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
Evan Slead eslead@calca.connectionsacademy.org English Language Arts 11th
Mentor Email School/District Date
CA Connections Academy
Niki Ehrke nehrke@calca.connectionsacademy.org 3/1/23
(Online)
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
T - Guide students to think critically through use of questioning strategies, posing/solving critical thinking by designing structured inquires into complex
Promoting critical thinking
T – Applying problems, and reflection on issues in content. T – Integrating problems.
1.5 through inquiry, problem
S – Exploring S - Students respond to varied questions or tasks designed to promote comprehension S - Innovating S - Students pose and answer a wide-range of complex questions
solving, and reflection
and critical thinking in single lessons or a sequence of lessons. and problems, reflect, and communicate understandings based
on in depth analysis of content learning.
Involving all Provides systematic opportunities for
students in self- Models and scaffolds student self-assessment and goal student self-assessment, goal setting, and
assessment, goal- T- setting processes for learning content and academic T- progress monitoring. Develops students’
5.5
setting, and Applying language development. Guides students to monitor and Innovating meta-cognitive skills for analyzing progress
progress reflect on progress on a regular basis. and refining goals towards high levels of
monitoring academic achievement.
Promoting critical Supports students to initiate critical
thinking through S- Students respond to varied questions or tasks designed to thinking through independently
S-
1.5 inquiry, problem Explorin promote comprehension and critical thinking in single developing questions, posing problems
Innovating
solving, and g lessons or a sequence of lessons. and reflecting on multiple perspectives.
reflection
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 How do you expect student
Pose measurable and observable question in terms What will you use as your baseline What will you use as your final
elements, identify a focus of inquiry performance to change? Use
of students (e.g., what impact will strategy X have assessment of student assessment of student
(e.g., group discussion, percentages to describe
on student performance as measured by Y?) actions/performance? actions/performance?
differentiation, motivation…) anticipated growth.
There will be a 20% increase in the
What impact will increased use of higher-order questions
Use of analysis, synthesis, and evaluation average exam score for students who
(teacher talk, worksheet, and student problem generation) Previous examination scores New chapter exam
questions + student problem generation participated in class and successfully
have on student performance as measured by chapter exam?
completed the worksheet.

There will be a 30%

What impact will using a self- increase in the average
evaluation-based rubric on the Unit Portfolio score for
Use of rubrics and self-
Rough Draft Portfolio have on the Rough Draft Portfolio Final Draft Portfolio students that use the self-
evaluation tools
scores of each student’s Unit Final evaluation rubric to revise
Draft Portfolio? their rough draft for the
final draft.
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
Performance This student currently has a C in the course due to This student currently has a D+ in the I have chosen a high-achieving student that I
Data incomplete work. Modified work has been supplied course. Their IEP allows them additional will offer a modified rubric. The rubric will
for each assignment, but it has mostly revolved time on assignments, the ability to revise require them to make three goals instead of
around group work. I have chosen this student documents for up to two weeks after one for the final draft. This student currently
because this Portfolio is focused on self-evaluation submission, and alternate assessments has an A- in the course. They are a student
and would like to see how well they succeed outside when needed if the student initiates the that turns in all assignments on time and
of a group. Using the current EL level of this student, request. I have chosen this student fully completed. Their writing has shown that
I will give this student a modified form of the because this Portfolio is focused on self- they are more advanced in their ability to
Portfolio and rubric and match their completion of evaluation and will require them take a communicate and analyze works. I am
the assignments against their current ELD level. This leadership role in their education to hoping this Portfolio and additional goals will
student will also be tasked with creating two specific succeed and push them to a new level. I provide them with a challenge to show
goals after completing the rough draft. will offer this student a modified rubric themselves that they can be making personal
and Portfolio that includes more goals with each assignment and match their
premade sections (sentence starters and current high-level understanding.
example sentences) to help them
complete the assignment. I will match
their completed work against their IEP
goal sheet created at the beginning of
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 7
 Semester B.
I believe this student will complete each section of
I believe this student will complete each
the Portfolio and rubrics. The modified supports I believe this student will complete each
section of the Portfolio and rubrics. They will
within their assessment documents will help them section of the Portfolio and rubrics. They
Expected Results create three specific goals after completing
attempt a new level of ELD. They will create two will be able to earn a higher score than
the rough draft and meet them on the final
specific goals after completing the rough draft and was earned on the previous Portfolio.
draft.
meet them on the final draft.
Inquiry Lesson Implementation Plan
Administer Post- Discuss Results with
Administer Pre-Assessment Deliver Lesson(s) Analyze Results
Assessment Mentor
4/11/23: Collect
rough drafts and
introduce final
draft/new goal 4/18/23: Discuss
Identify dates for activities. 4/7/23: Main lesson to model 4/15/23: Begin
4/4/23: Intro to Unit 3 overall results with
rubric use and setting goals looking over results
4/14/23: Collect mentor
final drafts and
self-evaluation
tools
The Unit plan will be spread across multiple lessons with the goal to complete 1) the rough draft of the Character Analysis Portfolio, 2)
Provide 1-2 sentence
the self-evaluation rubric that includes an area to create a personal goal for the final draft, and 3) the Final Draft with completed post-
summary of your lesson
assessment self-evaluation tool. In the Portfolio, students will analyze one character from The Great Gatsby following specific criteria
plan.
that I will model for them in the first lesson of the Unit.
I will model the character analysis portion of the Portfolio in the first lesson. Then, to introduce how to successfully use a rubric, will
Summarize process for model using it as the “directions” or “guidepost” on how to complete the entire project. I will also include a universal goal for all
administering and analyzing students to “earn at least a 3 out of 5” on each category of the rubric. Once the self-evaluation rubric is completed by each student
pre- and post-assessments. along with their rough draft, the next step will be introducing the concept of revision and setting a new goal for the final draft. Students
will use the same rubric and set a new goal to reach for the final draft.
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.)

Philippakos, Z. (2017). Giving Feedback: Preparing Students for

Peer Review and Self-Evaluation.
Rolheiser, C. & Ross, J. (2013). Student Self-Evaluation: What Research Says and What
https://ila.onlinelibrary.wiley.com/doi/full/10.1002/
Practices Show. http://eloewen.pbworks.com/w/file/fetch/118309278/Student%20Self
trtr.1568Links to an external site.
%20Evaluation%20What%20Research%20Says%20and%20What%20Practice
%20Shows.pdfLinks to an external site.
The article was a study of the struggles that students face when
asked to revise or self-evaluate their work, as well as how to
This article covers five areas after studying the effects of self-evaluation tools within
prepare them properly for peer review and self-evaluation. The
classrooms. These areas include shifts in conception, the theoretical model behind the
area that stood out the most was during the discussion on why
tools, a four-stage model to help teach this tool, a sample of the model, and myth
students typically find revision and, in turn, self-evaluation
debunking. One area that stood out was the discussion on the ever-changing roles of
difficult. In this section, it was explained that students tend to look
schools and teachers in a student/family’s life. The author shared a study from
at revision sessions as a forced part of the writing process for them
Hargreaves and Fullan (1998) that stated: "In times of turbulent social change, redefining
that should more reasonably be put on the teacher's shoulders.
one's relationship to the environment is crucial". The author goes on to say that
Because of this, they tend to look at revisions on a sentence-by-
classrooms need to be safe spaces for students, while also be a space for them to take on a
sentence or word-by-word basis, such as scanning for incorrect
role in the leadership of their education. The use of self-evaluation and goal setting tools
spelling or punctuation or missing words, instead of looking at the
helps them reach this new version of leadership within classrooms by giving them similar
overall organization or main ideas within the paper. The goal
viewpoints that a teacher has and helps them identify the need to goal set or follow a set
would be to reorient the student's perception of revision as a
criterion to succeed.
chance to make an overall argument or idea stronger through
revision and not just a chance to make sure that everything
appears correct on a surface level.
Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
Colleague #2:
Grade 10: Honors English 10

Colleague #1:
Grade 12: British Literature
This colleague looked over my inquiry question and overall lesson plan for the unit and agreed
that my approach was correct. They shared that they start each semester by going over rubric
use and how to create goals between rough and final drafts on Portfolios. In addition to going
over the importance and practical use of goal setting, they also said that making the set goal a
part of the overall grade for each student has been effective. They felt that making the goal a
part of the grade further reinforced the importance of completing that step and not putting in
something to just “get through that part of the assignment”. They felt that my new approach
would move me from Applying to Integrating.
This colleague also stressed the importance of modeling and
introducing the goal-setting plan at the beginning of each semester.
They reminded me that it’s important to do it at the start of each
semester and not just the beginning of a school year, as new students
are typically added in Spring Semester. It also is a great chance to
remind Fall Semester students that the goal-setting process is an
ongoing importance and requirement within the course. The
colleague also suggested keeping a log of which students can create
and meet their goals in each Portfolio. For those that do, they
suggested that I encourage them to add one multiple goals in Spring
Semester for each Portfolio. For those that do not meet their goals
consistently, they suggested that I meet with them individually to go
over ways to help them surpass their blockades.

Special Emphasis: Semester 3 Only

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 7
 Special Emphasis Focus How Special Emphasis will be Incorporated

N/A: Semester 3 Only N/A: Semester 3 Only

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
See data pasted at bottom of this document marked
See data pasted at bottom of this document marked “Data Set A” for more “Data Set B” for more context:
context:

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
T – Applying T – Integrating
1.5 inquiry, problem Students answered questions that included all levels of Bloom’s. that there are continuing opportunities for students to
S – Exploring S - Innovating
solving, and Students created their own math problems. engage in inquiry in complex problem. How could you
reflection extend lesson into PBL?
As per previous goal on ILP, provided
Involving all systematic opportunities for student self-
Incorporate more of the goal-setting
students in assessment, goal setting, and progress
features of the rubric into all lessons,
self- monitoring through the use of rubrics
T- from standard worksheets to large-
5.5 assessment,
Applying
T - Integrating between rough and final drafts. This helped
scale projects/Portfolios. This will
goal-setting, develop students’ meta-cognitive skills for
provide an increased chance to show
and progress analyzing progress and refining goals
how to goal set and master the skill.
monitoring towards high levels of academic
achievement.
Promoting
Supported students to initiate critical
critical
thinking through independently Implement this same type of practice
thinking developing questions, posing problems,
S- into group work, allowing students the
through and reflecting on multiple perspectives
1.5
inquiry,
Explorin T - Integrating opportunity to develop complex
g through their self-assessment of the work problem solving skills in a group
problem they completed on the Portfolios. setting AND an individual level.
solving, and
reflection
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

N/A: Semester 3 Only N/A: Semester 3 Only

Action Items
For curriculum design,
lesson planning, assessment N/A: Semester 3 Only
planning

For classroom practice N/A: Semester 3 Only

For teaching English
learners, students with
special needs, and students N/A: Semester 3 Only
with other instructional
challenges
For future professional
development
N/A: Semester 3 Only

For future inquiry/ILP N/A: Semester 3 Only

For next POP cycle N/A: Semester 3 Only

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 7
 Other N/A: Semester 3 Only
Other Notes

N/A: Semester 3 Only

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.
Data Set A:

Data Set B:

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 7
 Data Set C:

English 11B: Social Media Profile Rubric

Portfolio Final Draft Template
Social Media Templates
The Great Gatsby PDF
Portfolio Help Request/Extension Form
CheckMyWork Link Instructions

Student Name:

Score: /24

Additional Comments:

Presentation Must Contain:

✔ Friends List
✔ Description of House
✔ Description of Hobbies
✔ Internal Conflict
✔ 3 Status Updates
✔ 3 Direct Messages
✔ Your opinion of the book
✔ Unique Goal (How it was met)

- For the Unique Goal, as discussed in class, you will focus on at least one area below that you
were not able to meet on your rough draft. You will craft a plan to raise the score in that section
and write an explanation of how you met that goal.

Category 4 3 2 1
Ideas The main idea is clear. The main idea is clear. The main idea could be The main idea is unclear.
There are plenty of details Supporting details clearer. There are some Few examples and facts
such as facts, examples, and adequately demonstrate supporting details, but are provided in support
anecdotes to provide the understanding of the more details would be to demonstrate the
detailed support that you selected character. helpful to demonstrate the understanding of the
showcase your character understanding of the character.
character.

Organization The organization is clear
with abundant transitions.
All requirements within
each category have been
accurately addressed.
A few ideas seem out of
place or transitions are
missing. There are 1-3
elements of the project
that are missing.
More than half of the ideas
seem out of place and
transitions are missing.
There are more than 3
elements of the project
missing.
The organization is
unclear and hard to
follow. A limited
number of elements were
submitted that do not
showcase the character in
a clear way.

Voice The voice sounds natural,
engaging, and unique to the
character. The voice is in
first person and clearly
demonstrates the
character’s attitude.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017
The voice sounds natural
and engaging. May lack a
full understanding of the
character’s attitude, but is
in first person.
The voice sounds mostly
natural but the character is
weak. Lack of specific
details that the character
would be aware of and
understand. May slip out
The voice is either
unnatural or weak, OR is
not attempting to capture
the character. Does not
demonstrate
understanding of
Page 5 of 7

Presentation Presentation is creative,
thoughtful, and flows
effortlessly. The
presentation is complete
and follows the specific
guidelines on the outline
form.
Character Clearly showcases the
character’s personality,
Development relationships, and
characteristics. Uses
picture, graphics, and
language that clearly
represents that character.
Conventions Punctuation, usage, and
spelling are all correct.
Appropriate social media
language is used.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017
of first person.
Presentation is creative, Presentation lacks
but does not flow as creativity and does not
smoothly as needed. flow smoothly. There are
There are key details from many missing details from
the outline guide/ the outline guide/
instructions missing. instructions.
The character is Character’s personality is
represented clearly, not well developed. Key
however there is a lack of character relationships are
pictures, graphics, and not noticeable.
language to showcase their
true identity.
Punctuation, usage, and Some punctuation, usage,
spelling are mostly and spelling are incorrect
correct. to the point where they
start to influence
readability of the project.
character’s attitude.
Presentation is unclear,
lacks creativity, and does
not demonstrate an
attempt to follow the
outline guide.
Character is undeveloped
and unnatural.
There are many errors in
punctuation, usage, and
spelling that significantly
impact the readability of
the project.
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
Evan Slead eslead@calca.connectionsacademy.org English Language Arts 11th
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average

11 Students: Average – 7 out of 10 score (72%) 11 Students: Average – 23 out of 24 score (98%)

PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments
Student was able to pass both versions
of the Portfolio but showed significant
1. Focus Student 1: EL 6 24
improvement once they set a goal on the
rough draft and met it on the final draft.
Student struggled with the rough draft,
not passing the assignment. However,
2. Focus Student 2: 504/IEP 4 24 once they created and implemented the
goal for the final, they were able to meet
it and receive full credit.
Student received full credit on both
versions of the Portfolio. They
3. Focus Student 3: Advanced successfully created three unique goals
10 24
Learner to meet for the final draft and
demonstrated their achievement
through the completion of said goals.
4. Anonymous Student 6 22 N/A
5. Anonymous Student 7 24 N/A
Student received additional credit for
6. Anonymous Student 6 25 making additional goal and meeting it
without prompting.
7. Anonymous Student 8 24 N/A
8. Anonymous Student 6 23 N/A
9. Anonymous Student 9 23 N/A
10. Anonymous Student 10 24 N/A
11. Anonymous Student 7 21 N/A
910111213141516

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