you use as your final How do you expect student performance
in terms of students (e.g., what impact will
assessment of student assessment of student to change? Use percentages to describe
strategy X have on student performance
actions/performance? actions/performance? anticipated growth.
as measured by Y?)
What impact will increased use of higher-‐order
There will be a 20% increase in the average exam
questions (teacher talk, worksheet, and student
Previous examination scores New chapter exam score for students who participated in class and
problem generation) have on student performance
successfully completed the worksheet.
as measured by chapter exam?

Students collaborating together to create a How will allowing students to create I will use the students Chapter 2 lesson The final assessment will be students I expect about 75% of the class to receive above
presentation. quizzes to get an understanding of how picking one California Indian tribe to focus an 80% on the Google Slides/ Google Sites
a Google Slides Presentation or
well the students know the information on in a group and informing the class of project.
Google site on California Indian about California Indian tribes. more information they discovered through
tribes teach students how to be a research online. I will also provide students
responsible digital citizen that with a rubric.
improves their technology skills?
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
This student currently has a 72.7% in Social Studies. Since this This student has a 94.6% in Social Studies. This student This student has a 91.8% in Social Studies. They are classified as a GATE
Performance student is an English Learner, the vocabulary in social studies is a finishes tasks very quickly and reads very fast. student. This student was also virtual for the last two years. So I want them
Data little harder to comprehend. This student also struggles with to work with a group and also be able to give a formal presentation.
working on activities for a long period of time.
I expect this student to work well, since I will be putting groups I expect this student to perform very well, and do a great I know this student will perform will academically, but I am hoping this
Expected Results together. They will need extra help reading information online, but job with giving a presentation. I could also see this project helps them with working with their peers and public speaking.
with the right group of people they should do well. student wanting to do the project independently.
Inquiry Lesson Implementation Plan
Administer Post-‐
Administer Pre-‐Assessment Deliver Lesson(s) Analyze Results Discuss Results with Mentor
Assessment
Identify dates for activities. Lesson 1 Quiz (October 5), Lesson 2 Monday October 24-27 Thursday October 27 October 28th November 1st
Quiz (October 12), and Lesson 3 Quiz
(October 18)
Provide 1-‐2 sentence Students will be taught how to find authentic information online for a research project. Students will then work together to gather information online about
different California Indian tribes to create a Google Slides presentation or a Google Site about their specific tribe. 
summary of your lesson plan.
Summarize process for  Students will be given a rubric on specific details that need to be included in their Slides/Sites. The rubric will have different categories and it will
administering and analyzing range from a 4 to 1.
pre-‐ and 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://www.kennedy-center.org/education/resources-for-educators/classroom-resources/articles-and-how-tos/how- https://www.gcu.edu/blog/teaching-school-administration/8-benefits-of-classroom-technology
tos/instructional-benefits-to-integrating-google-docs-and-google-slides/

Students are able to collaborate not only with each other on Google Slides, but they are able to share their work with Technology is a great way for students to collaborate with one another. Technology provides an opportunity for
the teacher, who can also look at information in real time. Google Slides is also a great tool for students with specific everyone to be able to use it in some type of way. Students are able to look up any type of information they need
accommodations. You can use text-to-speech or type in different languages. Each student can have one specific slide on their device. With the use of technology, students are able to be as creative as they want when creating
to work on, but still all be working together on the same document. something online.
Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 3
 6th Grade ELA/Social Studies Teacher: 5th Grade Elementary Teacher:

When this teacher does group projects, she goes over the expectations with students before she assigns them to work This teacher does worksheets alongside of researching information online. So when the students are given a
together. Also, since they are older students they tend to wonder on to different websites, so to prevent that from topic to work on, they have to answer questions on a worksheet before they are allowed to start working on their
happening, she uses a specific software that only allows students to go on the specific website she gives out to them. project online. He also gives them an option to pick a different online tool to showcase their work (Flipgrid).
In order to teach them how to find accurate information in the beginning of the year, she picks the websites for them.
Later on in the school year, she allows them to conduct their own research project.
Special Emphasis: Instructional Strategy, ISTE Standards, NBPTS Core Propositions
Special Emphasis Focus How Special Emphasis will be Incorporated
ISTE Standard for Educators: 2.6A Students will follow a rubric and complete a checklist to make sure they have all the necessary information in
Foster a culture where students take ownership of their learning goals and outcomes in their Google Slides or Google Site. Instead of students constantly checking in with me to make sure their work is
ready to submit, they are in charge of their project to make sure it’s meeting the expectations I set.
both independent and group settings.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 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
9 out of 33 students were not able to meet their goal. My EL focus student was not at school for the pre/post assessment.
My IEP focus student and teacher choice were both able to meet
their goals. The teacher choice student was not their for our post
24 out of 33 students were able to meet their goal. assessment day.

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 increase
Teacher asked questions of analysis and evaluation.
thinking through T – Applying T – Integrating complexity of task beyond a single lesson so that there are
1.5 Students answered questions that included all levels of Bloom’s.
inquiry, problem S – Exploring S -‐ Integrating continuing opportunities for students to engage in inquiry in
Students created their own math problems.
solving, and reflection complex problem. How could you extend lesson into PBL?
4.2 Establishing and T – Applying Before introducing each step to students, I made sure to Moving forward, I want to always given students as
articulating goals for S - Exploring T – Integrating vocalize by goal for them. They were able to understand much information they need so they can meet the
student learning S- Applying why we were doing the project and become engaged in learning goal that I have set.
the project.
5.2 Collecting and T – Exploring T – Integrating I was able to use the data from our pre-assessment to Moving forward, I would like to meet with students that
S - Emerging S - Exploring help plan the post-assessment project for the students. did not pass the pre-assessment, that way when it comes
analyzing
assessment data Most students were able to do very well on the post- time to the post-assessment they do not struggle with it.
from a variety of assessment. The data will help me for future projects we
sources to inform do.
instruction.

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 students enjoyed being able to work together as a group to complete this I learned how well my students can work first independently and then
project. They were assigned specific slides for the presentation, so one person together as a group. They all were capable of doing their on research and
wasn’t doing more. They were able to help each other out and present the then come together to create a great presentation to share with the class.
information as a group.

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
Action Items
Moving forward, I want to incorporate more research projects at the end of social studies chapters, so students
are able to learn more about a specific subject.
For classroom practice, I want to do more work on reading information online and putting it into our own
words.
For my EL students, I want to break down the information for them online in a way for them to comprehend it
better. I can also offer videos of the information to them instead of having them read the information online.
For my future professional development, I would want to go see how the other 4th grade teachers implemented
this type of lesson into their class.
For future ILPs, I want to include a technology component again.

For my next POP Cycle, I really want to focus on students that are not meeting grade level standards.
For next POP cycle

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.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 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
Samantha Goodman sgoodman@opaschools.org Social Studies 4th

Pre-‐Assessment Data Range and Average Post-‐Assessment Data Range and Average
Max Score: 20 Max score 4
Class Average 14.71 Class Average 3.44

PRE-‐/POST-‐ ASSESSMENT DATA TABLE

Student Pre-‐Assessment Score Post-‐Assessment Score Comments
1. Focus Student: EL NA NA Not at school for pre-assessment or post-assessment

2. Focus Student: 504/IEP 16/20 3/4 Goal met

3. Focus Student: Teacher Choice 20/20 NA Not at school for post-assessment

4. Student #1 15/20 NA Goal met

5. Student #2 20/20 4/4 Goal met

6. Student #3 4/20 3/ 4 Goal not met for pre-assessment

7. Student #4 6/20 3/ 4 Goal not met for pre-assessment

8. Student #5 11/20 3/ 4 Goal not met for pre-assessment

9. Student #6 8/20 NA Goal not met for pre-assessment

10. Student #7 18/20 4/4 Goal met

11. Student #8 20/20 NA Goal met

12. Student #9 16/20 3/ 4 Goal met

13. Student #10 19/20 4/4 Goal met

14. Student #11 10/20 3/ 4 Goal not met for pre-assessment

15. Student #12 18/20 4/4 Goal met

16. Student #13 16/20 4/4 Goal met

17. Student #14 14/20 3/ 4 Goal met

18. Student #15 14/20 4/4 Goal met

19. Student #16 12/20 3/ 4 Goal not met for pre-assessment

20. Student #17 14/20 3/ 4 Goal met

21. Student #18 18/20 3/ 4 Goal met

22. Student #19 12/20 3/ 4 Goal not met for pre-assessment

23. Student #20 18/20 4/4 Goal met

24. Student #21 12/20 3/ 4 Goal not met for pre-assessment

25. Student #22 18/20 4/4 Goal met

26. Student #23 18/20 4/4 Goal met

27. Student #24 18/20 4/4 Goal met

28. Student #25 16/20 4/4 Goal met

29. Student #26 14/20 3/ 4 Goal met

30. Student #27 13/20 3/ 4 Goal met

31. Student #28 14/20 4/4 Goal met

32. Student #29 14/20 3/ 4 Goal met

33. Student #30 Absent Absent Absent for both

34.
35.
36.
910111213141516

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 3