Fullerton Online Teacher Induction Program

Individualized Learning Plan (ILP)

Revised 11.5.18
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
Jordan Owen jowen@stratfordschools.com Reading comprehension 3
Mentor Email School/District Date
Lesley Mills lmills@stratfordschools.com Mission Viejo 10/8/23
Section 2: CSTP Areas of Inquiry
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 Initial Rating Description Goal Rating Description
T - Guide students to think critically through use of questioning T - Facilitates systematic opportunities for students to apply
strategies, posing/solving problems, and reflection on issues in critical thinking by designing structured inquires into complex
Promoting critical thinking through
T – Applying content. T – Innovating problems.
1.5 inquiry, problem solving, and
S – Exploring S - Students respond to varied questions or tasks designed to S - Innovating S - Students pose and answer a wide-range of complex questions
reflection
promote comprehension and critical thinking in single lessons or a and problems, reflect, and communicate understandings based
sequence of lessons. on in depth analysis of content learning.

T- Teacher will ask questions

prompting students to figure out the T- Teacher will be able to post an
Ask and answer
questions to
next set of annotations until the full assignment based off of the
article is annotated. student’s reading comprehension
demonstrate T- t- applying
S- Students will use a combination of
RI understanding of a needs.
developing direct instruction, guided practice, and S
3.1 text, referring
direct practice to annotate an article S- Student will use online
explicitly to the text S- emerging developing
on their own and then review the annotations of the article to help
as the basis for the
article with their teacher. them answer the quiz questions
answers.
related to their article.

Determine the
meaning of words T- Teacher will choose articles related
T- teacher will create new
and phrases as to concepts being taught in different
opportunities for students to apply
subject areas that week which
they are used in a academic vocabulary throughout
RL T- applying contain key vocabulary. T- creating
text, their learning time
3.4 S- emerging S- Students will be reading about S- applying
distinguishing S- Students will be able to identify
articles related to key concepts and
literal from the academic vocabulary and use it
vocabulary where they will be using it
nonliteral in the correct context.
in context.
language.
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
Newsela breaks down
the reading scores of the
Students will be able to type a 1- students based off of 6
2 sentence summarization of key factors including
How will annotating Improving reading
each paragraph to describe key comprehension of the
informative/summative articles on comprehension through
details to reference back to when article and understanding
Newsela improve reading annotating articles in
taking a reading comprehension of the words. I will use
comprehension? Newsela.
test. this data to see if there
was any change between
the pre-test vs. the post
test.
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 This student has recently moved to the This student struggles academically This student struggles
United States and struggles with using the and is currently reading at a 2nd sounding out multi-syllable
correct tense of English words. grade level. She struggles words causing her to read at a
understanding new vocabulary and slower pace and not allowing
using it correctly in conversation and for the clearest
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 7
 sentences. comprehension.
Using the listening tool of
She will be able to understand Newsela along with reading
By the end of this lesson series the academic vocabulary enough to the article, the student will be
student should have a better implement it correctly and able to hear the proper
Expected Results
understanding of academic vocabulary understand the concept enough to pronunciation and better
and what tense to use. improve her reading improve her reading fluency to
comprehension. allow for better
comprehension
Inquiry Lesson Implementation Plan
Directions: that Semester 3 requires a lesson that focuses on use of technology to support teaching and learning.
Discuss Results with
Administer Pre-Assessment Deliver Lesson(s) Administer Post-Assessment Analyze Results
Mentor
Identify dates for activities.
10/11/23 10/18-25/23 11/1/23 11/3/23 11/3/23
Lesson 1: students will be re-introduced to annotating through a teacher demonstration/ example. They will
start by working on a printed article.
Lesson 2: They will watch as the teacher shows her online article and demonstrates how to annotate a
Provide 1-2 sentence summary of paragraph. Students will then copy the provided steps. Teacher will ask questions prompting students to
your lesson plan. figure out the next set of annotations until the full article is annotated.
Lesson 3: Students will annotate an article on their own and then review the article with their teacher.

Pre Assessment- Students will read and take the quiz of an online Newsela article.
Summarize process for Post Assessment- Students will annotate an article in Newsela and use their annotations to help them
administering and analyzing pre- answer the online quiz associated with the article. The quiz will give them direct feedback showing them
and post-assessments. the right answer.

Semester 3 Only: Identify the

specific technology tools, The students will be using their chrome books to access the online site Newsela to read and annotate
applications, links, and/or academic articles to improve reading comprehension. A few students will have access to the audio tool to
devices to be incorporated into accommodate their learning.
the lesson.
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.)
The article Research Shows Gains in Reading Skills for
Students Using Newsela in Summer Programs, explains
The online article What is Newsela and How Can it Be Used to Teach? how the online program showed to be an effective tool in
Tips & Tricks, covers how the manipulation of different lexile levels and increasing reading comprehension scores and vocabulary
real world articles improves students’ literacy skills and tracks their for students who struggle.
reading development.
https://www.prnewswire.com/news-releases/research-
https://www.techlearning.com/how-to/what-is-newsela-and-how-can-it-be- shows-gains-in-reading-skills-for-students-using-newsela-in-
used-to-teach-tips-and-tricks summer-programs-301551591.html

Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
After discussing the issue of reading comprehension with my colleagues, the The 4th grade teacher has her students highlight key information
nd th
2 grade and 4 grade teachers both had advice. The second grade teacher and write a 2-3 sentence summary explaining why it is
had her students use highlighters to highlight information they believe is important. The students are then able to refer to their notes
important. about their reading to help them comprehend what they read.
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
Newesla allows students to see what questions they got
Student: 1.1c Feedback to Improve Practice: “Students use technology to wrong and where they should have looked in the article
seek feedback that informs and improves their practice and to for the answer. This provides immediate feedback for the
demonstrate their learning in a variety of ways.”
students.
Teacher: 2.5.a Accommodate Learner Differences “Use technology to
create, adapt and personalize learning experiences that
foster independent learning and accommodate learner differences and Newela allows for different Lexile levels within the same
needs. article. This will allow me to adjust the reading levels for
my different students and help them improve their
comprehension
Section 5: Results and Reflection
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 7
 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
After analyzing the pre/post assessment data for my entire class, I
Through analyzation of my three focus students, I noticed
noticed an overall increase in my student’s ability to read either a
an increase in reading comprehension when it came to my
narrative or informational text and comprehend what they were
IEP and choice student. Both of their scores increased by
reading. Many of their comprehension scores improved due to
15-20%.
annotating the main/important details of the text.
Evidence/Rational for Rating
CSTP Element Initial Rating Revised Rating Suggestions for Moving Forward
(Summarize from POP Section 3)
To move to INNOVATING level: Consider how to
Promoting critical thinking Teacher asked questions of analysis and evaluation. increase complexity of task beyond a single lesson so
T – Applying T – Integrating
1.5 through inquiry, problem Students answered questions that included all levels of Bloom’s. that there are continuing opportunities for students to
S – Exploring S - Integrating
solving, and reflection Students created their own math problems. engage in inquiry in complex problem. How could you
extend lesson into PBL?

T- teacher asked prompting

questions of her students to help
Ask and them discover the main idea of the
answer As my students move forward
paragraph. Teacher also prompted
questions to in their learning, I will work on
demonstrate her students to infer what the
moving to the innovating level
understanding T- paragraphs would be discussing
T- applying by having them work in the
RI 3.1 of a text, developing based off of the articles subtitles.
referring S- exploring writing section of Newsela
S- emerging
explicitly to the where they will need to use
S- students would raise their hands
text as the direct quotes to provide
basis for the and answer the teacher’s
evidence for their writing.
answers. questions. They would use
evidence from the text to support
their answers.
Determine T- Teacher would ask students to
As my students continue
the meaning working in Newsela, I will be
read the sentence containing the
of words and increasing the Lexile levels as
new vocabulary word and then
phrases as well as replacing their ability
prompt them to use context clues
to read definitions of bolded
they are used T- applying T- applying to figure out the vocabulary word.
RL 3.4 words. Instead students will
in a text, S- emerging S- developing
need to use context clues to
distinguishing S- students would raise their hands
discover the definition of new
literal from and answer the teacher’s
words. This will allow them to
nonliteral questions while referring to the
reach the innovating level of
text for evidence/proof.
language. learning.

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
I incorporated ISTE Student standard 1.1c by implementing Newsela’s
built in feedback strategy where the students are able to review their
Throughout this unit, I developed a better understanding
answers after taking the quiz and discover where in the article they
of how to manipulate Lexile levels for different students,
should have looked for the correct answer. As for the ISTE-Educator
incorporate different colored highlighters for annotating,
standard, I incorporated 2.5a by differing the student’s Lexile levels
and review student learning based on different categories.
within the same article to account for the differing reading levels
especially with my EL and IEP learners.
Action Items

For curriculum design, lesson Newsela articles, annotation device attached to curriculum, previous knowledge of how to find the main
planning, assessment planning idea of a paragraph, and Newsela imbedded comprehension quizzes.

For classroom practice Printed reading comprehension articles implementing different subjects.

For teaching English learners, When working with El and special needs learners, Newsela has impeded devices to assist. These students
students with special needs, and were given the same article as the other students but allowed to read it at a lower Lexile level or listen to
students with other instructional the words on audio as they followed along. Students were also given extra time to complete
challenges
assessments.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 7
 For future professional development, I would like to learn how to manipulate Newsela’s built in
For future professional
development
technology which incorporates more articles focusing on certain elements of reading such as cause and
effect.
My future inquiry will be using Newsela articles and tools to help students research for history and
For future inquiry/ILP
science presentations.
Students will have the opportunity to implement different Newsela articles into their history and science
For next POP cycle
learning.
Semester 3 Only: This technology will be used during science, history, writing research as an academic source for students
For future use of technology to gather information from.
Other Notes

Evidence of scores are on the last 3 pages.

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
Jordan Owen Owenjordan3913@gmal.com Multiple subjects rd
3 Grade
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
During the pre- assessment there were a range of scores from
Students ranged from 37%-87% with a few outliers.
25%- 75% with a few outliers.
PRE-/POST- ASSESSMENT DATA TABLE
Student Pre-Assessment Score Post-Assessment Score Comments
1. Focus Student: EL 87% 87% Student’s reading level remains the same
Student’s reading comprehension scores
2. Focus Student: 504/IEP 25% 50%
increased due to annotating
Adding annotations to the article improved this
3. Focus Student: Teacher Choice 0% 37%
student’s reading comprehension.
4. 50% 75%
5. 25% 50%
6. 25% 85%
7. 0% 75%
8. 50% 37% Annotations did not help this student
9. 50% 75%
Student ran out of time to complete
10. 75% 25%
assessment
11. 25% 50%
12. 75% 75% Stayed the same
13. 0% 12%
14. 75% 62% Decreased due to technology problems
15.
16.
17.
18.
19.
20.
21.
22.
23.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 7
 24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
910111213141516

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