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
Piper Walker pwalker@vistaheritagems.org Math/ Science 7/ 8
Mentor Email School/District Date
Kelsey Weston kweston@vistaheritagems.org Vista Unified Spring 2018
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 and
S – Exploring S - Innovating
solving, and reflection 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- Develops a rigorous learning

T- Facilitates a rigorous learning
environment that includes accuracy,
environment in which students take
Creating a analysis, problem solving, and
leadership in learning.
rigorous appropriate levels of challenge.
Fosters extended studies, research,
learning Holds high expectations for students.
analysis and purposeful use of learning.
environment Has an understanding of achievement
T- T- Supports students to utilize an
with high patterns, and uses scaffolds to address
Applying Innovating extensive repertoire of differentiated
2.4 expectations achievement gaps. 9.22.17
S- S– strategies to meet high expectations.
and
Applying Innovating
appropriate S- Students engage in a variety of
S- Students take responsibility to fully
support for all differentiated supports and challenges in
utilize teacher and peer support, to
students ways that promote their accuracy,
achieve consistently high levels of
analysis, and problem solving in
factual and analytical learning.
learning. 9.22.17

Organizing T- Uses knowledge of curriculum and

curriculum to student readiness to organize and adjust
T- Integrates knowledge of curriculum
facilitate the curriculum to ensure student
T- T- and resources to organize and adjust
3.3 student understanding.
Applying Integrating instruction within and across subject
understanding
matter to extend student understanding.
of the subject
matter.
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 elements, Pose measurable and observable question in How do you expect student
What will you use as your baseline What will you use as your final
identify a focus of inquiry (e.g., group terms of students (e.g., what impact will performance to change? Use
assessment of student assessment of student
discussion, differentiation, strategy X have on student performance as percentages to describe anticipated
actions/performance? 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 as class and successfully completed the
measured by chapter exam? worksheet.

The post teaching

assessment will be a
Digital quiz that is digital quiz adapted from
adapted from school school curriculum that Students at all skill levels
How will organizing curriculum, used to will collect data about will increase their
Organizing curriculum curriculum, based on pre- assess students' students growth, their achievement, compared
to benefit student assessment data, benefit previous knowledge mastery of skills and to initial assessment
achievement. (CSTP students overall and to gather any and standards, this will be levels, by scoring 80% or
3.3) achievement during a math all misconceptions given after the last day of higher on the post
unit? before the unit instruction on this topic assessment.
begins. and should not take
students more than half
of a period to complete.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 4
 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
(Itzel) Current grade in class: B, (German) Current grade in class: A,
Performance (Izzy) Current grade in class: B, 82%
Data
82% 93%

Expected score on pre-assessment:

Expected pre-score: 60% Expected pre: 70%
Expected Results 75%
Expected post-score: 80% Expected post: 80%
Expected post-assessment score: 85%
Inquiry Lesson Implementation Plan
Administer Pre-Assessment Deliver Lesson(s) Administer Post-Assessment Analyze Results Discuss Results with Mentor
Identify dates for activities.
3/7/18 3/7-15/18 3/15/18 3/16/18 3/16/18
This two week unit is focused on statistics sampling. The two week unit has 4 days of direct instruction with
Provide 1-2 sentence
summary of your lesson plan.
3 days of practice/hands on application built in. The pre-assessment will be given on the first day of the
unit, and the post assessment will be administered on the last day of the unit.
Summarize process for The pre and post assessments are both digital quizzes adapted from our current math curriculum. The
administering and analyzing students are familiar with these quizzes and have taken similar quizzes during other units. Neither the pre,
pre- and post-assessments. nor post assessment should take more than half a 50 minute class period to complete.
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.)
1. I learned, from reading this article, that often teachers plan
by looking ahead day-by-day and then making connections
from content learned to the post-assessment. This article
1. Bowen, R. S. (n.d.). Understanding by Design. In Center for suggests the backwards curriculum design and planning is
Teaching. Retrieved March 4, 2018, from the best way to organize curriculum for student success.
https://cft.vanderbilt.edu/guides-sub-pages/understanding-by-
The website also provides resources on how to best
design/
organize curriculum backwards. In backwards planning, it is
2. McCarthy, J. (2014, July 23). 3 Ways to Plan for Diverse Learners:
important to start with what the students are expected to
What Teachers Do. In George Lucas Educational Foundation --
Edutopia. Retrieved March 4, 2018, from know on the post-assessment and then backwards
https://www.edutopia.org/blog/differentiated-instruction-ways-to- planning to teach them this information.
plan-john-mccarthy 2. This article shares 3 strategies that teachers use to plan for
the diversity of learners in a classroom. I already
incorporate some of the techniques that the article shared
(such as think-pair-share) and I learned some new
strategies to support my learners as I plan this upcoming
unit (such as completing a Frayer model to support ELLs
and other learners in academic vocabulary acquisition.)
Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)

1. Weekly data, organizing for SBAC, etc.

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

Special Emphasis Focus How Special Emphasis will be Incorporated
This special emphasis of ISTE Standard 6b for Educators will be
incorporated into every direct instruction lesson in this unit.
During direct instruction, I expect students to take notes as
ISTE Standards for Educators: 6b. Manage the use of technology and
they follow along and answer questions on Nearpod (a digital
student learning strategies in digital platforms, virtual environments,
resource for the classroom). I manage the use of the
hands-on makerspaces or in the field.
Chromebooks, and Nearpod to engage my students and to
make sure they are using their technology safely and
correctly. t
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

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 4
 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 Teacher asked questions of analysis and evaluation.
T – Applying T – Integrating complexity of task beyond a single lesson so that there are
1.5 inquiry, problem Students answered questions that included all levels of Bloom’s.
S – Exploring S - Integrating continuing opportunities for students to engage in inquiry in
solving, and Students created their own math problems.
complex problem. How could you extend lesson into PBL?
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

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