EIP 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
Kristin Kosareff [email protected] Social Science Grade 9-12
[email protected]

Induction Mentor Email School/District Induction Date

Greg Abbott [email protected] Sunny Hills High School/FJUHSD August 2023

Mentor Match Date Credential Type (MS, SS, ES) Grade Level/Subject Assignment Tentative Induction Completion
Date
August 2023 SS Grade 9-12/Social Science May/June2025

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 - 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 inquiries 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.
Connecting subject matter
1.3 to meaningful, real-life T- Exploring T- Guide students to connect to social science content through T- Applying T- Facilitates opportunities for students to practice mastery of
contexts. S- Exploring use of identifying themes of change and continuity, drawing S- Applying content knowledge and guides students through the process of
Explore using additional and making connections between past and present, as well as connecting content to outside situations.
real-life connections to their own lives. Guide written and oral discussion. Promote
subject matter in single engagement with primary and secondary sources, as well as S- Students are able to pose and answer a wide-range of
lessons or sequence of real- world topics. complex, secondary-level thinking questions that require them to
lessons to support apply their disciplinary knowledge and knowledge of their
understanding. Students S- Students respond to varied questions and/or tasks designed outside environment to classroom content.
make use of real-life to promote comprehension of historical content and application
connections provided in of disciplinary skill sets. Students begin to connect historical
single lessons or sequence content to their own environments.
of lessons to support
understanding of subject
matter.
Using a variety of
1.4 instructional strategies, T- Applying T- Guide students to use a variety of instructional strategies and T- Integrating T- Facilitates opportunities for students to practice mastery of
resources, and technologies S- Applying technologies, such as: direct instruction, indirect instruction S- Integrating content knowledge and guides students through the process of
to meet students’ diverse (mixed- ability peer group discussion/ activity), historical practicing disciplinary skills, while making sure their individual
learning needs. source analysis with appropriate scaffolding, oral discussions, and whole- group needs are being met.
Utilizes a variety of modeling of academic writing (with writing supports like
strategies including sentence starters, vocab support), visual v. textual S- Students utilize course materials, educational technologies,
culturally responsive representation, as well as accommodations (such as: speech-to- and engage in activities that are matched to meeting their
pedagogy, resources, and text). Provide students with: multiple avenues through which learning needs and growing their disciplinary skill set.
technologies during they can demonstrate mastery of knowledge and skill, including
ongoing instruction to meet oral discussion, written responses, etc.
students’ diverse learning
needs. S- Students respond to instruction methods that incorporate
Students participate in scaffolded access to content knowledge and/or skill sets that
instruction using strategies, require them to utilize higher-order thinking skills (ie: analysis,
resources, and technologies synthetization, etc.)
matched to their learning
needs
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

How can I help my students in approaching a I predict that students may have difficulty with The Industrial Revolution (World History) •Monitoring table groups; circulating classroom.
source? remembering how to approach a primary and/or “Why Britain?” Gallery Walk Activity •Requesting students to volunteer various
secondary source in order to analyze it answers.
successfully and distill meaning from it. •Listening in on/redirecting group discussion
when needed.
In the lesson, students should be able to draw •Asking ‘follow-up’ questions.
upon past practice to successfully approach and •Whole-class debrief
analyze a primary source. My inquiry question is •Grading the guiding questions—answers and
predicting that some students may need quality of analysis and synthetization—grading
assistance with this task. the written paragraph at the end that answers the
EQ.
Students will be evaluated upon this aspect at the
end of the lesson, when they write an evidence-
based paragraph.
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.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 7
 Focus Student 1: English Learner Focus Student 2: Student with ILP/504 Focus Student 3: Your Choice
Focus Student 1 is an EL; student’s language needs will Focus Student 2 has an IEP for a specific learning Focus Student 3 has a 504 Plan for ADHD, therefore the
Performance be addressed by this lesson through: seating students in disability; student’s critical needs will be addressed by following accommodations will be available: seating
Data mixed-ability collaborative groups, pairing written this lesson through: seating students in mixed-ability students in mixed-ability groups (but specifically in a
language with visual representation, front-loading collaborative groups, allowing multiple access points into location with minimized distractions for FS3), the pairing
important vocabulary terms and concepts, providing the curriculum for the lesson (written, verbal, etc.), of written language with visual representation, front-
vocabulary support within lesson materials, and pairing written language with visual representation, front- loading vocabulary concepts/terms, providing access to a
providing writing support with sentence-frames. loading vocabulary terms and concepts, use of a timer to timer to keep lessons on pace and to encourage smooth
keep lesson activities transitioning smoothly, provision of transitions between activities, as well as extra time (as
Performance data is based on written works, monitored vocabulary and writing aids, sentence-frames, access to per the 504 Plan).
discussions, and interaction with written/spoken text. speech-to-type functions, as well as extra time (as per the
Performance data has been collected in the form of: IEP). Performance data is based on written works, monitored
written responses, monitoring of classroom discussion, discussions, and interaction with written/spoken text.
and assistance needed from teacher/peers when Performance data is based on written works, monitored Performance data has been collected in the form of:
interacting with text. On their most recent written discussions, and interaction with written/spoken text. written responses, monitoring of classroom discussion,
response, they struggled with distilling the meaning from Performance data has been collected in the form of: and assistance needed from teacher/peers when
primary/secondary sources, misspellings, syntax, and written responses, monitoring of classroom discussion, interacting with text. On their most recent written
academic writing format. They earned a score of 70%. and assistance needed from teacher/peers when response, they struggled with remaining on-task,
interacting with text. On their most recent written distilling the meaning from primary/secondary sources,
response, they struggled with distilling the meaning from and academic writing format. As a result, their written
primary/ secondary sources, and academic writing response was missing a few key elements (such as
format. They earned a score of 60%. citations) and they earned a score of 70%.

I expect FS1 to require assistance with the analysis of I expect FS2 to require assistance with the analysis of I expect FS3 to require assistance with remaining on task
Expected Results primary/secondary sources, as well as with writing the primary/secondary sources, as well as with writing the during the writing portion of the lesson. However, as the
evidence-based response. However, as the teacher, I will evidence-based response. However, as the teacher, I will teacher, I will make the appropriate accommodations to
make the appropriate accommodations to make sure that make the appropriate accommodations to make sure that make sure that they are supported, such as: a Google
they are supported, including: pairing of visuals with they are supported, including: pairing of visuals with Timer for them to self-monitor, sentence frames, and an
written text, front-loading of vocabulary concepts, a written text, front-loading of vocabulary concepts, a example of how to format their own respective
‘cheat sheet’ detailing the steps of how to approach a ‘cheat sheet’ detailing the steps of how to approach a paragraph. I can also allow them to complete the written
source, sentence frames, as well as an example paragraph source, sentence frames, and writing aids (such as speech portion electronically.
so that they can model their own in a similar format. to text).

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
Week of: 10/30 – 11/01 Week of: 11/06 – 11/09 Week of: 11/06 – 11/09 Week of: 11/13- 11/17 Week of: 11/13 – 11/17
Identify dates for activities.

My lesson plan will engage students in vocabulary review on the foundational concepts for the Industrial Revolution. After this ‘warm up’ students will engage
Provide 1-2 sentence in a modified Gallery Walk Activity where they analysis primary/secondary sources that address why the Industrial Revolution began in Great Britain;
summary of your lesson plan. furthermore, they will demonstrate mastery of their learning in a final, evidence-based formal paragraph response.

In the upcoming lessons (prior to the lesson observation), I will be working with students on mastering essential concepts necessary to understanding the basis
Summarize process for of what the Industrial Revolution was and why it was important. I will monitor group discussion and interactions, as well as collect and assess written
administering and analyzing responses.
pre- and post-assessments.
Post-assessment analysis will include an analysis of the students’ formal written responses to the Essential Question (EQ) for the lesson, drawing upon primary
and secondary source materials. I will grade these based upon a rubric, then discuss the results/feedback with the students.

Analysis will be focused on how well students were able to address the EQ in their formal paragraphs, using source evidence to ground their claim.

N/A- I am not in Semester 3. I am in Semester 1 of CSUF TIP.

Semester 3 Only: Identify the
specific technology tools,
applications, links, and/or
devices to be incorporated
into the lesson.
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 7
 ARTICLES: COMMENTARY:
(a) Edutopia Article: https://www.edutopia.org/blog/what-heck-inquiry-based-learning- (a) Inquiry-based learning is about triggering student curiosity. By modeling enthusiasm
heather-wolpert-gawron for learning and completing the process of historical investigation, I can teach
(b) Grand Canyon University Article: https://www.gcu.edu/blog/teaching-school- students how to also harness this same enthusiasm. I have learned that presenting
administration/6-benefits-inquiry-based-learning-classroom information in an engaging manner can also spur this along; therefore, I have
attempted to incorporate these tips into my lesson.
(b) There are up to 6 types of inquiry-based learning. One of these types is known as
“structured inquiry” where students are given a framework and rigid structure in order
to conduct inquiry activities. I have worked this element into my lesson.

Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
Colleague A: Social Science (Grade 10-12) Colleague B: Spanish (Grade 9-10)

Colleague A has addressed the issue of triggering student curiosity in inquiry learning by modeling Colleague B has addressed the issue of engaging students in inquiry-based learning by providing
enthusiasm and providing interesting avenues for students to work hands-on with materials. She very structured inquiry-based activities for her students to engage in. In addition, she has students
frequently utilizes Gallery Walk activities and formats. Therefore, I have taken a leaf out of her practice activity procedures prior to engaging with the materials, in order to ensure smooth
book in regard to creating and structuring my activity. transitions and ensure that students will be focused on the inquiry element of the activity during the
lesson, instead of the process of the lesson. Therefore, I have modeled my structured activity to
have clear directions, so that students are focused on the lesson’s EQ and source interaction only,
instead of other elements.

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
N/A student is not in Semester 3 of TIP. N/A student is not in Semester 3 of TIP.
Student is only in Semester 1 of TIP. Student is only in Semester 1 of TIP.

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
Students responded to the EQ, using evidence from Exhibits A-F to support their stance on why FS1, FS2, and FS3 all participated well in the activity; their pre/post assessment data and EQ
Britain was the first country to industrialize and urbanize. All students in my class earned a score responses (using evidence from Exhibits A-F) earned a score of at least 7/10. Focus students
of at least 6/10 on their pre/post assessment data and data analysis findings. benefitted greatly from differentiated resources.

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
Teacher asked questions of analysis and evaluation.
thinking through T – Applying T – Integrating complexity of task beyond a single lesson so that there are
1.5 Students answered questions that included all levels of Bloom’s.
inquiry, problem S – Exploring S - Integrating continuing opportunities for students to engage in inquiry in
Students created their own math problems.
solving, and reflection complex problem. How could you extend lesson into PBL?
1.3 Connecting subject T- Exploring T- Applying Lesson (on why the Industrial Revolution began in To move to the “Applying” level, I could create even
matter to S- Exploring S- Applying Britain) is a part of a larger sequence of lessons in more opportunities for integrated conversations that
meaningful, real-life which students are able to directly connect their modern connect subject matter to real-life contexts, specific to a
contexts. lifestyle to the development and course of the Industrial students’ family and community, to occur. I would
Explore using Revolution movement. integrate this intentionally into lessons and/or class
additional real-life discussion.
connections to Teacher referenced textiles and natural resources (both
subject matter in concepts previously discussed, reviewed) throughout the Students would be able to utilize real-life connections,
single lessons or lesson. Development of the first industrial technologies specific to their lives, in order to develop understandings
sequence of lessons in Britain connected students to their contemporary, of subject matter.
to support real- life situation and relationship with their own
understanding. industrial technologies (ie: ability to enjoy food surplus, Consider how to seamlessly integrate these connections
Students make use manufactured textiles, urban lifestyle). into instruction.
of real-life
connections
provided in single
lessons or sequence
of lessons to support
understanding of
subject matter.
1.4 Using a variety of T- Applying T- Integrating Teacher created, adapted, and integrated many strategies In order to advance to the “Integrating” level, I could
instructional S- Applying S- Integrating (ie: explicit modeling, vocabulary ‘frontloading’), create more instructional resources designed to meet
strategies, resources, resources, and technologies (ie: ) to meet students’ every single student’s learning needs.
and technologies to diverse learning needs.
meet students’ I would consider how to create resources that can not
diverse learning Students actively engaged in instruction and source only be tailored to specific learning activities, but that
needs. analysis, consulting one another (as well as the teacher) can be/ are widely usable by all students in a large,
when they experienced a learning difficulty. In addition, diverse classroom setting. Continued research of
Utilizes a variety of students used a variation of a gallery walk activity in educational tech is required and recommended to
strategies including order to complete this activity. complete this transition.
culturally responsive
pedagogy, resources,
and technologies
during ongoing
instruction to meet
students’ diverse
learning needs.
Students participate
in instruction using
strategies, resources,
and technologies

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 7
 matched to their
learning needs.

4.1 Using knowledge of T- Exploring T- Applying Teacher included a Warm Up that reviewed and To move on to the “Applying” level, I can continue to
students’ academic S- Exploring S- Applying frontloaded vocabulary terminology, essential to the learn students’ needs and strengths. I can also continue
readiness, language lesson. Teacher also utilized sentence starters for EL to build rapport with them and discover their
proficiency, cultural students and those that need language support. communities of practice, tailoring instructional methods
background, and and/or content to their academic readiness and personal
individual Students engaged in lesson activities (such as the ‘warm identity.
development to plan up’) and utilized the resources (such as sentence
instruction. starters). I can do this by consistently self-reflecting throughout
Plans single lessons my lesson planning process in order to devise the best
or sequence of connections possible, as well as identify any potential
lessons using biases I may hold myself.
additional
assessment
information on
student academic
readiness, language,
cultural background,
and individual
development.
Becomes aware of
potential areas of
bias and seeks to
learn about
culturally responsive
pedagogy.
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
N/A; TIP Student not in semester 3. N/A; TIP student not in semester 3.

Action Items
Refine the modified gallery walk style activity; this activity engages students in source work in a fun, lighthearted manner.
For curriculum design, lesson Students should have an easier time transitioning, as they are now “modified gallery walk veterans”.
planning, assessment
planning
Incorporate more source analysis into everyday activities.
For classroom practice Students enjoyed this activity; they especially liked the pairing of either primary or secondary text with images. They noted this helped them visualize the
information/content in a more meaningful manner. I will focus on incorporating graph(s) analysis into classroom activities, so that students can gain more
practice at this essential skill.
For teaching English learners, I will work on exploring this website, containing links to UDL resources for students of all strengths and needs.
students with special needs, https://durhamcollege.ca/ctl/teaching/planning-to-teach/udl/top-10-udl-websites/
and students with other
instructional challenges
I would like to share the results of my ILP in my monthly PLC meetings; I would like to discover what my colleagues’ input would be regarding the lesson,
For future professional lesson plan, lesson implementation, and/or if they have any recommendations for improvement.
development
Use this current ILP to inform areas (CSTPs) that I can grow and improve in.
For future inquiry/ILP

In my next POP Cycle, it would be interesting to compare the progress made by students (in regards to historical source work) to see if there was any
For next POP cycle discernable improvement.

N/A; TIP student not in Semester 3.

Semester 3 Only:
For future use of technology

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 7
 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
Directions: Record student pre and post scores in this table. Do not use student’s actual names.
New Teacher Email Subject Area Grade Level
Kristin Kosareff [email protected] Social Science Grades 9-12
[email protected]
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
5-10 6-10

PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments
1. Focus Student: EL (GL) 7 8 Benefitted greatly from usage of sentence starters.

2. Focus Student: 504/IEP (KY) 7 8 Benefitted from having an example to refer to, as well as
sentence starters, and presence in mixed-ability groups.
3. Focus Student: Teacher Choice 8 9 Benefitted from mixed-ability seating and having peer
conversation to assist them in writing and concluding
(JM) activities.
4. MA 9 10 Student appreciated and referred to visuals as helpful.

5. RA 7 8 Proficient; used evidence

6. NB 6 7 Improvement seen in the usage of evidence here.

7. RB 9 10 Proficient; used evidence

8. JC 8 9 Proficient; used evidence

9. RC 7 8 Proficient; used evidence

10. DC 7 8 Proficient; used evidence

11. CC 8 9 Proficient; used evidence

12. JD 9 10 Student(s) assisted others in mixed-ability group.

13. AG 9 10 Proficient; used evidence

14. BG 9 10 Proficient; used evidence

15. JG 8 9 Demonstrated large acquisition of knowledge.

16. EH 7 8 Proficient; used evidence

17. SH 8 9 Proficient; used evidence

18. JH 7 8 Proficient; used evidence

19. KH 7 8 Proficient; used evidence

20. IJ 7 8 Proficient; used evidence

21. EK 8 9 Proficient; used evidence

22. JL 8 9 Proficient; used evidence

23. JL 8 9 Proficient; used evidence

24. SL 6 7 Student struggled with on-time attendance, which

impacted their ability to complete the activity to their best
extent. Parent/guardian contacted regarding this forming
habit.
25. LM 5 6 Student was off-task during activities; parent and/or
guardian was contacted regarding this matter.
26. JM 7 8 First response incomplete.

27. AM 8 9 Proficient; used evidence

28. CR 7 8 Great improvement seen lately in work ethic/ levels of

interest.
29. AS 6 7 Utilized sentence starters due to “writer’s block”
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 7
 30. RS 9 10 Proficient; used evidence

31. CT 9 10 Proficient; used evidence

32. LV 7 8 Used sentence starters.

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 33. YW 6 8 Student is an EL; they struggled initially with the concept
of transition sentences that are essential for including
specific pieces of evidence in a response.
34.
35.
36.
910111213141516

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