Fullerton Online Teacher Induction Program

Individualized Learning Plan (ILP)

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.
New Teacher
Joy Gibson
Mentor
Victoria Garrett
Directions: Identify 2-3 CSTP elements for ILP focus. 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
Monitoring student
learning and adjusting
1.6
instruction while
teaching
Adapting instructional
plans and curricular
4.5 materials to meet the
assessed learning needs
of all students
Involving all students in
self-assessments, goal
5.5
setting, and progress
monitoring
Revised 11.5.18
Section 1: New Teacher Information
Email Subject Area Grade Level
Multiple Subject-Special
Rtgibby1@yahoo.com 11th
Education
Email School/District Date
Vgarrett@wishcharter.org Independent Charter August 6, 2023
Section 2: CSTP Areas of Inquiry
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
posing/solving problems, and reflection on issues in content. by 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- circulate around the classroom with a purple pen and give
T-teacher will observe implemented feedback
feedback T-Applying
S S- students will alter responses based on feedback that was S-Applying
S- Students will alter responses and communicate an
understanding based on the feedback that was given
given
T- Modify curriculum to support students that are not meeting
T-Guides students to understand simplified content
grade level standards T-Applying
S S-Students respond to varied questions or task designed to S-Applying
S-Student uses simplified critical thinking to support content of
lesson
support modified curriculum in a single lesson
T- will distribute self-assessments for student reflection on
academic goals and progress
T- Student will be given pre and post assessments, exit tickets T-Applying S- Students  will reflect and self-assess, which will strengthen
S and check points pertaining to the lesson S-Applying their critical thinking and analytical skills, along with their
understanding of the subject

Section 3: Inquiry Focus and Planning (Attach Pre/Post Assessments and Data Collection Tools)
Directions: Your inquiry question should be concise and likely no more than 8-10 words. Your hypothesis should indicate what you expect students to be able to do after the lesson, and it should
be able to be evaluated based on your assessment plan. Note that Semester 3 requires an inquiry question that focuses on use of technology to support teaching and learning.
Inquiry Question Hypothesis Lesson Series Topic Assessments/Data Collection
Students will check for understanding
What strategies and tools  can be
individually and implement strategies in Lesson: Algebra 2 Pre-assessment and post assessment. 
implemented in order to give students agency
order to self-assess on where they are on a Introducing and using the Slope Formula.  Evaluate student understanding of material
to self-assess?
specific skill.  Difference of the Y’s and X’s

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

Expected Results

Inquiry Lesson Implementation Plan

Directions: that Semester 3 requires a lesson that focuses on use of technology to support teaching and learning.
Administer Pre-Assessment Deliver Lesson(s) Administer Post-Assessment Analyze Results Discuss Results with Mentor

Identify dates for activities.

Provide 1-2 sentence

summary of your lesson plan.

Summarize process for

administering and analyzing
pre- and post-assessments.

Semester 3 Only: Identify the

specific technology tools,
applications, links, and/or
devices to be incorporated
into the lesson.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 4
 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.)
CSTP 4.5: Adapting instructional plans and curricular materials to meet the assessed learning needs
of all students
CSTP 5.5: Involving all students in self-assessments, goal setting, and progress monitoring
How To Adapt Your Teaching Strategies To Student Needs
Studnets as Decison-Makers
From the article I learned that there a many different strategies that I can do before, during and after
From the article I learned that it is important for students to be involved in decisions that affects
a lesson to support my students in a variety of ways and also allow the students to become
them directly. When student are involved in decision making students are more prone to follow
independent critical thinkers and problem solvers.
rules and meet expectations. Also, it allows room for critical thinking and problem solving.

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

Special Emphasis: ISTE Standards (Semester 3 only)

Directions: Identify at least one ISTE-Educator and at least one ISTE- Student Standards that are the primary focus of your project. Explain how these standards will be incorporated.
Special Emphasis Focus How Special Emphasis will be Incorporated

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

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

Special Emphasis ISTE-Educator and ISTE-Student Standards (Semester 3 only)

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

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 4
 Semester 3 Only:
For future use of technology
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.

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.
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10.
11.
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30.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 4
 31.
32.
33.
34.
35.
36. 910111213141516

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