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
Marci Eubanks [email protected] Language Arts 2
Mentor Email School/District Date
California Connections
Amy Hickey [email protected] 10/5/23
Academy
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
T - Guide students to think critically through use of questioning strategies, posing/solving critical thinking by designing structured inquires into complex
Promoting critical thinking
T – Applying problems, and reflection on issues in content. T – Innovating problems.
1.5 through inquiry, problem
S – Exploring S - Students respond to varied questions or tasks designed to promote comprehension and S - Innovating S - Students pose and answer a wide-range of complex
solving, and reflection
critical thinking in single lessons or a sequence of lessons. questions and problems, reflect, and communicate
understandings based on in depth analysis of content learning.
Establishing and Establishes and articulates comprehensive short-term and
Establishes and communicates to students clear learning goals for content that are
4.2 articulating goals for Applying Innovating long-term learning goals for students. Assists students to
accessible, challenging, and differentiated to address students’ diverse learning needs.
student learning articulate and monitor learning goals.
Using and adapting Engages students in identifying and adapting resources,
resources, technologies, Selects, adapts, and utilizes appropriate instructional materials, resources, and technologies technologies, and standards-aligned instructional materials to
and standards-aligned
for concept and skill development in subject matter. Resources reflect the diversity of the extend student understanding and critical thinking about
instructional materials
3.5 Applying classroom and support differentiated learning of subject matter. Innovating subject matter.
including adopted
Guides students to use available print, electronic, and online subject matter resources based Ensures that students are able to obtain equitable access to a
materials, to make
subject matter accessible on individual needs. wide range of technologies through ongoing links to outside
to all students resources and supports.

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 will giving students choices in using different I think that after students use technology to create a “how-to”
technology to present their “how-to’ writing increase presentation, I will be able to see an increased understanding of Evaluate the growth between the rough draft of
“How-To” Writing
their engagement in and understanding of this type this type of writing between their original writing and their their writing and their final presentation.
of writing? presentations.

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
ST struggles in reading and math. He
ST is learning English and struggles with reading. ST
ST has an IEP and recently came to our school. ST scored at grade level K on iReady
performed at grade level K on iReady Reading
performed at grade level K on iReady reading reading diagnostic assessment. I
Performance diagnostic assessment. On the Quick Phonics Screener
diagnostic assessment. On the quick phonics have assigned him to do a running
Data he knew 24 letter names. He knew 18 consonants and
screener he knew 10 letter names. He knew 10 record at his level on RazKids to
3 vowel sounds. He was able to sound out a few CVC
consonant sounds and 2 vowel sounds. better understand his reading
and VC words.
challenges.
I think using this technology will be
I think using this technology will be motivating for him I think using this technology will be motivating for
motivating for him and allow him to
Expected Results and allow him to express his thoughts in more creative him and allow him to express his thoughts in
express his thoughts in more creative
ways using more visuals. more creative ways using more visuals.
ways using more visuals.
Inquiry Lesson Implementation Plan
Directions: that Semester 3 requires a lesson that focuses on use of technology to support teaching and learning.
Administer Discuss Results with
Administer Pre-Assessment Deliver Lesson(s) Analyze Results
Post-Assessment Mentor
Identify dates for activities. Oct 25, 2023
Oct 23, 2023 Nov 3, 2023 Nov 3, 2023 Nov 6,2023
Provide 1-2 sentence
I will teach and model “how-to” writing for my students, and then they will write their draft. After this, I will
summary of your lesson
plan. teach and model the use of several technologies that they can use to create their final “how-to” presentations.
Summarize process for For the pre-assessment, I will analyze my students’ drafts. After they have completed their “how-to”
administering and
analyzing pre- and
presentations, I will compare the draft and the presentation and evaluate the growth in their understanding
post-assessments. and engagement in their “how-to” writing.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 4
 Semester 3 Only: Identify
the specific technology
tools, applications, links, Students will be using PowerPoint, Google slides, video, or another tool with my permission to create their
and/or devices to be presentations.
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.)
Improving classroom practice through meaningful engagement with research-informed teacher
enquiry Research-Informed Teaching

https://my.chartered.college/impact_article/improving-classroom-practice-through-meaningful-engagement-with-rese https://www.structural-learning.com/post/research-informed-teaching
arch-informed-teacher-enquiry-2/
This article explains what research-informed teaching is and how “by linking research and teaching to
For teacher inquiry to be effective, it is essential to take time to ask worthwhile questions, avoid easy answers, and take
time to genuinely listen to learners. If the inquiry is done just to check a box then it is not transformative.
form our individual practice we are developing critical thinking, networking skills, and our own
pedagogy.” It addresses several important questions to consider before engaging in teacher inquiry.

Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
One of my 2nd grade team members used technology in a similar way
This year all of our 2nd grade team members are using technology in an
last year for our unit on research writing. The students were so excited
effective way in our daily math lessons using Nearpod. This has increased
and eager to complete their projects and share them with their peers.
student engagement, and our student average on our first test was higher
They were much more engaged than in the past when they just wrote
than last year.
out their research paper.
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

ISTE Student standard: 1.6 Creative Communicator: Students

communicate clearly and express themselves creatively for a variety of
purposes using the platforms, tools, styles, formats, and digital media
appropriate to their goals. Students:

1.6.b create original works or responsibly repurpose or remix digital

resources into new creation

Students will be using technology to create original works to teach

ISTE Educator Standard: their fellow students how to do a particular task.
6. Facilitator
Educators facilitate learning with technology to support student
achievement of the ISTE Standards for Students.
Educators:
d. Model and nurture creativity and creative expression to communicate
ideas, knowledge or connections.

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

100% of students who completed this assignment were able to achieve the lesson
objectives. Every student showed an increase in their understanding of this type of
writing between their original writing and their presentations.

Initial Evidence/Rationale 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
thinking through Teacher asked questions of analysis and evaluation. increase complexity of task beyond a single lesson so
T – Applying T – Integrating
1.5 inquiry, problem Students answered questions that included all levels of Bloom’s. that there are continuing opportunities for students to
S – Exploring S - Integrating
solving, and Students created their own math problems. engage in inquiry in complex problem. How could you
reflection extend lesson into PBL?
Using and
adapting
resources,
If students did not understand the project directions, the teacher To move to INNOVATING level: Making connections
technologies, and
directed them to the resources provided and gave more to what they already know could help them better
standards-aligned Applying opportunities to show their understanding. understand their options. For example, for the video
3.5 instructional Integrating Students were able to participate in the project through a variety option you could ask if they enjoy watching videos
materials including
of types of activities such as a video or presentation. on youtube and what their favorite videos are
adopted materials,
She graded the submitted projects and gave them clear feedback about.
to make subject
and a grade using a rubric that she provided prior to submission.
matter accessible
to all students
Establishing and She included lots of modeling and visuals to make sure students
articulating goals understood their options for the project. Continue to seek ways to help student understand
4.2 for student Applying Innovating Clear directions were always given and she always checked to and articulate their goals.
learning make sure they were understood before moving on.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 4
 Students were engaged and asked questions when needed to
make sure they understood the project and directions that were
being delivered during the 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
When given the opportunity to demonstrate their learning using I learned that it’s worth the extra effort and time to do a lesson
different technologies, students demonstrated a greater using technology. My students and I had fun and learned new
understanding of and excitement about “how-to” writing. skills. The students loved sharing their work with their peers.
Action Items
For curriculum design,
lesson planning, Incorporate choice boards using technology to other portfolios that students do.
assessment planning

For classroom practice Continue to use Nearpod and explore the various opportunities available within this program.
For teaching English
learners, students with
special needs, and students Work on wait time. Provide these students with paragraph frames or sentence starters.
with other instructional
challenges
For future professional
development
Look for opportunities for professional development related to project-based learning.

For future inquiry/ILP Make sure all students have completed the draft before introducing the project.

For next POP cycle Look for another way to incorporate technology in the next POP cycle.
Semester 3 Only:
For future use of Continue to explore the possibilities in the many technologies I already use.
technology
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
[email protected]
Marci Eubanks Language Arts 2
academy.org
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
The average score of the pre-assessment was 11/15 or 73%. The The average score of the post-assessment was 14/15 or 93%.
scores ranged from 0/15 to 13/15. The scores ranged from 0/15 to 15/15.
PRE-/POST- ASSESSMENT DATA TABLE
Student Pre-Assessment Score Post-Assessment Score Comments
1. Focus Student: EL 9/15 15/15
2. Focus Student: 504/IEP 9/15 15/15
3. Focus Student: Teacher Choice 7/15 0/15 Student has not yet completed his final project.
4. Amir 9/15 12/15
5. Amon 10/15 12/15
6. Arcadeon 12/15 15/15
7. Bradley 13/15 15/15
8. Catalina 13/15 15/15
9. Ellie T. 13/15 15/15
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 4
 10. Ellianna R 12/15 15/15
11. Elijah 13/15 15/15
12. Hero 9/15 14/15
13. Johnny 10/15 15/15
14. Josiah 11/15 15/15
15. Jovannah 13/15 15/15
16. Levi 11/15 15/15
17. Lindi 10/15 15/15
18. Maga’lahi 13/15 13/15
19. Mary 13/15 15/15
20. Nathan 11/15 15/15
21. Noah N. 10/15 12/15
22. Noah R. 10/15 15/15
23. Raiden 8/15 13/15
24. Ryan 10/15 13/15
25. Lani 12/15 15/15
26.Neriah 9/15 12/15
910111213141516

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