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
Anthony Martinez Anthonymartinez54@csu.fullerton.edu Social Science 6
Mentor Email School/District Date
Sierra Vista Middle
Sheila Edwards sedwards@c-vusd.org School/Covina-Valley Unified 10/6/19
School District
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 critical thinking by designing structured
T - Guide students to think critically through use of questioning strategies, posing/solving
Promoting critical thinking inquires into complex problems.
T – Applying problems, and reflection on issues in content. T – Innovating
1.5 through inquiry, problem S - Students pose and answer a wide-range of
S – Exploring S - Students respond to varied questions or tasks designed to promote comprehension and S - Innovating
solving, and reflection complex questions and problems, reflect, and
critical thinking in single lessons or a sequence of lessons.
communicate understandings based on in depth
analysis of content learning.

Uses an extensive
repertoire of instructional
Utilizing Selects and adapts a variety of instructional
strategies to develop
instructional strategies to ensure student understanding of
enthusiasm, meta-cognitive
strategies that academic language appropriate to subject
3.4 Applying Innovating abilities, and support and
are appropriate matter and that addresses students’ diverse
challenge the full range of
to the subject learning needs
student towards a deep
matter
knowledge of subject
matter.

Plans instruction
incorporating a repertoire
Planning of strategies specifically
instruction that meet students’ diverse
incorporates Selects strategies for single lessons or language and learning
appropriate sequence of lessons that respond to students’ needs and styles to advance
4.4 strategies to Exploring diverse learning needs. Innovating learning for all.
meet the Seeks to learn about students’ diverse learning Facilitates opportunities for
learning needs of and language needs beyond basic data. students to reflect on their
all students learning and the impact of
instructional strategies to
meet their learning and
language needs.

Section 3: Inquiry Focus and Planning (Attach Pre/Post Assessments to ILP)

Inquiry Focus Inquiry question Pre-Assessment Post-Assessment Expected
Results
How do you expect
student performance
Based on your selected CSTP elements, Pose measurable and observable question in terms of students What will you use as your What will you use as your final
to change? Use
identify a focus of inquiry (e.g., group (e.g., what impact will strategy X have on student performance baseline assessment of student assessment of student
percentages to
discussion, differentiation, motivation…) as measured by Y?) actions/performance? actions/performance?
describe anticipated
growth.
There will be a 20% increase
in the average exam score
What impact will increased use of higher-order questions (teacher talk,
Use of analysis, synthesis, and evaluation for students who
worksheet, and student problem generation) have on student performance as Previous examination scores New chapter exam
questions + student problem generation participated in class and
measured by chapter exam?
successfully completed the
worksheet.

What impact will multimodality There will be

Use of multimodality instruction, purposeful Previous Chapter a 15%
Future Chapter Exam
instruction, accommodations, and increased Exam increase in
differentiation, and student critical thinking through the average exam
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 8
 accommodations + use of technology have on student
Critical Thinking content knowledge as measurable by a
chapter exam?
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
This student currently has a an 83% in
the class. This student is considered
Level 3 on the ELPAC 1-4 level
descriptors. According to the ELPAC
descriptor for level 3, students at this
level have moderately developed
English skills. They can sometimes use
English to learn new things in school and
to interact in social situations, however
they may need help using English to
Performance Data
communicate on less-familiar topics and
in less familiar social-situations. This
focus student currently has an A in his
“projects” grading category and a B in
his “Classwork/homework” grading
category. However, he has an F in his
“Assessment” grading category. This
student shows motivation and effort in
class, but struggles with retention and
application of knowledge.
score for all
students.
Focus Student 2: Student with ILP/504 Focus Student 3: Your Choice
This student currently has a 78% in the
class. According to her IEP, this
student’s disability in the area of
auditory processing may affect her
ability to understand lecture-format
This student is not an English
material and verbal directions.
Learner, nor does he have an
Additionally, she may demonstrate
IEP or 504 plan. This student
difficulty with phonics and
started the year very poorly,
distinguishing between similar sounding
but since has raised his grade
letters and words. Her program
to a 72%. This student has
accommodations include but are not
turned it around in class,
limited to, extra time to complete tasks,
however still struggled on
use of visual aids, multimodality
our most recent assessment,
instruction. frequent checks for
scoring an 8/25.
understanding, and extra time to study.
This student, similar to the EL student
does well in class, however struggles on
tests and application of content
knowledge.

I am hoping with his increase

Expected Results
in effort, along with an
I am hoping with an increase in I am hoping with an increase in
increase in multimodality
intentional accommodations, intentional accommodations,
instruction, and critical
multimodality instruction, and critical multimodality instruction, and critical
thinking, the student will
thinking, the student will become more thinking, the student will become more
become more confident with
confident with their content knowledge. confident with their content knowledge.
their content knowledge. My
My expected result is that this student My expected result is that this student
expected result is that this
will raise his future exam score by 15%. will raise her future exam score by 15%.
student will raise his future
exam score by 15%.

Inquiry Lesson Implementation Plan

Administer Post- Discuss Results
Administer Pre-Assessment Deliver Lesson(s) Analyze Results
Assessment 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.
Research/Professional Learning (Identify two articles that have informed inquiry focus. Provide title, URL or citation, and statement of what was learned.)
Throughout the unit students will engage in a Nearpod lesson focusing on the rise of Sumerian City-States,
complete a series of text-based questions, compare historical content to today’s world, and complete a
project where students will apply their knowledge by creating a website.
Both assessments will be chapter exams requiring students to answer a series of content-specific
questions in a myriad of ways. The initial data will be results from the previous chapter exam. The post-
data will be results from the upcoming chapter exam following the unit of focus. With an increase in
multimodality instruction, purposeful accommodations, and student critical thinking I believe student
learning and exams scores will increase. Both tests will be administered during a 48-minute testing period
and will be 25 questions. Accommodations will be provided as necessary, according to students’ IEPs or
504s.
Section 4: Inquiry Research and Exploration

Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 8
 Recently adopting a new digital textbook in history,
One of my colleagues, who teacher 6th grade science, uses Nearpod in a variety my colleagues and I now have access to a series of
of ways to accommodate learners and provide a variety of progress- text—based questions that focus on section
monitoring assessments. The Nearpod lessons allow students to engage with readings. This secondary source provides text-to-
content and learn information through a variety of modalities. This colleague speech, accommodated reading levels, and an array
of mine recently led a short presentation on the benefits of Nearpod to our of visuals. My partner teacher has utilized the digital
school site. accommodations and digital text in a variety of
ways, and I will now do the same.

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

Special Emphasis Focus How Special Emphasis will be Incorporated
The Nearpod lesson, text-based questions, and
website design allow me to utilize technology in a
ISTE Standards for Educators 5: Educator as Designer: Educators design
way that maximizes active learning. I believe the
authentic, learner-driven activities and environments that recognize and
digital learning environments will support learning
accommodate learner variability.
and personalize learning experiences. Each part of
5a: Use technology to create, adapt and personalize learning experiences that
the unit engages students in multimodality
foster independent learning and accommodate learner differences and needs.
instruction and accommodates all types of learners
5b: Design authentic learning activities that align with content area standards
through the use of technology. I believe the website
and use digital tools and resources to maximize active, deep learning.
design will allow students to lead in their own
5c: Explore and apply instructional design principles to create innovative digital
learning and application of knowledge, while
learning environments that engage and support learning.
engaging students in real-life connections to content
knowledge.
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
Pre/Post Assessment Data Analysis Findings for Whole Class
Focus Students
Focus Student 1: EL
This student scored a 10/25 on the first test and a
16/25 on the 2nd test. This was an increase of
approximately 30%! I believe the intentional
differentiated instruction an student choice involved
with the unit allowed this student to be successful.

Focus student 2: Student with IEP

This student scored a 13/25 on the first test and a
After comparing the pre and post assessment data as a whole class, I
16/25 on the 2nd test. This was an increase of
discovered my students were able to increase their average test score from a
approximately 10%.I believe the intentional
16.7/25 to a 19.8/25. This was a class increase of about 10 percent, which is
differentiated instruction an student choice involved
just shy of what my goal was. My expected result, which was optimistic, was
with the unit allowed this student to be successful.
that there would be a 15% increase in average exam scores for all students.
But I can do more to accommodate his language
Although there was not a 15% increase, I am still very happy with a 10%
barrier.
increase which is roughly an entire letter grade.

Focus Student 3:
This student scored a 7/25 on the first test and a
16/25 on the 2nd test. This was an increase of
approximately 40%.I believe this students’ first test
score was a result of apathy and giving more choice
allowed the student to be more engaged.

Initial Evidence/Rational for Rating Suggestions for

CSTP Element Revised Rating
Rating (Summarize from POP Section 3) Moving Forward
To move to INNOVATING level:
Consider how to increase complexity
Promoting critical
Teacher asked questions of analysis and evaluation. of task beyond a single lesson so
thinking through T – Applying T – Integrating
1.5 Students answered questions that included all levels of that there are continuing
inquiry, problem solving, S – Exploring S - Integrating
Bloom’s. Students created their own math problems. opportunities for students to engage
and reflection
in inquiry in complex problem. How
could you extend lesson into PBL?

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 8
 To continue to
progress in my
Utilizing For the unit of focus, I used an
ability to utilize
instructional extensive repertoire of
instructional
strategies instructional strategies to
strategies that are
that are Innovating develop enthusiasm, meta-
3.4 Applying appropriate to task
appropriate cognitive abilities, and support
I need to continue
to the and challenge the full range of
to reflect and use
subject student towards a deep
data to better my
matter knowledge of subject matter.
own instruction.

Planning For the unit of focus, I

instruction incorporated a repertoire of
that strategies to specifically meet
incorporates students’ diverse language and
appropriate learning needs and styles to Continue to
4.4 strategies to Exploring Innovating advance learning for all. intentionally
meet the I believe I facilitated differentiate
learning opportunities for students to instruction.
needs of all reflect on their learning to meet
students their learning and language
needs.

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
For this Lesson Series, I focused on ISTE Standards for Educators 5: Educator as
Designer: Educators design authentic, learner-driven activities and environments
that recognize and accommodate learner variability.
5a: Use technology to create, adapt and personalize learning experiences that
foster independent learning and accommodate learner differences and needs.
5b: Design authentic learning activities that align with content area standards and
use digital tools and resources to maximize active, deep learning.
5c: Explore and apply instructional design principles to create innovative digital
I believe I developed in my ability to
learning environments that engage and support learning.
differentiate instruction and support all types
of learners.
The Nearpod lesson, text-based questions, and website design allowed me to utilize
technology in a way that maximizes active learning. I believe the digital learning
environments will supported learning and personalized learning experiences. Each
part of the unit engaged students in multimodality instruction and accommodated all
types of learners through the use of technology. I believe the website design allowed
students to lead in their own learning and application of knowledge, while engaging
students in real-life connections to content knowledge.

Action Items

For curriculum design, lesson Pay close attention to student IEP and 504 plans to accommodate learners. Know the different types of
planning, assessment planning learners present in the class and differentiate instruction, appropriately.

For classroom practice Utilize technology to support student learning.

For teaching English learners,
students with special needs,
and students with other
Be more intentional about accommodations for EL students.
instructional challenges
For future professional Learn how to better accommodate El students and engage students in more culturally responsive
development pedagogy.
I would like to focus on being more culturally responsive with my teaching and engaging my students with
For future inquiry/ILP
their community.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 8
 For next POP cycle I would like to focus on being more culturally responsive with my teaching

Other n/a

Other Notes

n/a

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 5 of 8
 PRE ASSESSMENT DATA

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 6 of 8
 POST ASSESSMENT DATA

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 7 of 8
 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

Anthony Martinez Anthonymartinez54@csu.fullerton.edu History 6th Grade

Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
AVERAGE SCORE: 16.7/25 AVERAGE SCORE: 19.8/25
RANGE: 7-22 RANGE: 16-25
PRE-/POST- ASSESSMENT DATA TABLE
Student Pre-Assessment Score Post-Assessment Score Comments
1. Focus Student: EL 10 16
2. Focus Student: 504/IEP 13 16
3. Focus Student: Teacher Choice 7 16
4. n/a 18 19
5. n/a 12 23
6. n/a 20 22
7. n/a 13 17
8. n/a 14 20
9. n/a 22 25
10. n/a 16 20
11. n/a 21 21
12. n/a 20 18
13. n/a 18 21
14. n/a 19 18
15. n/a 13 18
16. n/a 21 19
17. n/a 17 22
18. n/a 20 20
19. n/a 19 23
20. n/a 19 18
21. n/a 10 20
22. n/a 20 23
23. n/a 16 22
24. n/a 18 18
25. n/a 13 20
26. n/a 21 18
27. n/a 21 21
28. n/a 16 20
29.
30.
31.
32.
33.
34.
35.
36.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 8 of 8