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
Joel Bernstein [email protected] Social Studies 11
Mentor Email School/District Date
Dan Hertzler [email protected] San Juan Capistrano 10/11/2020
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 - Facilitates systematic opportunities for students to apply critical thinking by
T - Guide students to think critically through use of questioning strategies, posing/solving
Promoting critical thinking through designing structured inquires into complex problems.
T – Applying problems, and reflection on issues in content. T – Innovating
1.5 inquiry, problem solving, and S - Students pose and answer a wide-range of complex questions and problems,
S – Exploring S - Students respond to varied questions or tasks designed to promote comprehension and critical S - Innovating
reflection reflect, and communicate understandings based on in depth analysis of content
thinking in single lessons or a sequence of lessons.
learning.

Creating physical
T- Maintains physical environments that reflect
or virtual learning
student diversity and provides a broad range of
environments that T- Selects from a repertoire of structures for
resources, displays, and artifacts that are current
promote student interaction to ensure accelerated learning
and integral to instruction.
learning, reflect Integrating Innovating for the full range of students.
diversity, and
2.2 S- Students use a variety of resources in learning
encourage
environments and interact in ways that deepen
constructive and Applying Integrating
their understanding of the content and develop
productive S- Students routinely use a range of resources
constructive social and academic interactions.
interactions in learning environments that relate to and
among students enhance instruction and reflect their diversity.

T- Provides opportunities and support for T- Structures a wide range of

Planning families to actively participate in the
instruction that opportunities for families to contribute to
classroom and school. Innovating
incorporates Integrating the classroom and school community.
4.4 appropriate
strategies to meet Applying S- Adjusts communication to families based
Integrating- S- Communicates to families in ways
the learning needs on awareness of cultural norms and wide
which show understanding of and respect
of all students range of experiences with schools.
for cultural norms.
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
 Does reviewing for with  After a Khoot review, students will score higher on Civil War Pre test/Post test

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 5
 Kahoot! Raise students test
their test.
scores? Before the post test a Khoot
review will be given to the class.
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
During our welcome call with student and caretaker,
it was difficult to communicate with CT due to the My second focus student does not struggle My third focus student is a bit of a
language barrier. Since that call, I have enlisted the academically, however, student does often combination of the first two. She is not
help of a translator which has helped out a great deal. get behind with lesson completion. So far and EL and does not have an ILP, but
Performance
On tests and quizzes, student often leaves the short this semester student falls behind with his she always seems to be a little behind
Data
answer questions blank until we discuss them, and lessons until we have our phone call. in lesson completion, and rarely
he is able to resubmit his work for full credit. Student Student is much more incline to work when completes all of her short answer
almost always takes advantage of these he is held accountable. responses.
resubmissions.
I also believe this student will achieve the Again, I believe this student will attain
goal. Student is very smart, but can dig the stated goal. Student is smart, but
I expect this student to achieve the goal of earning a
himself a hole when he gets off track by not loses confidence in herself when she
Expected higher score. Student does well when instructed
completing lessons. Having the support of falls behind. Having the support both
Results individually, and having the support of a review he
an in class review, and staying organized, from her studies, and a Khoot review,
can access will greatly benefit him.
will ensure this student of achieving the should keep her on track and her
goal. confidence up!
Inquiry Lesson Implementation Plan
Directions: that Semester 3 requires a lesson that focuses on use of technology to support teaching and learning.
Administer Pre-Assessment Deliver Lesson(s) Administer Post-Assessment Analyze Results Discuss Results with Mentor

Identify dates for activities.

10/20/2020 11/3/2020 11/10/2020 11/11/2020 11/11/2020

Provide 1-2 sentence summary of

your lesson plan.
My lesson will be of the causes of the Civil War.

Summarize process for The pretest will be given as a warmup during the first lesson of the unit. The posttest will be given during my highlighted lesson as
administering and analyzing pre- the “Exit Ticket.” The period of time between the pre and posttest, a phone call will be had with students and their care takers to
and post-assessments. discuss the content and the utilization of the study guide.

Semester 3 Only: Identify the - Powerpoint

specific technology tools, - Video clip
applications, links, and/or devices - Map
to be incorporated into the lesson.
- Kahoot
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.)

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 5
 Van Voorhis, F. L., Maier, M. F., Epstein, J. L., & Lloyd, C. M. (2013). THE IMPACT OF Starr, L, (2005) Parents and Teachers Working Together. Retrieved
FAMILY INVOLVEMENT ON THE EDUCATION OF CHILDREN. Retrieved from from
https://www.mdrc.org/sites/default/files/The_Impact_of_Family_Involvement_FR.pdf https://www.educationworld.com/a_curr/profdev/profdev124.shtml

This article shared that when caretakers are engaged in their students’ schooling, the This article shows the importance for parents and teachers working
students tend to do better. together. This article really hit home with me because it shares the
idea that this parent/teacher teamwork is beneficial no matter the
age of the student.
Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
Discussing my inquiry with my school supervisor, who teaches 12th
Mathematics and has been in the online setting for 5 years, also
Discussing my inquiry question with my mentor, he agreed that he strives to keep
agrees with my hypothesis. She was the first to stress to me to
families involved with their students as much as possible. He also teachers 11 th grade
engaged my students’ families as much as possible. She sees a direct
social studies, and is eager to see the results of the pre and post test.
correlation between students who have a supportive home life with
passing grades.
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
Designing lessons to the standards is something have learned and
5.5b
plan for each lesson. I will be focusing on the digital tools used in this
I design authentic learning activities that align with content area standards and use
lesson, and want these tools to be accessible to all types of learners,
digital tools and resources to maximize, deep learning.
and further all students’ grasp of the lesson goals.
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

28 out of 32, or 88%, students were able to meet or exceed the lesson objective. All three focus students were able to meet the lesson objective.

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 increase complexity of
Promoting critical thinking Teacher asked questions of analysis and evaluation.
T – Applying T – Integrating task beyond a single lesson so that there are continuing opportunities for
1.5 through inquiry, problem Students answered questions that included all levels of Bloom’s. Students created
S – Exploring S - Integrating students to engage in inquiry in complex problem. How could you extend
solving, and reflection their own math problems.
lesson into PBL?

2.2 Creating Integrating Integrating T- Provides multiple inputs during

physical or lessons, and encourages student
virtual Applying Integrating interaction in group work.
learning
environment S- Engages in a diverse classroom setting,
s that with multiple inputs during a lesson which
promote allows all types of learners to access the
student content.
learning,
reflect

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 5
 diversity, and
encourage
constructive
and
productive
interactions
among
students

T- Planning my lessons means planning for

Planning all of my students. Having inputs
instruction such as defined key terms, video clips, and
that differentiated readings, allows equitable
incorporates access for all types of learners.
Integrating Innovating
appropriate
4.4
strategies to
Applying Integrating S- Students are encouraged to be open
meet the
learning about how they are best able to access
needs of all content. Using these interactions, they are
students planned for by the teacher for each lesson.

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

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

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 5
 For next POP cycle

Semester 3 Only:
For future use of technology
Other Notes

910111213141516

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 5