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
Scott Anderson tattedup167@csu.fullerton.edu World History (HST103B) 10th Grade
Mentor Email School/District Date
California Virtual
Michael Cook micook@caliva.org 3/8/23
Academies
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 - Guide students to think critically through use of questioning strategies, T - Facilitates systematic opportunities for students to apply critical
Promoting critical thinking posing/solving problems, and reflection on issues in content. thinking by designing structured inquires into complex problems.
T – Applying T – Innovating
1.5 through inquiry, problem S - Students respond to varied questions or tasks designed to promote S - Students pose and answer a wide-range of complex questions
S – Exploring S - Innovating
solving, and reflection comprehension and critical thinking in single lessons or a sequence of and problems, reflect, and communicate understandings based on
lessons. in depth analysis of content learning.
T- Uses school resources and family contacts
Connecting T- Uses gathered information about students’
to expand understanding of students’ prior
learning to prior knowledge, cultural backgrounds, life
T- knowledge, cultural backgrounds, life
students’ prior experiences, and interest to support student
Exploring T-Applying experiences, and interests to connect to
1.2 knowledge, learning.
S- S-Applying student learning.
backgrounds, life S- Students participate in single lessons or
Exploring S- Students make connections between
experiences, and sequences of lessons related to their interests and
curriculum, and their prior knowledge,
interests experiences.
backgrounds, life experiences, and interests.
T- Develops expectations with some student T- Uses multiple strategies including
involvement. Communicates, models and explains culturally responsive instruction to develop
Developing, expectations for individual and group behavior. and maintain high standards for individual
communicating, and group behavior.
and maintaining T- Reviews standards for behavior with students in
high standards Exploring single lessons or sequence of lessons in T-Applying Utilizes routine references to standards for
2.5 for individual S- anticipation of need for reinforcement. S-Applying behavior prior and during individual and
and group Exploring group work.
behavior S- Students know expectations for behavior and
consequences and respond to guidance in S- Students follow behavior expectations,
following them. accept consequences and increase positive
behaviors.
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 question How do you expect student
What will you use as your baseline
elements, identify a focus of inquiry in terms of students (e.g., what impact will What will you use as your final assessment of performance to change? Use
assessment of student
(e.g., group discussion, differentiation, strategy X have on student performance as student actions/performance? percentages to describe anticipated
actions/performance?
motivation…) measured by Y?) growth.
What impact will increased use of higher-order There will be a 20% increase in the average
Use of analysis, synthesis, and evaluation questions (teacher talk, worksheet, and student exam score for students who participated in
Previous examination scores New chapter exam
questions + student problem generation problem generation) have on student performance class and successfully completed the
as measured by chapter exam? worksheet.

Use of gathering information

about students’ prior knowledge, How does gathering prior student
life experiences, cultural knowledge and overall interest help
backgrounds, and interest to support student learning?
support student learning
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
The EL student I am choosing has a very high
“F” in my course. I chose them because they
seem to work extremely hard with limited
Performance
results. I am going to try and pair the EL with a
Data
non-EL in possible “breakout rooms” to
summarize key points of the lesson lecture
before completing any assessments.
I expect the student to have a better
Expected Results understanding, after lecture and their one-on-
one, of the totality of the lesson presented.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017
Ask an open-ended question,
use a polling device in an The unit 2 exam
online platform
Focus Students
Focus Student 2: Student with ILP/504
The student I chose has severe anxiety issues.
They currently have a 67% in my class. I chose
them because they work extremely hard, but
we have had to get very specific, using their
IEP, to find the best learning platform for
them. The student does not like to be called
directly on. The student has to have
shortened tests, quizzes, overall assignments.
Following the specific IEP, by providing
shortened assignments, not directly calling on
them in the classroom, and following up to
Students will understand the
causes and consequences of
the Holocaust.
Focus Student 3: Your Choice
The student of my choice has been diagnosed
with severe ADHD. One of their biggest
obstacles seems to be organizational issues.
They currently have a 70% in my class, but
they are on the grade rollercoaster between
high “F” and low “C”. Prior to completing the
formative assessment, I will meet face-to-face
with the student via “breakout room” and
help them create a plan to complete any/all
lesson work.
Coming up with a plan/strategy before the
lesson will be beneficial for student success.
Page 1 of 4
 check for understanding will ensure student
success in the lesson.
Inquiry Lesson Implementation Plan
Discuss Results with
Administer Pre-Assessment Deliver Lesson(s) Administer Post-Assessment Analyze Results
Mentor
Identify dates for activities.
3/22/23 3/23/23 3/24/23 3/27/23 3/28/23
The lesson will begin with the daily agenda, classroom expectations, and a list of the covered standard as all of my lessons are. The I
Provide 1-2 sentence
will ask an open-ended question like “What do we already know about the Holocaust?” The lesson with then go from Hitler’s rise to
summary of your lesson
chancellor in 1933 to extermination camp liberation. Big ideas covered will be items such as Nazi rule, the use of propaganda, racism,
plan.
antisemitism, the “Final Solution”, extermination camps, and liberation.
Summarize process for
The formative assessment will be the open-ended question asked in the beginning. The summative assessment will be a two-question
administering and analyzing
participation quiz at the end of the lesson along with the end of unit test.
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.)
Heacox, D. (2012). Differentiating Instruction in the Regular Classroom: How
Hamilton, B. (2018). Integrating Technology in the Classroom-Tools To Meet the to Reach and Teach All Learners (Updated Anniversary Eedition ed., pp. 1-
Needs Of Every Student (First ed., pp. 1-287). : International Society for Technology 167). : Free Spirit Publishing. Retrieved March 5, 2023
in Education. Retrieved March 5, 2023
This book stood out when it was talking about variety in the classroom. My
I chose this book because I teach in an online platform. Trying to keep up with the specific inquiry question… How can I plan instruction that meets the learning
latest technology is always difficult. This book presents technological tools that echo
needs of all of my students? The book specifically says “the more variety you
with teaching style and technology skill level to help students achieve academic offer students in the ways you ask them to learn and show what they have
success and growth. Finding strategies to help using the latest online tools can be learned, the greater the likelihood of reaching more students.” I believe that
extremely helpful. providing students with choice in how they present their knowledge grants
them the agency to choose a method best suited for their learning modality.
Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
Another one of my colleagues (4th grade multi-subject) mentioned the
One of my colleagues (10th grade World History) mentioned differentiating
importance of providing students with as much planning information as
instruction. For example, modifying the level of a text based on a students need
possible in their brick-and-mortar. I do the same in my online classroom…I
(possibly making a test more or less complex). They mentioned scaffolding a writing
provide weekly expectations in their pacing guide, the class plan, and the class
assignment. For example, providing writing frames for a student that may not write
announcements. They stated having a predictable schedule allows them to
at grade level independently.
plan ahead and ensure success.
Special Emphasis: Instructional Strategy, ISTE Standards, NBPTS Core Propositions
Special Emphasis Focus How Special Emphasis will be Incorporated
Proposition 3: Teachers are responsible for managing and monitoring
student learning.
The use of a formative assessment at the beginning of a lesson, followed by
Providing clear instructions, goals, and expectations from the beginning can help collaborative conversations throughout the lesson, and a post assessment
keep students organized to ensure success and meet all instructional goals. will help me gauge student learning.

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 Three Focus
Pre/Post Assessment Data Analysis Findings for Whole Class
Students

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

Special Emphasis (Skills, Themes, ISTE Standards·Teachers, NBPTS Core Propositions (if applicable)
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 4
 Results of Incorporation into Lesson Key Learnings and New Skills/Knowledge Developed by Teacher

Action Items
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

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 4
 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

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.
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.
910111 21314 1516

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