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 are 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
Miller, Kaitlyn [email protected] World History 10th

Mentor Email School/District Date

Discovery Charter Preparatory
Flores, Fabian [email protected] 10/3/22
High School
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 T–Applying
posing/solving problems, and reflection on issues in content. thinking by designing structured inquiries into complex problems.
through inquiry, problem
1.5 S-Students respond to varied questions or tasks designed to promote T–Innovating
solving, and reflection S–Exploring
comprehension and critical thinking in single lessons or a sequence of lessons. S-‐Innovating S- Students pose and answer a wide-‐range of complex questions and
problems, reflect, and communicate understandings based on in depth
analysis of content learning.
Use knowledge of
T- Innovating- Plans differentiated
student’s academic T- Applying- Plans differentiated instruction
readiness, language instruction that provides systematic
T- Applying
based on knowledge of student’s academic
proficiency, cultural opportunities for supporting and extending
4.1 background, and
language, diverse cultural background, and T- Innovating
student learning based on comprehensive
individual individual cognitive, social, and physical
information on students.
development to plan development to meet their individual needs.
instruction
T- Innovating- Infuses assessments
Collect and strategically and systematically throughout
analyze T- Applying- Collects a variety of formal and instruction to collect ongoing assessment
assessment data informal assessment data on student learning. data appropriate for the range of learner
T- Applying T- Innovating
5.2 from variety of   needs.
sources to inform Uses analysis of a variety of data to inform
instruction planning and differentiation of instruction. Uses results of ongoing data analysis to plan
and differentiate instruction for maximum
academic success.
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 Pose measurable and observable What will you use as your What will you use as your final How do you expect student
elements, identify a focus of question in terms of students (e.g., baseline assessment of assessment of student performance to change? Use
inquiry (e.g., group discussion, what impact will strategy X have on student actions/performance? percentages to describe
differentiation, motivation.) student performance as measured by actions/performance? anticipated growth.
Y?)
What impact will increase use of
There will be a 20% increase in
higher-‐order questions (teacher talk,
Use of analysis, synthesis, and the average exam score for
worksheet, and student problem Previous examination scores
evaluation questions + student New chapter exam students who participate in class
generation) have on student
problem generation and successfully completed the
performance as measured by chapter
worksheet.
exam?

What impact will the use of new There will be an increase of 50%
Use of technology and Results from a Google Forms Results from a Google Forms
technologies have on my student’s on assessment scores for
assessment to meet students assessment given at the assessment given at the end of
engagement and overall academic students that fully participated.
differing needs. beginning of the unit. the unit.
performance?

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 result for each focus student.

Individualized Learning Plan,

Fullerton Online Teacher
Induction Program (FOTIP),
2017

Page 1 of 6
 Focus Student 2: Student with
Focus Student 1: English Learner Focus Student 3: Your Choice
ILP/504
Performance Data This student currently has a
This student currently has a 68% (D) in
70% (C) in my class. This is This student currently has a 76% (C) in
my class. This student has limited
mostly due to frequent my class. This is mostly due to missing
vocabulary and does not reach out for
absences and missing assignments.
help, even when offered.
assignments
I am expecting for this student to begin I am expecting this student to
I I expect this student to be
to be more comfortable asking for help, be in class more and be more more aware of the due dates as the
and working on writing and vocabulary productive with time spent in work they produce with very well done.
skills, with the help of translated class. I expect this student to They will write down due dates and
Expected Results documents. His grade will go up to a B. ask for work they missed and attend after school tutoring. I expect
complete it within the given their performance to go to an A.
timeframe and join for
afterschool tutoring. I expect
their grade to improve to a B.
Inquiry Lesson Implementation Plan
Administer Pre-‐Assessment Deliver Lesson(s) Administer Post Analyze Results Discuss Results with
Assessment Mentor
Identify dates for activities.
10/20/2022 10/26/2022 10/27/2022 10/27/2022 10/28/2022

Provide 1-2 sentence summary In this lesson, students will be reading and analyzing primary and secondary sources about the French
of your lesson plan.
Revolution. We will begin with a warmup question and move into a virtual gallery walk of sources, articles
and “vr field trip” in which they will work with a partner to read and analyze various sources from the
French Revolution and record their findings on a provided graphic organizer. This will all be accomplished
using Nearpod. We will end with an exit questionnaire. The post assessment will be given the following
class meeting and consist of individual analysis of similar, but different sources.
Summarize process for Students will participate in a Google Forms survey/questions that gauges their knowledge of the French
administering and analyzing
Revolution up to this point and abilities in analyzing primary sources. This will provide data on their overall
pre- and post- assessments.
critical thinking, writing, and source analysis skills. The post assessment will be individual analysis of
similar, yet different, sources from the prior class meeting to assess their overall understanding and grasp
of the content and acquired skills.
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.)
“Four Inquiry Qualiti es At The Heart of Student-
Centered Teaching”
htt ps://www.kqed.org/mindshift /51580/four-inquiry-
“Inquiry-Based Tasks in Social Studies” qualiti es-at-the-heart-of-student-centered-teaching
https://www.edutopia.org/article/inquiry-based-tasks-social-studies
This arti cle provides strategy and insight into inquiry-
This article highlights the framework for using inquiry-based strategies
based learning with real examples and opportuniti es
when designing lessons for students. Especially in the sense of social
for students to be the focus of their academic
science classes and the importance of students investigating questions
adventures. Allowing the student to be “acti vely
and being able to properly communicate their findings.
involved in the constructi on of understanding.” This
included design techniques, project-based learning
and inquiry-based learning.
Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
My mentor, Fabian Flores, 12th grade Government and APUSH, department
head Social Studies, uses technologies to assist with differentiation in his
lessons. He implements the use of different sites and educational tools to track The other teacher in my department uses differing technologies
and assess student skills and progress. as well. These are used to differentiate between students and
Individualized Learning Plan,
Fullerton Online Teacher
Induction Program (FOTIP),
2017

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 provide optimal chances for learning. He also provides choice
board projects and note assessments to better assist and
individualize students’ success opportunities in the classroom.

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

Special Emphasis Focus How Special Emphasis will be Incorporated
Proposition 3: Teachers are responsible for managing and monitoring student
learning
NBPTs offer specific and effective instruction. It allows for the use a wide variety I have a focus on implementing educational technologies
of tools and techniques that keep students engaged and able to follow. The use into the classroom in order to help student engagement and
of multiple modalities are effective in helping students grow their skills and be the facilitator of student growth and learning.
overall understanding of the information being taught.

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 Pre/Post Assessment Data Analysis
for Whole Class Findings for Three Focus Students

Students will review vocabulary and use visual

materials, along with working with a partner who was picked
Students are mastering the concepts of the French Revolution, as well as gaining
carefully for best support. Higher achieving students will
critical thinking and analysis skills from the gallery walk and the assessments.
respond with more complex terminology and higher level
thinking analysis.
Initial Evidence/Rational for Rating
(Summarize from POP Section 3)
Rating Suggestions for Moving
CSTP Element Revised Rating
Forward

Promoting critical T Teacher asked questions o analysis and To move to INNOVATING level: Consider how to increase
thinking through – complexity of task beyond a single lesson so that there are
Applying T – Integrating evaluation. Students answered questions continuing opportunities for students to engage in inquiry in
1.5 inquiry, problem
solving, and
S S - Integrating that included all levels of Bloom’s. Students complex problem. How could you extend lesson into PBL?
–
reflection Exploring created their own math problems.
Use knowledge Integrating-Plans
of student’s
differentiated instruction, Students demonstrated
academic
readiness,
which is based on broad knowledge by responding to discussion In future lessons, I will
T- Applying
language knowledge of students. questions, polls and completing a provided more one on one support
4.1 proficiency, S- Applying Matches resources and graphic organizer. NT did an adequate for focus students to ensure they are
cultural specific strategies to job of encouraging students to try their fully accommodated and
background,
students’ diverse learning best and reinforced student understanding the activities.
and individual
development to needs and cultural participation and overall effort.
plan instruction backgrounds.
5.2 Collect and T- Applying Integrating: Designs Some students struggled Students mostly met
analyze and integrates an with the primary sources and NT was expectations, however, in future
S- Applying
assessment assessment plan that available to help breakdown the lessons, I will model for students how
data from material and explain its overall to respond on the graphic organizer.
provides formal and
variety of significance. This helped students make
informal assessment
sources to the necessary connections.
inform data on student
instruction learning.
 
Uses data analysis of a
broad range of
assessments to provide
comprehensive
Individualized Learning Plan,
Fullerton Online Teacher
Induction Program (FOTIP),
2017

Page 3 of 6
 information to guide
planning and
differentiation of
instruction.

teachers, NBPTS Core Propositions (if applicable)

Results of Incorporation into Lesson Key Learnings and New

Skills/Knowledge Developed by Teacher
5.a Use technology to create, adapt and personalize
learning experiences that foster independent learning and
6.d. Model and nurture creativity and creative expression to communicate
accommodate learner differences and needs.
ideas, knowledge, or connections.
I used an education tech. site, Nearpod, that allows for the
Students were able to navigate and enjoyed using the virtual tools and
incorporation of multiple different technology based
experiencing the different types of technology and activities that came
activities that allow for multiple modalities to help all
with it.
students learn new skills and content.
Action Items
For curriculum
design, lesson
planning, assessment
To incorporate more interactive and language tools geared toward helping all struggling students.
planning
For classroom
practice
Model proper use and performance for technology tools.
For teaching English
learners, students with
special needs, and
students with other
Use of visual aids (photo and video), and use of audio materials geared toward helping ELL students.
instructional
challenges
For future
How to build and lessons and combine different lesson elements, from different lessons, into 1 all-
professional
development encompassing activity.
For future
inquiry/ILP
Have a focus on students who have differing backgrounds and struggle to make connections.

For next POP Plan and create more material that fully engages all students and helps their overall understanding of
cycle concepts and skills.

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.

Fullerton Online Teacher Induction

Program
Individualized Learning Plan (ILP)
Revised 5.1.17
Individualized Learning Plan,
Fullerton Online Teacher
Induction Program (FOTIP),
2017

Page 4 of 6
 Directions: Record student pre and post scores in this table. Do not use
student’s actual names.
New Teacher Email Subject Area Grade Level
110g

Miller, Kaitlyn [email protected] World History

10th
Pre-‐Assessment Data Range and Average Post-‐Assessment Data Range and Average

C B

PRE-‐/POST-‐ ASSESSMENT DATA TABLE

Student Pre-‐Assessment Score Post-‐Assessment Score Comments

1. Focus Student: EL C B Student understood most of the

material provided and was able to navigate
the interactive tools of the site. They were
able to translate article sites.
2. Focus Student: D C Student did not complete every activity in the
504/IEP lesson.
3. Focus Student: B A Student felt challenged at first, but was able
Teacher Choice to grasp all concepts and skills and excelled in
their analysis and critical thinking.
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.

Individualized Learning Plan,

Fullerton Online Teacher
Induction Program (FOTIP),
2017

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 33.
34.
35.
36.
910111213141516

Individualized Learning Plan,

Fullerton Online Teacher
Induction Program (FOTIP),
2017

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