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

Mason Kapp-Zellner masonkapp@gmail.com English Language Arts 9-

12

Mentor Email School/District Date

Rebecca Rodriguez rrodriguez@lacpacademy.o 10/2/2022

rg

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

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

4.2 Establish and Exploring Establishes and shares learning goals Integrating Establishes and articulates comprehensive,
articulate goals for skill development with students in measurable,
for student single lessons and sequence of
learning lessons. and obtainable short- and long-term
learning goals for
students. Plans for students to articulate
and monitor
learning goals.

1.5 Promoting T-A T-Guide students to think

T-Integrating T- Supports students to initiate
S- Applying
critical S-E critically through use of critical thinking through
thinking questioning strategies, independently developing questions,
through posing/solving problems, and posing problems and reflecting on
inquiry, reflection on issues in multiple perspectives.
content.
problem Students respond to S-Students respond to questions and
solving, and questions and problems
reflection posed by the teacher and problems posed by the teacher and
begin to pose and solve begin to pose and solve problems of
problems of their own related their own related to the content.
to the content.

S- Students respond to varied

questions or tasks designed to
promote comprehension and
critical thinking in single
lessons or a sequence of
lessons.

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

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

Use of setting Can having Previous ]claswo Questions asked All students will ask at
learning goals and myself and rk on the subject and participation least one question
data to increase students set matter including they have composed
student motivation learning goals from stations to in Socratic and everyone student
help individual class Seminar will respond to at least
Discussion learning needs? discusisons one to two questions
from someone else or
Can clear the teacher.
preparation help
all students to
engage in critical
thinking through
inquiry?

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: Focus Student 3: Your Choice
Student with ILP/504

Performance
He needs specific translations She struggles with abstract I have not been able to engage
Data
and will need help contributing concepts so we will need this student in discussion.
to help her understand the Hoping with having created
to discussion. He will create his discussion as we go. This questions prior with evidence
question to ask prior to Seminar might be done by this will give her the
so he can be prepped, but need repetition of the discussion confidence to engage in the
to devise way for him to in ways that are more conversation.
participate. Could use concrete and spelled out.
She will have her
translation tool as we go. Also questions but teacher can
teacher could provide a couple provide a couple of
of preset questions to allow him questions for her to access
to prepare prior to discussion.. prior to discussion so she
will be prepared.
Expected Results He will be able to create She will be able to I am hoping that by having her
questions for discussion based verbally contribute to the prepare questions before the
discussion she will be
on the text and with the pre- discussion through pre- prepared to share the
prep questions be able to prepped questions and questions and then I will
contribute to the questions as engage with the speak to her and help her
they arise during the discussion at the prepare her responses to the
 discussion.
Identify dates for activities.
minimum for the pre-prep
questions I provided.
Inquiry Lesson Implementation Plan
Administer Pre-Assessment Deliver Lesson(s) Administer Post
Assessment
questions that I prepared for
everyone so that she will be
clear on the goal and know
that she can be successful
before she even has to speak.
Analyze Results Discuss Results with Mentor

Already have 11/02/22- 11/03/22 11/04/22 11/14/22

Provide 1-2 sentence
summary of your lesson plan.
Summarize process for
administering and
analyzing pre- and post-
assessments.
samples 11/03/22
Students will engage in a Socratic Seminar based on a section of the play Twilight: Los Angeles, 1992.
The students will have questions and evidence to support those questions prepared prior to the
discussion and there will be 2 questions that I give them prior to discussion that each student can
compose an answer prior to sharing during the Seminar.
Pre-assessment has come in the form of classwork (stations) and discussions we have been having
prior to the Socratic Seminar. I will also give them a worksheet where they prepare their questions
and evidence for the Seminar which I will be able to check-in with them the day prior to make sure
they are on the right track. They will be given DOK 3 questions stems to help them set a goal for
the type of questions they will be expected to ask. Students will set their goals for the Seminar and
then reflect at the end of the Seminar.

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.)

“Goal-setting practices that support a learning culture” “Assessing Student Learning”

Chase Nordengren by Michael R. Fisher, Jr. and Joe Bandy

According to the research of Jimmerson & Reames,2015 goal

setting allows students to take ownership over their learning.
In Marzano's study, he found that students improve their
learning results between 18 to 41 percentile points. Specific
goal setting techniques help students focus on “specific
outcomes”.
(Nordengrun, 2019) https://kappanonline.org/goal-setting-
practices-support-learning-culture-nordengren/
Providing intentional and thorough feedback is essential
for student success. Backward design can help accomplish
this according to Wiggnes & McTighe. “Their approach
“encourages teachers and curriculum planners to first
‘think like an assessor’ before designing specific units
and lessons, and thus to consider up front how they
will determine if students have attained the desired
understandings” (Wiggins and McTighe, 2005, p. 18).”
(Fisher,Jr. And Bandy, 2019) These assessments
allow teachers to support growth and teachers to
critically reflect on the process.

(Fisher,Jr. And Bandy, 2019)

https://cft.vanderbilt.edu/assessing-student-learning/

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

Grade level: 10 Administrator/ Mentor

Subject: History Formerly taught Social Studies
 She has students fill out a form at the beginning of the unit
where they see what assignments to expect for the unit and
what their goal will be. Throughout the unit, students record
whether they turned in each assignment and what their score
was. This allows students to create a goal and take agency
over their learning.
She used to use backward design to make sure that as a
teacher she knew each step that needed to be taken to get
the students to the project or essay at the end. Knowing
where she needed to go allowed her to plan assessments that
built toward that final assessment.

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

Special Emphasis Focus How Special Emphasis will be Incorporated

Proposition 4 The special emphasis will be incorporated through creating

Teachers think systematically about their practice the final assessment and prior assessments as students work
and learn from experience toward the final. This will include analysis questions that
touch on what the proposal will cover. This way students will
Teachers consider each phase of the teaching process using build their knowledge as they progress towards the final
assessments to build towards the final assessment. research phase.
This is instituted through careful lesson plans and a pre-
planned final assessment that the teacher work toward
through strategies like backward design.
Reflection would be a crucial element of this process to be
sure that the teacher is learning from and building on his/her
practice.

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
Pre-assessment: Students have difficulty completing Pre Assessment:
longer form writing assignments. All of the focus students have difficulty completing
The early assignments building towards the project assignments and particularly struggle with longer form
helped the students find sources and build information writing assignments.
towards final assignment.

Post assessment: students utilized the resources and Post Assessment:

the goal setting helped them a little and 92% of students
completed the assignment including. The sources
students utilized were credible. Sometimes students
struggled with proper citation and the formatting of the
sources page.
Focus Student 1: Completed the essay assignment with
a minimal amount of research. The length of the
assignment was less than others but it was the first time
the student was able to complete a longer form
assignment. It was submitted in Spanish and covered
the issue and suggestions for solutions.

Focus Student 2: The student with an IEP demonstrated

growth in the onetime completion of the assignment
and utilization of some cited research.

Focus Student 3: Unfortunately, I am still working

with this student to complete the assignment, but he
has gathered some research so I am hoping I can work
with him to apply that and complete the essay.

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
thinking through S – Exploring S - Integrating Students answered questions that included all levels of increase complexity of task beyond a single
inquiry, problem Bloom’s. Students created their own math problems. lesson so that there are continuing opportunities
solving, and reflection for students to engage in inquiry in complex
problem. How could you extend lesson into PBL?

4.2 Establishing Exploring Exploring/ Teacher presented students with To move more into integrating consider
and Integrating clear learning goals for the backwards design to more fully explore
articulating assignment based on the Standards the goals for student learning over the
goals for longterm.
and provided scaffolding to allow
student
all students access to these goals.
learning

1.5 Promoting critical

thinking through
T-Applying T- Integrating Teacher asked students to analyze Moving forward consider opening
inquiry, problem S-Exploring S- Applying pre-prepared questions for with the question that was given to
solving, and reflection
discussion that engaged students in all to allow easy entry into the
problem solving thinking. discussion for all students. Students
Students created questions that could also share a quote that stood
engaged them in critical thinking out to them and why. Anything that is
and discussion. accessible to all students and
provides access into the discussion.

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
 Students had better understanding of the expectations by being There are different methods to engage each student in
introduced to DOK level question stems so that their questions took discussion and language doesn’t need to be a barrier. Helping
on greater complexity and avoided yes/no questions. the students to purposefully prep the questions creates a really
engaging disucsison by them.

Action Items

For curriculum design, Action item: Backwards design to create clear goal setting for student learning and to include the students in
lesson planning,
assessment
the process
planning

For classroom practice For every discussion be sure students have acccess to many of the questions beforehand so they feel they can
safely and effectively engage in the discussion
For teaching English Take the time to allow them to be part of the discussion and have other fluent students help to translate
learners, students with
special needs, and
students with other
instructional challenges

For future professional Focus on developing clear goals for student learning
development
Observe other students engaging students in discussion
For future inquiry/ILP Develop longer range planning skills

For next POP cycle Developing clearer methods of verbal assessments

Other

Other Notes

For a class, that always seemed to have difficulty with discussion the prep for the Socratic Seminar helped them create and engaging and
thought provoking discussion. In the days and weeks that have followed I have noticed more students participating in discussion.
Allowing students to have access to the questions and create the questions seems to be a good way to go, but in the future create even
more structure in the process.

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

Mason Kapp- Zellner masonkapp@gmail.com ELA 11

Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
 PRE-/POST- ASSESSMENT DATA TABLE
Student Pre-Assessment Score Post-Assessment Score Comments

1. Focus Student: EL
2. Focus Student: 504/IEP
3. Focus Student: Teacher Choice
4.
never participated in b on the assignment Created questions still lacking evidence on
discussion some but participated in the discussion
typically didn’t complete
asignment
Rarely participated in She participated The places she struggles with in writing she
discussion multiple times in the seems to be able to access with less
difficulty verbally. Verbal checks for
Struggles with discussion even with comprehension might be an effective way to
abstract concepts – the more critical assess this student.
worked with her on thinking questions
the creation of
quesitons
Rarely to never Was absent the day of After the seminar I was able to get her to
verbally participates the Socratic Seminar participate once vwerbally but she will
participate when nonverbal techniques are
in discussion except Submitted the used.
with thumbs worksheet and I had
up/down or using her engage in
whiteboard to write discussion with me
out answer or a proposing her
question questions

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.
 20.

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

31.

32.

33.

34.

35.

36.

910111213141516

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