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
Rachel Menosky Rachelmenosky@yahoo.com Math 3
Mentor Email School/District Date
Scott.Winenger@
Scott Winenger Oxford Preparatory Academy 10/26/18
oxfordchampions.com
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 thinking
Promoting critical thinking posing/solving problems, and reflection on issues in content. 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.
Teacher plans instruction using a wide range of
strategies to address learning styles and meet Plans instruction incorporating a repertoire of
Plan instruction that students’ assessed language and learning needs. strategies specifically meet students’ diverse
incorporates Provides appropriate support and challenges for language and learning needs and styles to advance
appropriate students. learning for all.
Innovating
4.4 strategies to meet Integrating
the learning needs Teacher integrates results from a broad range of Facilitates opportunities for students to reflect on
of all students assessments into planning to meet students’ their learning and the impact of instructional
diverse learning and language needs. strategies to meet their learning and language
needs.

T- Supports students to initiate critical thinking

T- Guide students to think critically through use of through independently developing questions,
Promoting critical
questioning strategies, posing/solving problems, posing problems and reflecting on multiple
thinking though
and reflection on issues in content. perspectives.
1.5 inquiry, problem Applying Integrating
S- Students respond to questions and problems
solving, and
posed by the teacher and begin to pose and solve S- Students pose problems and construct questions
reflection
problems of their own related to the content. of their own to support inquiries into content.

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

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

- Student accuracy will

increase, as they work
Will the use of Google through the Google
Classroom independent and Will students be able to complete Students will complete a Students will complete the classroom activities.
interactive activities increase the Google Classroom Simple KWL Chart about simple original KWL Chart about - There will be at least 5 “L”
students understanding of Machines activities accurately machines and complete only simple machines and items listed on their KWL
content? and independently? the KW only. complete the L section. chart

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
My English Language Learner has shown
My ILP student receives modified
positive steps towards language acquisition.
assessments and receives assistance This student has ADHD and struggles with reading
Performance She still struggles with written language and
with reading fluency and minimized directions, staying on task and completing projects
Data makes mistakes with verbs. I only have one EL
questions. He is provided with check ins in a timely manner.
student in my class, so that is why she was
throughout lessons.
chosen.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 4
 My ILP student will be able to meet
My EL student will be able to meet the goal the goal through simplified directions My ADHD student will be able to complete the
Expected
through simplified directions. and providing oral reading of longer task through reminders to stay on task and
Results
questions. minimized questions.

Inquiry Lesson Implementation Plan

Administer Post-
Administer Pre-Assessment Deliver Lesson(s) Analyze Results Discuss Results with Mentor
Assessment
Identify dates for activities.
November 2nd, 2018 November 2nd, 2018 November 2nd, 2018 November 5th, 2018 November 6th, 2018

Provide 1-2 sentence
summary of your lesson
plan.
Summarize process for
administering and analyzing
pre- and post-assessments.
After completing a short reading passage on simple machines, students will complete at first two parts of a
KWL chart. Students will then use Google Classroom to complete an online activity, which provides more
information and provides more details about simple machines.
Students will be given a paper and pencil pre-assessment of a KWL chart. They will complete it The post
assessment will take place immediately after completing the Google Classroom activities. It will also be
pencil and paper,

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.)
Teaching Children With Attention Deficit Hyperactivity Disorder:
Differentiated Instruction for English Language Learners Instructional Strategies and Practices
http://www.colorincolorado.org/article/differentiated-instruction-english- https://www2.ed.gov/rschstat/research/pubs/adhd/adhd-
language-learners teaching_pg3.html
This article provided a great insight in how to differentiate for EL students This article was very informative and provided tips and speaking points for
including content, process and product. It had an emphasis on EL students teachers to help students with ADHD in the classroom. I learned to ask
learning the same information, however the receive adjusted work to meet their students questions and check in with the student throughout the lesson to
needs. ensure they are staying on task.

Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
2nd Grade- Multiple Subject- Provides peer partner for students who
4th Grade, Multiple Subject- She chunks her students work by circling the
struggle with language and reviews work prior to the student turning
problems the students have to complete.
it in.
Special Emphasis: Instructional Strategy, ISTE Standards, NBPTS Core Propositions
Special Emphasis Focus How Special Emphasis will be Incorporated
Students will use an interactive activity designed specifically for
student use on Google Classroom to develop a better
ISTE Standards for Educators 5: Educator as Designer: I design
understanding of simple machines. The students will put the
authentic, learner-driven activities and environments that recognize
activity into “presentation” mode and will be able drag and
and accommodate learner variability.
drop, answer questions and match concepts together.

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
EL Student- Did not list anything in pre-assessment. Listed 3
Pre-assessment data showed most students gave 0-2 examples of a
machines in post assessment.
simple machine on their KWL chart.
ILP Student orally dictated 1 machine in pre-assessment. Was
able to list 4 in post assessment.
Post-assessment most students were able to list 5 or more
Student with ADHD- listed 1 machine in pre-assessment. Listed
examples of simple machines.
3 in post assessment.
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
Plan
Teacher plans instruction using a wide range
instruction
of strategies to address learning styles and Continue to plan lessons with
that
meet students’ assessed language and strong depth and complexity, that
incorporates
learning needs. Provides appropriate support
appropriate challenges students and teacher,
4.4
strategies to
Integrating Integrating and challenges for students.
but also incorporates differentiated
meet the
Teacher integrates results from a broad learning in order to meet the needs
learning
range of assessments into planning to meet of all students.
needs of all
students’ diverse learning and language
students

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 4
 needs.

Promoting T- Guide students to think critically through

critical use of questioning strategies, posing/solving
thinking problems, and reflection on issues in content. Incorporate discovery lessons that
though S- Students respond to questions and are student focused, rather than
1.5
inquiry,
Applying Integrating problems posed by the teacher and begin to teacher lead. Through STEM and
problem pose and solve problems of their own related
to the content.
backwards teaching lessons.
solving, and
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
ISTE 5.A Use technology to create, adapt and personalize
learning experiences that foster independent Google classroom through interactive learning and
learning and accommodate learner differences and individualized student progress.
needs.
Action Items
For curriculum design, lesson
planning, assessment Incorporate more technology based lessons in to curriculum.
planning

For classroom practice Continue to utilized clear directions and classroom incentives
For teaching English
learners, students with
special needs, and students Provided one on one support to students and check in regulary.
with other instructional
challenges
For future professional
development
Continue working on the clear credential program

For future inquiry/ILP Look for focus students that need intervention and can benefit from individualized learning.

For next POP cycle Look for technology incorporation.

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 0 3
2. Focus Student: 504/IEP 1 4
3. Focus Student: Teacher Choice 1 3
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33.
34.
35.
36.
910111 21314 1516

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