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
th
Brittany Machian [email protected] Social Studies U.S. History 11
Mentor Email School/District Date
Josh Dutra [email protected] Mater Dei High School 10/09/19
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 T - Facilitates systematic opportunities for students to apply critical
Promoting critical thinking strategies, 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.

Establishing T - Establishes and shares learning goals

T T - Establishes and articulates learning
and articulating for skill development with students in
Exploring T- goals to students that integrate content
4.2 goals for single lessons and sequence of lessons.
Integrating standards with students’ strengths,
student
interests, and learning needs.
learning
T - Facilitates systematic
T - Guide students to think critically opportunities for student to apply
through use of questioning strategies, critical thinking by designing
Promoting
T posing/solving problems, and reflection T structured inquiries into complex
critical thinking
Applying on issues in content Innovating problems.
though inquiry,
1.5
problem
S- S - Students respond to varied S- S - Students pose and answer a wide-
solving, and
Exploring questions or tasks designed to promote Innovating range of complex questions and
reflection
comprehension and critical thinking in problems, reflect, and communicate
single lessons or a sequence of lessons. understandings based on in depth
analysis of content learning.
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.
Use of primary/secondary historical resources, What impact will additional instruction in how to use
Previous writing assignments where
historical thinking skills (reading & writing) on-line databases (ABC-CLIO) have on students ability Student project scores will increase by 10-20 %
students have completed on-line research
Student ability to curate and assess resources to do high-quality research in which they locate and Comple ion of he e ea ch p ojec depending on student effort and teacher
to address a prompt (Triangle Shirtwaist
Differentiation of resources for students with evaluate credible sources, establish a historical emphasis of the skills required for the project.
Project)
learning differences/ELL argument, and properly cite their sources?

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
E.W. International student from L.O. Student with ILP This S.M/ - This student is an athlete who
China who has struggled with student has a documented struggles with academic work. He is
Performance
Data
language/writing on previous learning difference related to very bright, but loses interest quickly
assignments. She is very eager to her reading ability. She works and lacks confidence in his ability. He
learn and I think that the scaffolding very hard, but has trouble with would rather give up, than make an
 and language resources accessible via longer documents and with in- attempt and fail. My hope is that by
the on-line database will help her depth analysis of sources. I am allowing him a choice in research topics
significantly on this assessment. hoping that the on-line database and providing scaffolding in research,
will enable her to work with he will be able to complete and submit
resources more effectively and a successful project.
Score on Pre-Assessment (75% - C) build her confidence in her Score on Pre-Assessment (68% - D;
ability assignment was also submitted late)

Score on Pre-Assessment (82% -

B-)
He will also be more confident in his
She will be more confident in her
ability and not give up on himself. His
She will hopefully improve to B-range reading ability and submit a
time management skills will improve
with this project and demonstrate project that she is proud of. I
Expected Results and I am hoping that he demonstrates
improved reading and writing skills believe she can reach an A-level
the academic ability I know that he is
than in the pre-assessment. assignment with the scaffolding
capable of. I am hoping he can achieve
provided.
a B or better on this assessment.
Inquiry Lesson Implementation Plan
Administer Pre-Assessment Deliver Lesson(s) Administer Post-Assessment Analyze Results Discuss Results with Mentor
Identify dates for activities.
10/9/19 11/1/19 11/11/19 11/15/19 11/15/19
The lesson will involve having students locate research on their selected historical figures/events/legislation
Provide 1-2 sentence using credible resources which they have analyzed and evaluated covering Social, Political, and Economic
summary of your lesson plan. categories. Student will be using the on-line database ABC-Clio to locate resources and will be expected to
assess the prompt How were the ’s the beginning of Modern America?
Pre-Assessment Triangle Shirtwaist Factory Fire Project Students complete a webquest to look at
primary/secondary sources and describe the impact of this event. Lesson was administered in class and
students worked individually to complete the webquest and submit digitally as a Googleslides presentation.

Summarize process for

Post Assessment Student will submit the ’s research project digitally as a research paper. Rubric will
administering and analyzing
pre- and post-assessments. be provided to students and this is what I will use to grade their project. The paper will demonstrate
whether they have built and improved their research skills specifically the ability to evaluate resources for
reliability and analyze resources to build a historical argument. I will compare the grading rubric and scores
from the pre-assessment to the post assessment and evaluate areas where students improved vs. areas that
still need work.
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.)

Library Journal – Only a Third of Students Enter Stanford Graduate School of Education – College
College With Research Skills. Students Struggle to Make Use of Evidence from
This article covered research done by librarians at the Past.
colleges and universities regarding first-year college This article included a study done by the Stanford
students ability to do research. They evaluated the History Education Group relating to college
students skills in evaluating sources for reliability, students research skills. The article primarily
ability to establish a research topic, proper citation of focused on data that demonstrated students
sources and overreliance on Google. The findings of struggle with evaluating the reliability of
the study showed that 30% of students at 4 year historical sources. It also discussed the
colleges/universities are prepared for college level importance of historical thinking as related to
research and the number drops to 23% at the many careers including law, business, education,
community college level. etc.
https://www.libraryjournal.com/?detailStory=first-impressions-ljs-first-year-
experience-survey
 https://ed.stanford.edu/news/college-students-
struggle-make-sense-evidence-past-stanford-
researchers-find
Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
My mentor has worked closely with the school librarian on having
One of my colleagues has worked on implementing the SOAPStone
specific lessons geared towards the students using our on-line
document analysis format in her sophomore history classes. She has given
databases. She has visited his classroom in the past to go over the
students a scaffold for how to read and analyze primary/secondary
available on-line resources and the basics of how to determine
sources and I have noticed that when her students come in to my class,
whether a source is credible or not. I am planning to invite her to
they are significantly more competent in their reading and writing ability
come to my classroom this semester as well before the project to go
than students who do not go through this process.
over these same topics with my students.
Special Emphasis: Instructional Strategy, ISTE Standards, NBPTS Core Propositions
Special Emphasis Focus How Special Emphasis will be Incorporated
Students will be provided access to ABC-CLIO document
database via the school library. Using skills built throughout
ISTE Standards for Students 3.C : Students will be able to curate
the unit, students should be able to research their chosen
information from digital resources using a variety of tools and
topics and evaluate appropriate/reliable sources that will help
methods to create a collection of artifacts that demonstrate
them build a historical argument. They will address how the
meaningful connections or conclusions.
’s was a decade of change and how it led to the birth of
Modern America.
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
Student #1 English Learner 75% on pre-assessment, 81% on
post-assessment Significant improvement made in this
students grasp of writing and language. She used the database
to find several quality resources. She still relied on some
sources from outside of the database. Some of her analysis
could use further development but overall there was a great
deal of improvement and she addressed the prompt very well.

Student #2 Student with ILP 82% on pre-assessment, 92%

Students did well on the pre-assessment, but this was a very basic
on post-assessment Also saw significant improvement with
assignment that had specific instructions and told them exactly
this student. She excelled at utilizing the database to find her
what website/page/paragraph to find the information they needed.
information. I also saw her confidence build as she felt
Looking back it seems to be mostly regurgitation of information
comfortable coming to me with questions and making
they found on-line and not a lot of analysis and critical thinking. The
adjustments to her material. Again, I want to focus now on
post-assessment requires students to do their own research using a
improving students basic writing skills so there were some
database but then kind of allowing them to take their own path and
points marked down for clarity and overall cohesiveness of the
choose their own topics. This allowed for more freedom and better
essay. But I was impressed by her improvement on this
quality research. However, the writing ability of students is
assessment.
something I still need to build upon and scaffold so that scores
continue to improve.
Student #3 Struggling Student 68% on pre-assessment, 65%
on post assessment
This student made progress in comparison to where he had
been before this project. He was docked for turning in the
assignment late, which is why his final post-assessment score
was lower than the pre-assessment. Had he submitted on
time, he would have earned a 70% on the project. The
portions of the project he submitted were ok, but he did not
follow all directions as he got caught up in the material he was
 interested in and ignored the other aspects of the paper. I was
glad that he was engaged in some of the material, but he is on
of the reasons why in future assessments like this I would have
more tangible checkpoints throughout the project so that I can
fully insure that students are following all directions. I was
happy that he found topics he was interested in which was a
huge step for this students, but he does need to continue
improving on his accountability and turning work in on time.
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 le el of Bloom
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

To move to Innovating level:

Teacher introduced databases for Consider how to increase
research which included language students writing ability by
Establishing
resource tools and summarization provided further scaffolding of
&
tools for students who need extra the basics. Students can’t be
articulating T-
4.2 T - Integrating support. expected to know something they
goals for Exploring
Teacher provided additional help for have not been taught or
student
students who asked and checked in practiced. Figure out where
learning
with students individually several students are with basic writing
times throughout the project. ability and then use resources to
build on those skills.
Teacher presented a prompt to
students and provided resources that
allowed students to select their own
research topics and complete the To move to innovating level: Have
Promoting
assessment. more check points for students
critical
T Students were able to select research throughout the lessons. Also
thinking
Applying T Integrating topics and use on-line databases to introduce a formal peer review or
through
1.5 build their research skills. Many rough draft process so students
inquiry,
S- S - Integrating students demonstrated have the opportunity to reflect on
problem
Exploring improvement in the quality of the their work and make
solving, and
research and their confidence in their improvements before submitting
reflection
ability to handle a major a final draft.
prompt/research paper and be
successful in defending their own
thesis statement.
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
Raising the standard for my students ended up being
Overall student worked improved in this project. The quality of successful. I have been hesitant to do so at the college prep.
student writing was higher than on the pre-assessment project. Also, level because I don’t want students to feel overwhelmed.
the use of credible sources was emphasized and many students took I also developed my abilities to provided scaffolding for
advantage of the databases and added quality materials to their students of all levels/language skills so that they can be
research. Students still struggle with basic writing skills like successful. I developed my skills in giving immediate
paragraph structure & MLA formatting but even this area was feedback to students and helping them improve their
improved from the pre-assessment. abilities, but I want to continue building on this in future
assessments and activities.
Action Items
 Continue to scaffold material for students. If my goals are to help students build critical thinking and writing
For curriculum design, lesson skills, I can’t expect that they are starting at a particular level just because they are juniors in high school.
planning, assessment Providing frameworks and guidance as well as structuring class time and lessons that build up to a final
planning writing assessment is something I should continue to do if I want to build better results over the next
semester.
Make more specific time in class to meet with each student individually. On the days I did this, students
were more productive and the quality of their work was higher. Especially as this is one of the first major
For classroom practice
writing projects, they need the additional support. Also incorporating a draft of the project before a final
submission so students can have specific feedback and build on their own work.
Providing these students with extra time and resources (graphic organizers & scaffolds) has generated
For teaching English learners, improvement in their skills. My students who struggle with engagement need to feel motivated and
students with special needs,
and students with other
interested in the material in order to increase their chance of success. Even with this, I need to make sure
instructional challenges to have multiple checkpoints throughout a project/assessment so that students are accountable for the
work they are completing.
Workshops on teaching historical writing skills if available? Continuing to attend workshops on AP work,
For future professional and then adapting those lessons to meet the needs of my non-AP students because basic skills wise, the
development students should be building the same skills. I also will continue to be open to technology tools and
resources available that can help my students build their research skills.
How can I have students use the databases more specifically for primary vs. secondary source research?
For future inquiry/ILP Now that students are familiar with how to research and use credible sources, can they learn about the
types of sources and use the strengths/weaknesses of various types of sources to build a critical argument.
Work on strategies to engage all students, incorporating new technologies/apps to helps students build
For next POP cycle
their research 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.
Pre-Assessment – Triangle Shirtwaist Factory Fire Project

The Triangle Shirtwaist Factory Fire Webquest Project

**Please use KEYNOTE to document the information and include images when
noted**

Use the following website to complete the following- http://trianglefire.ilr.cornell.edu/index.html

A. Tap: About this site (Slide 1)

1. What kinds of information about the fire can you find at this site?
2. Who put this site together?

B. Go to Story of the Fire and read the Introduction (Slide 1)

3. In one sentence, describe the triangle fire.

C. Go to Primary Sources. Under Sweat Shops and Strikes before 1911, tap on Letter to Michael and
Hugh (Slide 2)
4. Who wrote the letter?
5. Is she credible? Why?
6. Describe the conditions in the factory before the fire.
7. Why did people put up with this?

D. Go to Tips for Students and read it (Slide 3)

8. Are Leon Stein's The Triangle Fire and Out of the Sweatshop primary or secondary sources?

E. Go back to Primary Sources and down to Testimonials (Slides 4 and 5)

9. Tap: Trap, p 23-24. Describe the building and what made it dangerous.
10. Tap: Warnings, 26-28. What warnings were given about the building in 1909?
11. Tap: Eighth [Floor], p 37-39. Why are inward opening doors a hazard?
12. Tap: Eyewitness at the Triangle by William Shepherd.
a. Is Shepherd believable and do you think he is biased in any way?
b. Why is this story so powerful?
c. How do the last 3 sentences impact you and why did he end it that way?

F. Go to Photos and Illustrations (right column on Primary Sources page)

13. In looking through the pictures of Workers and Working Conditions, a) what physical dangers
and safety

Hazards do you see in the pictures? b) what aspects of this work seem harmful to the
workers bodies? (Slide 6- Include at least one picture on the slide when answering
#13 parts a and bon Slide 6)

14. Choose one photo under Workers and Working Conditions to answer the following:
a. Describe the people, activities, &
objects in the picture. b. Describe the
 setting.
c. What is the mood of the picture?
d. Give 2 important pieces of information you can get
from this picture. e. What does the picture NOT tell
you?
(Slide 7- Include the photo on your slide when answering a-e of#14 on Slide 7)

15. Under photos by category, tap Triangle Fire and

go to picture #10. a. Briefly describe the
picture
b. Why are people looking up?
c. What does the picture make you think and feel about the fire?
(Slide 8- Include this picture on your slide when answer 1-c of#15 on Slide 8)

G. Go back to Primary Sources and scroll down to Investigation and Trial. Under Newspaper and
Magazine Articles, click
Literary Digest, January 1912, "147 Dead, Nobody Guilty." (Slide 9)
16. What was the verdict and why?
17. Whose fault do you think it is (employers, inspectors, employees) and why? Explain this in at
least a paragraph 5-10 sentences.

H. Using outside resources, research one of the following events of the 20 th or 21st century. How does
this event compare to the Triangle Shirtwaist Factory Fire? What are the similarities and differences
between the two events? Could anything have been done to prevent this particular incident? Make sure to
include at least on image with your explanation. (Cite at least 2 sources that you used in your research in
the last slide of your presentation)

Choose one event from the following

The Halifax Explosion (1917)

The Bhopal Gas Leak (1984)
The Titanic Sinking (1912)
Rana Plaza Collapse (2013)
Hamlet Chicken Food Processing Plant Fire (1991)
Grover Shoe Factory Explosion (1905)
Piper Alpha Catastrophe (1988)
Texas City Disaster (1947)
Amtec Corporation Explosion (2010)
Tesoro Anacortes Disaster (2010)
Boston Molasses Disaster (1919)
Grenfell Tower Fire (2017)
Oakland “Ghost Ship” Fire (2016)
Post – Assessment – 1920 s Research Project
1920 Re ea ch Pa e P ject

Prompt: What were the political, social, and economic changes of the 1920s that
contributed to the development of modern America?

Many historians have argued that modern America, the country we all live in today, was truly
b n in he 1920 . F m getting electricity into the homes of all Americans to the rise of
gani ed c ime d ing hibi i n, he 1920 e e a e i d f n eceden ed change in he
United States.

You will choose three research topics from each of 3 broad categories: politics, society
(including pop culture) and economics.

Your textbook is not a valid source for your research. The Mater Dei library has links to
acceptable databases, as does the OC library (go here to apply for a card if you do not have
one)

The format for the final product should mirror the format we have been using in class. The
introductory paragraph should state your thesis (topic sentence), followed by the concrete
details (summarize the point you will be making for each of your subsequent paragraphs).
Concrete detail 1 should be about political changes, concrete detail 2 should be about social
changes, and concrete detail 3 should be about economic changes.

Paragraph 2 begins with a topic sentence. In this sentence, you will restate your Concrete
Detail from the opening paragraph. Next, each of the three research subjects you chose will
become a Concrete Detail with further discussion.

Paragraphs 3 and 4 follow the same format as paragraph 2, but about society (paragraph 3)
and the economy (paragraph 4).
Each body paragraph must incorporate 1 Primary Source.

Finally, paragraph 5 is the conclusion. In this paragraph, you will recreate paragraph 1, but in
reverse order. In this paragraph, your task is to recap for the reader the journey you have just
taken them on.

Throughout the paper, you must properly cite your sources using MLA in text citations. You
must also include a full, accurate, and properly formatted works cited at the end.

You will be given significant time in class to work on this assignment, along with pacing
guidelines for each class. You must keep up! In addition, plagiarism will be strictly enforced.
Students will be submitting their assignment twice
 1- Canvas online submission as a pdf
2-Hard paper copy to the Teacher

Political *list not comprehensive. Seek teacher approval for additions before proceeding*
18th Amendment Palmer Raids
Warren G. Harding League of Nations
Normalcy Washington Naval Disarmament
Calvin Coolidge Conference
Teapot Dome Kellogg-Briand Pact
Herbert Hoover World Court
3rd party alternatives to the Dawes Plan
Republican and Democratic parties Emergency Quota Act (1921)
(communism) National Origins Act (1924)
Red Scare (Not the same as the Red 19th Amendment
Sca e in he 1940 and 1950 ) Marcus Garvey

Social *list not comprehensive. Seek teacher approval for additions before proceeding*
Radio The Lost Generation
Am n And Frank Lloyd Wright
Hollywood and movies Model T
The Ja Singe Scopes Trial
The Machine Age Ku Klux Klan (KKK)
Margaret Sanger National Association for the
Flapper Advancement of Colored People
Jazz music (NAACP)
Harlem Renaissance: art, culture, Anti-Defamation League (ADL)
music Bootleggers
Cotton Club Charlie Chaplin
The Savoy Babe Ruth
Charles Lindburg Sigmund Freud
Langston Hughes Phonograph
F. Scott Fitzgerald W men e ali
Ernest Hemingway

Economic *list not comprehensive. Seek teacher approval for additions before
proceeding*
Volstead Act Suburbs
Black Friday Industrial wages
Consumer revolution Andrew Mellon
Assembly line Model T
Henry Ford
credit/ installment buying
Bull market
Urbanization
 Rubric/Grading Criteria /100 Points Total

Introductory Paragraph 10 points

❏ Thesis statement (Topic Sentence) that clearly addresses the prompt
❏ 3 Concrete Details (Summarize what will be in each body paragraph)
❏ Political details included
❏ Social details included
❏ Economic details included

Body Paragraph #1 - Should focus on 1st category (political) 20 points

❏ Topic Sentence (re-states concrete detail from intro paragraph)
❏ Concrete Detail #1 - includes in-text MLA citation
❏ Commentary Sentences
❏ Concrete Detail #2 - includes in-text MLA citation
❏ Commentary Sentences
❏ Concrete Detail #3 - included in-text MLA citation
❏ Commentary sentences
❏ Concluding sentence of the body paragraph
❏ Addresses connection to the original prompt

Body Paragraph #2 - Should focus on 2nd category (social) 20 points

❏ Topic Sentence (re-states concrete detail from intro paragraph)
❏ Concrete Detail #1 - includes in-text MLA citation
❏ Commentary Sentences
❏ Concrete Detail #2 - includes in-text MLA citation
❏ Commentary Sentences
❏ Concrete Detail #3 - included in-text MLA citation
❏ Commentary sentences
❏ Concluding sentence of the body paragraph
❏ Addresses connection to the original prompt

Body Paragraph #3 - Should focus on 3rd category (economic) 20 points

❏ Topic Sentence (re-states concrete detail from intro paragraph)
❏ Concrete Detail #1 - includes in-text MLA citation
❏ Commentary Sentences
❏ Concrete Detail #2 - includes in-text MLA citation
❏ Commentary Sentences
❏ Concrete Detail #3 - included in-text MLA citation
❏ Commentary sentences
❏ Concluding sentence of the body paragraph
❏ Addresses connection to the original prompt

Concluding Paragraph - Tie it all together! 10 points

❏ Re-state thesis statement
❏ Summarize final connections/thoughts on the prompt. How did your research from paragraphs 1-3
answer the original question.

Format/Citations 10 points
❏ Paper follows correct MLA Format (font size, spacing, etc.)
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 10 of 13
 ❏ Paper included appropriate in-text citations for CD
❏ Minimum of 9 sources used/3 must be primary sources (excluding textbook)
❏ Work Cited Page included (MLA format)

Grammar/Spelling/Structure 10 points
❏ Use of Proper Grammar
❏ Clear sentence and paragraph structure
❏ Proofread for spelling errors
❏ Incorporates academic language

TOTAL /100 POINTS

Fullerton Online Teacher Induction Program

Individualized Learning Plan (ILP)
Revised 5.1.17
Directions: Record student pre and post scores in this table. Do no e den ac al name .
New Teacher Email Subject Area Grade Level

Brittany Machian [email protected] Social Studies US History 11

Pre-Assessment Data Range and Average Post-Assessment Data Range and Average

Highest 97% Lowest 59% Average Score 82.6%

PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments
Improvement in research quality; still needs
1. Focus Student: EL E.W. 75% 81 development of reading/writing skills.
Databases helped with translation tools.
Outstanding improvement. Quality of research
2. Focus Student: 504/IEP L.O 82% 92 up and improvement to writing ability. Also
growth in confidence.
Late assignment resulted in poor grade.
Student was engaged in some aspects of the
3. Focus Student: Teacher Choice
68% 65 research but not in others. Need to continue
S.M – athlete; struggling
working on motivating him and helping him
stay engaged and successful in class.
4. E.B. – Above Average , arts 91% 95
5. K.C. – EL , arts 82% 89
Student struggled with writing a paper
6. S.N. – High achiever, arts 97% 78 individually. Also failed to turn in a works cited
page resulting in lower score.
7. N.T. - ILP 87% 91
Some issues with formatting, writing cohesive
8. J.A. – Above Average 92% 86
paragraphs but content & research was good
9. V.P - Good 85% 83
Language resources helped improve quality of
10. NG.T - EL 79% 84
work
Language resources helped improve quality of
11. M.T. - EL 81% 83
work
12. A.L. – EL – Good ; athlete 88% 88
Significant improvement seen in quality of
13. C.C. – lacks self-confidence 81% 90
work
14. P.N. – organizational skills 72% No longer a student

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 11 of 13
 15. J.M. – Struggles with attention 77% 78
16. D.K. – high achiever 96% 92
17. J.C. – athlete; high achiever 96% 95
Really impressed with this student’s progress.
18. C.W. – athlete; struggling 59% 85 Assignment was turned in on time and
demonstrated significant effort.
19. E.M. – athlete; good 85% 81
20. M.U. – athlete; high achiever 93% 87
Demonstrated great effort and interest in the
21. A.W. – good; cheer 84% 87
material.
22. P.R. - good 83% 87
23. H.T. - EL 81% 90
24. J.R. – works below ability 77% 92
25. S.R. – works below ability 74% 0 Student did not submit assignment
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
910111 21314 1516

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Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 13 of 13
 Late 5 6
Scott Morales
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Ms. Machian
lack of use of resources
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some shown but use
Block 6

11/18/19
databases
“1920s Essay”

The Political, Social, and economic changes of the 1920s contributed to the

development of modern America. Political transformations of the 1920s that influenced

the development of modern America included 18th amendment, 19th amendment and

NAACP. Social transformation of the 1920s that influenced the development of modern

America included Babe Ruth, Yankees, Red Sox. Economic transformation of the 1920s

that influenced the development of modern America included Black Friday, Henry Ford,

Model T

The 18th amendment, is the prohibition of liquor according to (constitutioncenter.org)

this banned many things with liquor. This shows that liquor had to be part of modernized

America because they let consumption of alcohol later. The 19th amendment gave the

woman the right to vote according to (scholastic.com) this gave everyone equal voting.

This is good because everyone had a say in America. The NAACP “is to secure the

political, educational, social, and economic equality of rights in order to eliminate race-

based discrimination and ensure the health and well-being of all

persons.”(NAACP.COM). This is good because everyone had a chance.

Babe Ruth, was an American baseball player who was very popular and considered as

one of the all time greats(MLB). Many people consider Ruth the man who cursed the
Red Sox. Babe Ruth was so popular he made more money than the president. The New

York Yankees were a baseball team and club they have won the most World Series

championships.(yankees.com) . Yankees were arguably the greatest baseball team ever

in sports history. The Boston Red Sox are a baseball team and in the 1920s sold Babe

Ruth to the Yankees(redsox.com) the Sox have been considered the Yankees biggest

rivalry team.

Black Friday, was a stock market crash in the 1920s(History Channel) Some people

believed that abuses by utility holding companies contributed to the Wall Street crash of

1929 and the Depression that followed. Henry Ford was the creator of FORD the

automobile company which led to many creations the the automobile industry.(FordUS)

Henry Ford created the biggest car manufacturing company. Model T the Ford model T

was the first car Henry Ford ever made and led to a great successful car. (FordUS). The

model T was a weird car because it doesn’t have any brakes which can be dangerous.

To conclude, these were all reasons that led to the success of the 1920s joy,cheer and

success.

works cited page 3 10

Missing
 EW learner
english
After America join in the World War I, America want to return to isolation. During the

isolation the political, economic, and social changes happened. The 18th Amendment,

Urbanization, and women’s equality changes of 1920s contributed to the development of modern

America.
thesis
The political changes that influenced the development of modern America included 18th

Amendment, 19th Amendment, and League of Nations. The 18th Amendment claims that, “The

Eighteen Amendment mandated national alcoholic prohibition. It represents the only time that

sumptuary legislation has been incorporated into the Constitution and is the only amendment to

incorrect
have been repealed.”(18th Amendment). The
citation format
18th Amendment is basically about prohibition

which claims that no sale and distribution are allowed. It makes modern America better by

prohibit all the negative and unfair movements that happens in 1920 and let people in that time

have a better and happier life. The 19th Amendment is about woman suffrage which clarifies

that, “The adoption of the Amendment prohibiting the manufacture and sale of alcohol probably

aided the Nineteenth Amendment.” (19th Amendment). 19th Amendment allows woman to vote

and gave all people the opportunities to decide what kind of country or environment they want to

live under. Modern America become better development though 19th Amendment by emphasis

all men and woman are equal and allows more people to dedicate for America, therefore more

political ideas and policy will appear. The League of nation is a organization that spread the idea

of peace, “The League of Nation, organized after World War I to prevent similar conflicts in the

future, was built upon an "international ideal" of cooperation.”(League of Nation). The League

of Nations create peace and love in the world which let people have a idea to against war and

create the policy together that benefits America. These significant political changes during the
1920s shaped America into the country it is today by 18th Amendment, 19th Amendment, and

League of Nations.
ration
Goodinform
The economic changes that influenced the development of modern America included Black

Friday, Urbanization, and Suburbs. The urbanization has a huge influence, “Rapid Urbanization

in the United States in the latter half of the 19th century led to more than half the population

living in urban areas.” (Ken Taylor). The rapid development of urbanization allow more health

care and offer high levels education. Therefore, people have more jobs opportunities and

knowledge so that the economic level of American growth rapidly. Suburbs also has a huge

effect on modern America development. For example, in the article The economic boom, “the

suburbs—which were outside the city and usually beyond public transportation systems—further

fueled demand for automobiles, for businesses to serve the suburbs, and for better and bigger

highway systems.”(economic boom). The suburbs helps with transportation which allows people

go to city for work and gain money. Because of transportation in suburbs the modern America

became more and more convenient and vibrant. In the article financial panics Black Friday also

helps with economic changes in modern America. For example, “Financiers Jay Gould and

James Fisk caused gold prices to rise sharply by buying large amounts of gold and then selling it

at the inflated prices caused by their purchase, which triggered a panic in the gold markets that

became known as Black Friday.”(Financial Panics). Black Friday is a Great Depression that

happened during 1920s which brings the downfalls of America. However, Black Friday warn

America people and let the financier know how to control or program America economic. In

conclusion, These significant economic changes during the 1920s let America become the

country it is today by Urbanization, Suburbs, and Black Friday.

 The social changes that influenced the development of modern America included woman’s

equality,Anti-Defamation League, and National Association for the Advancement of Colored

People. Woman’s equality helps modern America by solving more social problem thought

females perspective. In the quote of woman’s equality said that, “What this shall be we may not

attempt to define, but this we know, that only good can come to the individual or to the nation

through the rendering of exact justice.”(Susan B. Anthony). Woman’s equality allow women to

adhere their own opinions and help society improve. The National Association for the

Advancement of Colored People also help with modern America movement. “The NAACP's

major objective is encouraging racial integration through education and lobbying.”(NAACP).

The National Association for the Advancement of Colored People helps with social equality

provide education for black man let them incorporate into this society and eliminate the

discrimination for society. Anti Defamation League helps the society also though create equal

right for everyone. “The Anti-Defamation League (ADL) is an organization dedicated to rooting

out antisemitism from the media, government, business, and society in general.”(ADL). It spread

the idea that Jews are also human and since everyone claim all men’s are create so people need to

trade everyone equal. In conclusion, These significant social changes during the 1920s let

America become the country it is today by woman’s equality,Anti-Defamation League, and

National Association for the Advancement of Colored People.

In summary, the political, social, and economic changes of the 1920’s has huge effects on the

development of modern America. First modern America are influenced by political changes

included 18th Amendment, 19th Amendment, and League of Nations. 18th Amendment prohibit

the negative things, 19th Amendment help with woman suffrage, and League of Nations create
peace between countries. Second, economic help the society though Black Friday, Urbanization,

and Suburbs. Black Friday let people aware how important to control economic, Urbanization

helps with advanced quality of life, and Suburbs helps with transportation. Third, political

changes influenced the modern America by woman’s equality,Anti-Defamation League, and

National Association. Helps with create equality between everyone no matter where they from,

their gender or what they looked like. Nowadays, modern America become what it looks like

today are all based on these changes, people should keep moving toward let America become

more and more better.

 ai o
excellent use of ABC
references
renew HLA format for citations
Worksite page

Vile, John R. "Nineteenth Amendment." American Government, ABC-CLIO, 2019,

americangovernment.abc-clio.com/Search/Display/1323993. Accessed 17 Nov. 2019.

Vile, John R. "Eighteenth Amendment." American Government, ABC-CLIO, 2019,

americangovernment.abc-clio.com/Search/Display/1360112. Accessed 17 Nov. 2019.

"League of Nations." American Government, ABC-CLIO, 2019, americangovernment.abc-

clio.com/Search/Display/201402. Accessed 17 Nov. 2019.

Taylor, Ken. "Urbanization." American History, ABC-CLIO, 2019, americanhistory.abc-

clio.com/Search/Display/263281. Accessed 13 Nov. 2019.

"The Economy Booms." American History, ABC-CLIO, 2019, americanhistory.abc-clio.com/

Topics/Display/1187274?cid=41&sid=1187274. Accessed 15 Nov. 2019.

Marshall, Jim. "Financial Panics." American Government, ABC-CLIO, 2019,

americangovernment.abc-clio.com/Search/Display/318433. Accessed 15 Nov. 2019.

Vile, John R. "Anti-Defamation League." American Government, ABC-CLIO, 2019,

americangovernment.abc-clio.com/Search/Display/201223. Accessed 17 Nov. 2019.

"Susan B. Anthony: Quote on Equal Rights." American Government, ABC-CLIO, 2019,

americangovernment.abc-clio.com/Search/Display/224149. Accessed 17 Nov. 2019.

"National Association for the Advancement of Colored People (Naacp)." American Government,
ABC-CLIO, 2019, americangovernment.abc-clio.com/Search/Display/201423. Accessed 17 Nov.
2019.
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Ms. Machian

US History

November 13, 2019

1920s Research Paper

exceedsPrior to the 1920s life was hard for Americans. We were in the middle of World War I, the
war that was supposed to end all wars. People had to give up their jobs to support the war effort.

Factories became military bases and schools became places to learn how to protect yourself from

danger. Citizens learned how to make planes, guns, and ammunition, to support the war effort.

When the war ended in 1918 Americans were extremely grateful it was all over. Americans en-

tered the 1920s with no cares. Political, social, and economic changes in the 1920s contributed

heavily to the development of modern America. A few things that drastically changed America in

the 1920s were the passage of the 18th and 19th amendments, the rise of motion pictures, and

urbanization.

Political transformations of the 1920s that influenced the development of modern 


America included the 18th and 19th Amendments and the League of Nations. The 18th 


review LA
Amendment had the biggest impact on politics of the 1920s. According to (Vile, John R. 

µformat
"Eighteenth Amendment." American Government, ABC-CLIO, 2019, americangovernment.abc-

clio.com/Search/Display/1360112. Accessed 16 Nov. 2019.) The 18th Amendment was the 
 orrations
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mandated national prohibition on alcohol. Most citizens reacted in a positive way because they

believed alcohol was a distraction from work, family, a toll on health, etc. Alcohol was illegal to
 ODay 1
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sell, trade, and own. Some people who didn’t believe in this ban opened secret “speakeasies”

which were underground bars/clubs (You could drink the alcohol just not sell it). Due to the

crime that was associated with the 18th amendment it was abolished in 1933. Just a couple

months later after the passing of the 18th amendment, the U.S. government announced a new

amendment now that gave women the right to legally vote across the country. According to (Vile,

John R. "Nineteenth Amendment." American Government, ABC-CLIO, 2019, americangovern-

ment.abc-clio.com/Search/Display/1323993. Accessed 16 Nov. 2019.) This improved the 1920s

because legalizing voting by women decreased unnecessary sexism towards women. The 19th

amendment finally put an end to the women’s suffrage movement, ending years of riots and

protests resulting in equality. In early 1920 the U.S. government met with World War I allies and

helped to create a world peace organization called the League of Nations. According to (“League

of Nations." American Government, ABC-CLIO, 2019, americangovernment.abc-clio.com/

Search/Display/201402. Accessed 16 Nov. 2019.) The League of Nations changed the world for

the better because it ensured a world war would never break out again. Many looked at the

League of Nations to bring stability to the world. Through the 18th and 19th Amendments, plus

the League of Nations, America brought safety, equality, and peace to the world.

Social transformation of the 1920s that influenced the development of modern America

included the development of motion pictures (including a Hollywood movie star named Charlie

Chaplin) and the rise and fall of Al Capone. Hollywood and movies played a big part in the 


social aspect of life in the roaring 1920s because of the popularity of silent movies. Films of the

era were revolutionary for their technology and visual storytelling. People never saw anything

like it. According to (Harmon, Justin. "Charlie Chaplin." Pop Culture Universe: Icons, Idols,
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Ideas, ABC-CLIO, 2019, popculture.abc-clio.com/Search/Display/1461657. Accessed 17 Nov.

2019.) Someone still well-known today, who was very involved in the early movie-making

process, was Charlie Chaplin. He was a silent film actor, starring in countless successful movies

throughout the decade. He influenced today’s actors to be more expressive (since there was not

sound in silent movies) and emphasized his non verbal comedic skills. Most all of his movies are

still very relevant and well-known today. Another very recognized face in the media was Al

Capone. According to ("Al Capone." Pop Culture Universe: Icons, Idols, Ideas, ABC-CLIO,

2019, popculture.abc-clio.com/Search/Display/1479413. Accessed 17 Nov. 2019) he was famous

for starting gang wars, becoming a business man with underground alcohol sales and ordering

people to be killed for him. He shaped the 1920s because it led to a cult for violence and loss of

morals. Hollywood movies, Charlie Chaplin, and Al Capone, influenced society in technology,

comedy, and crime, (for the better and for worst).

good quality
of research
Economic transformations of the 1920s that influenced the development of modern Lily
America included Urbanization, Black Friday, and the Volstead Act. Urbanization is when a large

number of people migrate to a city rapidly. According to (Taylor, Ken. "Urbanization." American

History, ABC-CLIO, 2019, americanhistory.abc-clio.com/Search/Display/263281. Accessed 18

Nov. 2019.) Overall, urbanization was a good thing for many people because the standard of 


living went up with school, transportation, medical coverage and economic increases. Out in the

countryside, the Volstead Act was put into place. According to ("Capper-Volstead Act (1922)."

American History, ABC-CLIO, 2019, americanhistory.abc-clio.com/Search/Display/1891146.

Accessed 18 Nov. 2019.) it was meant to empower farmers to decrease product after World War

I. Many small farmers were forced to work together to create enough product that they needed to
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sell. The big corporations had much power over them for how much they sold; it was highly reg-

ulated. By the very end of the decade (the year of 1929) an event happened that shook the world

and affected everyone living in America in some way, shape or form. According to (History.com

Editors. “Stock Market Crash of 1929.” History.com, A&E Television Networks, 10 May

2010, www.history.com/topics/great-depression/1929-stock-market-crash.) Black Friday was

when the stock market collapsed and 12 million stocks were traded; companies started loosing

investments, money and interest. The stocks now had little to no value anymore. The crash put

the US in the Great Depression of the 1930s and early 40s. In conclusion, through the time of

urbanization, the Volstead Act, and Black Friday, the US was able to adapt, work together, and

move forward even through these detrimental events.

When the looking through the positives and the negatives in the overall decade there was

definitely a balance of each. Politically America introduced the 18th and 19th Amendments and

started the League of Nations which all seemed to help the country (except for maybe the people

who didn’t believe in the 18th Amendment). Socially there was brought much joy, laughter, and

happiness from Hollywood movies, including the films of Charlie Chaplin. The rise of gangsters

like Al Capone took cities by surprise, but it didn’t last for long, eventually they all got caught.

Last but not least, economically we were strong in the beginning with the gain of urbanization

and the Volstead Act. But when the stock market crashed on Black Friday our country would

thrown into major debt and poverty for years to come. America today has been heavily influ-

enced by our great achievements but has definitely learned from our missteps in the past.

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Works cited Adallut Mortuaries LABf.io

- History.com Editors. “Stock Market Crash of 1929.” History.com, A&E Televi-

sion Networks, 10 May 2010, www.history.com/topics/great-depression/1929-stock-market-

crash

- Capper-Volstead Act (1922)." American History, ABC-CLIO, 2019, americanhisto-

ry.abc-clio.com/Search/Display/1891146. Accessed 18 Nov. 2019.

- Taylor, Ken. "Urbanization." American History, ABC-CLIO, 2019, americanhisto-

ry.abc-clio.com/Search/Display/263281. Accessed 18 Nov. 2019.

"Al Capone." Pop Culture Universe: Icons, Idols, Ideas, ABC-CLIO, 2019, popcul-

ture.abc-clio.com/Search/Display/1479413. Accessed 17 Nov. 2019

- Harmon, Justin. "Charlie Chaplin." Pop Culture Universe: Icons, Idols, Ideas, ABC-

CLIO, 2019, popculture.abc-clio.com/Search/Display/1461657. Accessed 17 Nov. 2019.

- League of Nations." American Government, ABC-CLIO, 2019, americangovernmen-

t.abc-clio.com/Search/Display/201402. Accessed 16 Nov. 2019

- Vile, John R. "Nineteenth Amendment." American Government, ABC-CLIO, 2019,

americangovernment.abc-clio.com/Search/Display/1323993. Accessed 16 Nov. 2019.

- Vile, John R. "Eighteenth Amendment." American Government, ABC-CLIO, 2019,

americangovernment.abc-clio.com/Search/Display/1360112. Accessed 16 Nov. 2019.