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
Mr. Benitez [email protected] History/Social Science 6th
Mentor Email School/District Date
Kory Hunter MS/Alliance College
Dr. Helena [email protected] 10/1/23
Ready Public Schools
Section 2: CSTP Areas of Inquiry
Directions: Identify 2-3 CSTP elements for ILP focus. Use most recent CSTP Assessment for Initial Rating. Identify both teacher and student rating for CSTP 1 and 2. See example.
CSTP Element Initial Rating Description Goal Rating Description
T - Facilitates systematic opportunities for students to apply critical thinking by
T - Guide students to think critically through use of questioning strategies,
Promoting critical thinking designing structured inquiries into complex problems.
T – Applying posing/solving problems, and reflection on issues in content. T – Innovating
1.5 through inquiry, problem S - Students pose and answer a wide-range of complex questions and
S – Exploring S - Students respond to varied questions or tasks designed to promote S - Innovating
solving, and reflection problems, reflect, and communicate understandings based on in depth analysis
comprehension and critical thinking in single lessons or a sequence of lessons.
of content learning.

Using formative and summative In addition to connecting lessons in a

assessments (such as Think-Pair Shares, sequence, there will be more varied use of
Using a variety text-dependent questions, and essays), I technology (such as Membean and Quill) to
of instructional am able to connect lessons in a sequence support students who are high achievers to
strategies, and learn if students master the goals of strengthen their core writing skills with
S- A-
resources, and each unit. cross-collaboration with the ELA
1.4 Explori Applyin
technologies to department. 10/1/23
ng g
meet students’ The data with assessments is cross- This data is referenced with students’ i-
diverse learning referenced with students’ i-Ready scored Ready scores in ELA and discussed with the
needs in ELA (even if that is not my content) to ELA teacher to find skill gaps that can be
see what literacy skills and standards I bridged in both history and ELA with the
can include in individual lessons and in use of these tools in individual lessons.
sequences throughout the unit.

As I get new students adjusting to

education in middle school, the routines I
had built up in the previous school year
have to be taught once more so that
Employing students can understand the expected
classroom classroom norms (such as what volume
routines, level to be at) and how to complete
Routines have been developed at this different types of assignments and if
procedures,
point of the school year so that students technology is needed for that assignment.
norms, and
understand classroom norms (such as
supports for A- A- 10/1/23
being at the right volume level) and what
2.6 positive Applyi Applyin Some of the data I will look at for this
they need to do to complete certain
behavior to ng g includes the number of times I write a
activities that are done often within each
ensure a communication and referral on Deanslist,
lesson.
climate in the software where we track behavior, and
which all see if there’s any patterns I notice in my
students can routine building.
learn

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

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 9
 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
In week 1, students learn about
the region of Mesopotamia
through geography and secondary
Some of the assessments
source analysis. In week 2,
students make independent
done include writing most of
arguments via claims, cite their introduction paragraph
evidence correctly, and write to provide background
independent reasonings on information on Mesopotamia
whether Hammuabi’s Family Laws for the quiz on week 1’s unit.
are just or unjust and students The main sources for data
make independent arguments via collection will come with the
The central theme claims, cite evidence correctly, and direct feedback provided in
write independent reasonings on
students will be able to Students will be able to demonstrate the main writing
whether Hammuabi’s Property
explain by the end of the mastery of the theme of this unit by scoring assignments: Hammurabi’s
Laws are just or unjust. In week 3,
unit in an essay is: Is a 3 or higher on their Unit 2 Essay. Family Law C-E-R and
students make independent
Hammurabi’s Code Just? arguments via claims, cite Hammurabi’s Property Law
evidence correctly, and write C-E-R. Lastly, the essay that
independent reasonings on students will write will form
whether Hammuabi’s Slavery the summative assessment to
Laws are just or unjust. In the final end the unit. Students are
week of the unit, students will expected to improve their
synthesize this information and writing from the CER
type an essay using Google Docs
assessments to show their
to demonstrate whether
Hammurabi’s Code is just or growth.
unjust. They will also debate the
laws.
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
IsEs-This student has shown that
OsRe-This student does well overall, staying on-task for more than a few
KrRa-Some of their needs include
but can be rushing through an minutes is a skill that they lack. They
difficulty with reading long texts and
assignment and misunderstand the also tend to avoid reading
not understanding some academic
main objective when given oral instructions before starting an
words due to their EL status. I will
instructions, as per their IEP. I will assignment. I will address this by
address these by chunking the essay
address this by checking in to ensure having frequent check-ins with this
so that the writing and processing of
he understands what to do in the student so that they repeat the
the information does not overload the
Performance lesson in addition to reviewing his instructions, mindful breaks if I notice
Data
student. I will also have the student
work ahead of time to provide this student is unable to stay focused
frontload for the essay with the direct
feedback on both the positive aspects with redirections, and having the
feedback I give them on their CER
of his work along with anything that student use an essay checklist to
paragraphs that they may use on the
needs to be adjusted. Some data ensure that they have additional
essay. Some data points I use are 2
points I use are 2 CER paragraph resources to use for the essay if they
CER paragraph assignments that can
assignments that can form some of get stuck. Some data points I use are
form some of the body paragraphs in
the body paragraphs in this essay. 2 CER paragraph assignments that
this essay.
can form some of the body
paragraphs in this essay.
I expect this student to be scoring a 3
I expect this student to be scoring 2
I expect this student to be scoring 2 out of 4 on the main quiz
out of 4 on the main quiz
out of 4 on the main quiz assessments assessments during the first 3 weeks
assessments during the first 3 weeks
during the first 3 weeks of the unit. of the unit. With the extra
Expected Results of the unit. With the extra
With the extra accommodations accommodations provided during the
accommodations provided during the
provided during the essay, I expect essay, I expect IsEs to score a 3.5 out
essay, I expect OsRe to score a 3 out
KrRa to score a 3 out of 4 here. of 4 here.
of 4 here.
Inquiry Lesson Implementation Plan
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 9
 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
The pre- Lessons will be Results will begin
assessments will delivered through 3 The post- to be analyzed on
Results will be
start on 10/2/23. weeks leading to assessment will 10/31/23 and will
Identify dates for activities. analyzed and
The other the post- occur from be revisited once
finalized by
assessment points assessment, 10/23/23/ to all students have
11/3/23.
will be on 10/4-5, starting on 10/2/23 10/26/23. their essays graded
10/13 and 10/20. to 10/20/23. on 11/7/23.
Provide 1-2 sentence
summary of your lesson plan.
Students will be writing paragraphs 3, 4 and 5 of their Unit 2 Essay by the time class concludes.

The pre-assessment leading into the essay is when two of their possible body paragraphs (Hammurabi’s
Summarize process for
Family Law C-E-R and Hammurabi’s Property Law C-E-R) and is given direct feedback. If students did not get a
administering and analyzing
pre- and post-assessments. perfect grade (4/4), they are expected to make the corrections using the direct feedback and additional skill
practice done in subsequent lessons to improve their writing before the essay post-assessment begins.
Semester 3 Only: Identify the
The device that students will use in this lesson is a Dell Chromebook. Each student uses an individual
specific technology tools, Chromebook, albeit one that remains in the classroom. The application used is Google Docs, where students
applications, links, and/or will type their essay and make edits before submitting their essay. The link for the essay using Google Docs will
devices to be incorporated be posted on Google Classroom, where weekly assignments done using technology are uploaded for students
into the lesson.
to complete/use.
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.)
https://www.edutopia.org/article/leveraging-technology-support-
students-needs/
This article connects to my ISTE standard: 2.2.b Advocate for
https://ssir.org/articles/entry/ Equitable Access Advocate for equitable access to educational
using_technology_to_teach_the_art_of_asking_questions technology, digital content and learning opportunities to meet the
This article connects to my ISTE standard: 1.4.d Open-Ended diverse needs of all students.
Problems What I learned from this article is that advocating for equitable
Students exhibit a tolerance for ambiguity, perseverance and the access not only includes finding ways for all students to have a way
capacity to work with open-ended problems to use technology inside and outside the classroom, but to find
strategies to have lessons that scaffold along the needs of our
What I learned from this article is that finding ways for students to students yet maintain rigor. The article mentions UDL (Universal
find their own sources is an important skill, and technology is one Design for Learning) as the framework to achieve that.
of the best tools to help build that skill. One prominent tool that Incorporating software like Grackle can allow all students to access
can aid in building this skill is the SMILE (Stanford Mobile Inquiry- the content that requires the use of tech without confronting
based Learning Environment). There, students and teachers can barriers. Similarly, finding multimodal uses with technology, such
learn, among other things, “to create, present, exchange, answer, as gamifying lessons or having a library where students can hear a
evaluate, and reflect on questions generated by themselves and reading via audio, will help serve all students, and provide
their peers. With the program, teachers can assign activities particular use to select student demographics (such as students
related to any subject, students can create questions that others classified as SPED or English Learners). Lastly, the article pushes us
rate and give feedback on, and teachers can monitor the questions as educators to ask ourselves these three questions:
and answers that students provide.” This allows for students to get ● “What do my students know? What strengths can I build
direct feedback from their peers, opening the doors for more upon?
student-centered learning. It also allows students to focus on a ● How is the technology I use enhancing equitable teaching
particular topic of interest, which aligns well within the social through UDL, accessibility, and inclusion?
studies curriculum. One drawback is that teachers may feel a loss ●
of control over the content taught when students find their own ● Are my students’ voices being heard?”
sources, as they have to verify the information from many
different sources. As I currently provide the source documents we By asking ourselves this question, we can continue to advocate for
use in the essays within my classroom, this has me pondering if I the equitable use of technology in our classrooms and teach our
should see about implementing SMILE or another similar program scholars the necessary skills they will need to be successful in the
so students can begin learning this skill to use. ever-changing world we live in.

Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 9
 Mr. Lopez: PE Teacher 7th grade
Tech, Barriers and Resolutions
One of the issues with technology with this teacher is the lack of
Mr. De La Cruz: ELD Resource Teacher 6th grade resources: Tech is not always available. The PE teachers (3 in total) share 1
Tech, Barriers and Resolutions room, but they are not assigned any permanent tech to use within the
Uses technology primarily as a supplemental tool with the purpose of class.
developing familiarity as they work towards their spring ELPAC exam. The Other barriers that Mr. Lopez has seen that students in PE are not
ELPAC is a computer based assessment that measures scholar ability to accustomed to using tech when lessons require their use. This can be
read, write, speak, and listen. surmised to the fact that actual tech is not used in lessons within PE, with
A barrier to access he has observed is that students are not comfortable limited exceptions. 2 block days within a month is when tech is used for
using chromebooks to complete the test, which results in lower PE, which can discourage students who are more used to kinetic
concentration and students feel discouraged before even beginning the assessments.
test. However, the goal with tech use is to complete a document based
He remediates this specific issue by including typing.com lessons and question prompt. He remediates this issue by providing guides, sentence
activities into his Do Now, “Early Finisher”, and supplemental homework starters and other supports for the students. Over time, students feel less
cadence. By February-March, the students are less intimidated by pressured when they do more document based questions.
technology and are better able to focus on demonstrating their linguistic
abilities. Skill Reinforcement and Additional Practice
As a 7th grade PE teacher, his classes cover a wide variety of kinetic and
Skill Reinforcement and Additional Practice locomotor skills. Videos are implemented to reinforce locomotor skills
As a 6th grade ELD teacher, his classes cover foundational English (such as dribbling a basketball). Students take ownership by doing self-
language and writing skills. He leverages apps and tools to provide assessments of the locomotor or kinetic skills that they practice.
students with targeted and specific learning opportunities. However, no additional practice is expected with the use of tech, as the
I-Ready, a tutoring app, has a function that enables him to manually select lesson objectives require students to have hands-on practice.
the lesson his students will complete and uses it as a way to have students Apps used include: Google Classroom, Sworkit (Exercise/workout videos),
revisit phonetic concepts they learned in class. Flip, Bam (Video-delay with self-assessments)
Quill.org, an app that uses AI to provide feedback on writing conventions
allows for a quick and independent method for scholars to develop their
grammar conventions.

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
I picked this ISTE standard for my students as the essential
question for the unit (Is Hammurabi's Code Just?) is open-ended. I
do my best to avoid saying whether I think the laws are just or
My special emphasis for the students is:
unjust. I want students to internalize the laws, think of how they
could be affected by the laws, and synthesize why these laws are
1.4.d Open-Ended Problems
just or unjust. I also have students write a counter-argument and
Students exhibit a tolerance for ambiguity, perseverance and the
prove it wrong in paragraph 4 of this essay. This is usually a
capacity to work with open-ended problems
challenging paragraph to write, so students will need perseverance
to come up with a valid counter-argument and prove it wrong at
My special emphasis for the teacher is:
the same time.
2.2.b Advocate for Equitable Access Advocate for equitable access
to educational technology, digital content and learning
Unfortunately, a significant amount of my students do not have
opportunities to meet the diverse needs of all students.
access to a computer or internet at home. Thus, I have to follow up
with parents so that those who need additional class time can get
access to complete their essay. This can include having students
come to my office hours after school, having students arrive early
to complete the essay, and partnering with our school if a
Chromebook and a hotspot for a pair of days so they can complete
the essay.
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
A majority of the class (20 of 30 students) Met or Exceeded 1. KrRa scored a 4 out of 4 (Exceeds Standards) on the essay.
Standards on the assessment. Exactly half of the class (15 of 30) The student was able to demonstrate evidence of learning
earned a 4 out of 4 (Exceeds Standards) on the essay, while 5 of 30 of the following standards: Locate and describe the major
students earned a 3 out of 4 (Met Standards). Additionally, few river systems and discuss the physical settings that
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 9
 supported permanent settlement and early civilizations;
Trace the development of agricultural techniques that
permitted the production of economic surplus and the
emergence of cities as centers of culture and power;
Know the significance of Hammurabi’s Code. During my
check-in with the student, they were able to clearly and
succinctly explain the objective of the assignment and
stated that they had enough support to do well on the
students (3 out of 30) earned a 2 out of 4 (Almost Met Standards).
assignment.
Finally, 7 of 30 students earned a 1 out of 4 (Did Not Meet
Standards) on the essay, comprising the second largest subgroup.
2. OsRe scored a 1 out of 4 (Not Proficient) on the essay.
Of the seven students who scored a 1 out of 4, five of them
With the help of clarifying questions, the student was able
submitted an incomplete essay.
to explain the purpose of the assignment’s objective.
Unfortunately, the student did not have their paper
A common situation/pattern I noticed from my check-ins with
packet, a key resource for completing the assessment (the
students was that students had already used a CER for paragraph 2
student told me that they were unsure if their argument
of their essay and needed guidance on what to focus on for
was that Hammurabi’s Code was just or unjust).
paragraph 3.
3. IsEs scored a 1 out of 4 (Not Proficient) on the essay. A
major factor for this focus student’s score was the
student’s inability to complete the assessment. During my
check-in with the student, they were able to clearly and
succinctly explain the objective of the assignment and
stated that they had enough support to do well on the
assignment.
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 T – Applying Teacher asked questions of analysis and evaluation.
T – Integrating complexity of task beyond a single lesson so that there are
1.5 inquiry, problem S– Students answered questions that included all levels of Bloom’s.
S - Integrating continuing opportunities for students to engage in inquiry in
solving, and Exploring Students created their own math problems.
complex problem. How could you extend lesson into PBL?
reflection

New resources have been added to

Using a
lessons that allow students to meet To innovate and integrate more
variety of
the goals of each unit that accounts technology in the classroom, I have
instructional
for the needs of all of my students. to backwards plan and find the right
strategies,
Some students are given access to a moments to use technology to help
resources, E- translator as they are Spanish- out my students’ to build more
and
1.4 Emer E-Exploring dominant. As they can complete the skills. One such manner would be
technologies
ging main assignments in their native using a program called Quill to have
to meet
language, they can show mastery of students practice their skills in
students’
the historical standards until they grammar and punctuation, an area
diverse
have learned enough English to begin of concern I noticed for some of my
learning
working on the same standards via students.
needs
responses in English.
2.6 Employing E- A-Applying To innovate and integrate more
This is an area that doesn't have a lot
classroom Explo technology in the classroom, I have
of technology embedded. However,
routines, ring to collaborate with my fellow grade-
procedures when we take summative
level teachers to find out how they
, norms, assessments using the Kahoot
use technology in the classroom.
and software, I make sure that students
Although my current pacing plan I
supports are affirmed with their answer
set has me teaching from bell to
for positive choice. I also make sure to hype up
bell, there could be new techniques
behavior to students who are on answer streaks
that can have me blend my current
ensure a and/or took their time to complete a
lessons with more technology that
climate in particularly tough question. For non-
can ensure my students have a
which all tech development in this category,
positive way to use technology and
students Routines have been developed based
learn/hone the skills needed both
can learn on data from the prior school year so
for my class as well as their other
that students understand classroom
classes.
norms (such as being at the right
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 9
 volume level) and what they need to
do to complete certain activities that
are done often within each lesson.

To innovate and integrate more

Almost all activities within the unit
technology in the classroom, I have
are done with the essay in mind,
to find how to give direct feedback
albeit with limited use of technology
in real time during the essay. For
outside of the essay. I graded most of
Reflecting non-tech activities (such as their
the assignments which will be used
on teaching CER writing, I will see if I can give
E- by the students in their essay, and
practice in students time in class to apply the
6.1 Explori A-Applying direct feedback has been left, both so
support of direct feedback to their writing
ng students know what errors to rectify
student assignments prior to the essay
before the essay will begin and to
learning beginning. Although some students
provide me with data on how well
were able to work on it from home,
students comprehended the
others might not be motivated to
information or if a reteach is
complete assignments outside of
necessary.
the classroom.
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
One of the key learnings made with these two ISTE standards is
By incorporating ISTE 1.4d, I was able to have the majority of that students have more passion when they have open-ended
students explain why their analysis of Hammurabi’s Code being prompts, compared to the more linear expectations that many
just or unjust was correct. Students were able to show resilience in people think of within the history/social science domain. By having
writing the entire 5 paragraph essay to demonstrate why they these open-ended prompts for the assessments, students knew
were correct. By leaving it open-ended, students had the they all had the same opportunity to score an A, even though they
confidence to make their points and know that if they correctly all differed in their interpretation of the laws. Although my current
justified their points, they can achieve an A (4/4) on this units don’t all have open-ended prompts, I will try to incorporate
assessment, instead of having to lose points even if they made more of them into my units whenever possible based on these
sound arguments if it wasn’t what the concurring opinion on results.
Hammurabi’s Code.
One new skill learned was knowing how to advocate for my
By incorporating ISTE 2.2d, I was able to have almost all of my students’ to have equitable access to technology. This is the first
students use technology both in and out of the scheduled class time I have a student with a scribe as part of their accommodation
time to complete the summative assessment. By having this work for assessments. As such, it was a new process learning how to
done digitally, some students had easier access to technology such implement this. Now that I have used this accommodation to help
as translators to work on their essay. Another critical point was this student, I know I need to advocate to ensure this student can
that one student with an IEP is eligible for a scribing continue getting this accommodation. However, this is a skill still in
accommodation. As the essay is done digitally, it makes it easier development. One student I had wasn’t able to finish the essay for
for this student to get this accommodation compared to the multiple reasons, one being the lack of technology at home. I have
regular service. to find a way to advocate for this student so that they can also
have an equitable outcome to get the best grade possible.
Action Items
For the next unit, I need to see what the theme I want students to focus on is completely understandable, as
For curriculum design, lesson
not all are aware of ancient Israel. I can then backwards plan to make sure that all the assignments I have
planning, assessment
planning included in the unit will provide some relevant connection to the end of unit summative assessment: the
essay.
Something I want to practice for my classroom management is allocating time for purposeful check-ins. While
For classroom practice it might not be possible to do in each part of a lesson, I can incorporate this skill for key assignments (like C-E-
Rs) that will be necessary for students in their essays.
For teaching English learners, I want to focus on students having a better understanding of vocabulary, as this is an area of concern for
students with special needs, students with special needs and English Language Learners. This will involve having more direct practices with
and students with other vocabulary when reading documents they need for the essays, working with partners to support each other to
instructional challenges
comprehend texts and practice skills so students can decode vocabulary, such as root modifiers.
For future professional I would like to attend a professional development that focuses on how students can have the best path to
development
succeed in essay writing. As students write essays for each unit after unit 1, this will allow me to find other
tools that I may not be incorporating into my class at this time to ensure that all students can reach a level of

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 6 of 9
 mastery in their essay writing.
My next inquiry will be based on what changes I have made to my unit compared to my previous year, and see
For future inquiry/ILP
if the new changes will lead to a more positive result in student learning.
The next POP cycle will focus on how I structure guided readings and partner work within a lesson, and see if
For next POP cycle there’s any changes I need to make to these two key aspects of my teaching to help raise the success rate of
my students.
I will have to take into account if there’s any software that can help students work on smaller areas that aren’t
Semester 3 Only: necessarily tied with the history domain, such as grammar and punctuation. I have looked into using Quill to
For future use of technology have students practice the skills needed in grammar and punctuation, but it’s very difficult to find time to
include this in my lessons as I teach from bell to bell with my current pacing plan.
Other Notes
Overall, the essay writing had decent results, especially considering the barriers some of our student population face with such an
assessment. However, this success does not mean I don’t have to make adjustments to my teaching. I still have to make more
adjustments to better suit the demographics I am teaching, as they differ from what the student population was like in my previous year.
Lastly, the pre assessments and post assessments are attached in separate files. The pre-assessments were done on paper and had
photos taken, while the post assessments were done digitally.
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
Mr. Benitez [email protected] History/Social Science 6th Grade
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
Data ranges from 0 to 4, excluding a student who enrolled later in
Data ranges from 1 to 4. The average is a 2.91 on the essay that
the school year. The average is a 2.46 on the two C-E-R writing
served as the final assessment for unit 2.
assignments that served as the pre-assessment.
PRE-/POST- ASSESSMENT DATA TABLE
Student Pre-Assessment Score Post-Assessment Score Comments
This student was able to improve on their
2/4 and 4/4 on the two C- 3/4 on the essay that writing assignments, which were used to
1. Focus Student: EL
E-R-s that served as the served as the assessment to complete the essay. However, there are some
(Student #6 in grades)
pre-assessment. conclude the unit. deficiencies to address with the reasoning
portion of the essay.
1/4 on the essay that This student lost the packet containing the
4/4 and 3/4 on the two C-
2. Focus Student: 504/IEP served as the assessment to work. That, and a lack of a computer/inability
E-Rs that served as the
(Student #25 in grades) conclude the unit. to come and complete the work after school,
pre-assessment.
results in a non passing grade.
This student was unable to complete the work
3. Focus Student: Teacher 3/4 and 4/4 on the two C- 1/4 on the essay that
in class, a current challenge. Due to the lack of
Choice E-R-s that served as the served as the assessment to
work completion, the essay remained a difficult
(Student #11 in grades) pre-assessment. conclude the unit.
challenge and thus earned a non passing grade.
4/4 and 4/4 on the two C- 4/4 on the essay that This student has shown high levels of mastery
4. Student #1 in grades E-R-s that served as the served as the assessment to in the pre-assessment writing, and kept the
pre-assessment. conclude the unit. same level of mastery in their essay.
This student was absent for most of the unit.
The student did little make up work, which
Z (0/4) on the two C-E-R-s 1/4 on the essay that
resulted in the student not being able to
5. Student #2 in grades that served as the pre- served as the assessment to
complete the essay in the allotted time. The
assessment. conclude the unit.
student also elected to not finish the essay as
homework, resulting in a non-passing grade..
2/4 and 3/4 on the two C- 3/4 on the essay that This student was able to improve on the
6. Student #3 in grades E-R-s that served as the served as the assessment to writing in the pre-assessment and get a higher
pre-assessment. conclude the unit. score on the essay.
7. Student #4 in grades 4/4 and 4/4 on the two C- 4/4 on the essay that This student has shown high levels of mastery
E-R-s that served as the served as the assessment to in the pre-assessment writing, and kept the
pre-assessment. conclude the unit. same level of mastery in their essay.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 7 of 9
 This student was able to make significant
2/4 and 2.5/4 on the two 4/4 on the essay that
improvements on the writing in the pre-
8. Student #5 in grades C-E-R-s that served as the served as the assessment to
assessment and get a higher score on the
pre-assessment. conclude the unit.
essay.
4/4 and 4/4 on the two C- 4/4 on the essay that This student has shown high levels of mastery
9. Student #7 in grades E-R-s that served as the served as the assessment to in the pre-assessment writing, and kept the
pre-assessment. conclude the unit. same level of mastery in their essay.
4/4 and 4/4 on the two C- 4/4 on the essay that This student has shown high levels of mastery
10. Student #8 in grades E-R-s that served as the served as the assessment to in the pre-assessment writing, and kept the
pre-assessment. conclude the unit. same level of mastery in their essay.
This is a student who has special needs. One of
the difficulties is having issues expressing their
1.5/4 and 1.5/4 on the two 1/4 on the essay that
thoughts either in oral or written form. Even
11. Student #9 in grades C-E-R-s that served as the served as the assessment to
with a specific pull-out from the RST teacher
pre-assessment. conclude the unit.
and a modified essay, the student did not
complete it, thus earning a 1/4 .
4/4 and 4/4 on the two C- 4/4 on the essay that This student has shown high levels of mastery
12. Student #10 in grades E-R-s that served as the served as the assessment to in the pre-assessment writing, and kept the
pre-assessment. conclude the unit. same level of mastery in their essay.
3.5/4 on the essay that
served as the assessment to
2.5/4 and 4/4 on the two This student was able to improve on the
conclude the unit.
13. Student #11 in grades C-E-R-s that served as the writing in the pre-assessment and get a higher
(Appears as a 3 on the
pre-assessment. score on the essay.
grade, as whole numbers
are inputted only)
3/4 and 4/4 on the two C- 4/4 on the essay that This student was able to improve on the
14. Student #12 in grades E-R-s that served as the served as the assessment to writing in the pre-assessment and get a higher
pre-assessment. conclude the unit. score on the essay.
3.5/4 on the essay that
served as the assessment to
2/4 and 2.5/4 on the two This student was able to improve on the
conclude the unit.
15. Student #13 in grades C-E-R-s that served as the writing in the pre-assessment and get a higher
(Appears as a 3 on the
pre-assessment. score on the essay.
grade, as whole numbers
are inputted only)
3.5/4 on the essay that
served as the assessment to
4/4 and 3.5/4 on the two This student performed on-par with their
conclude the unit.
16. Student #14 in grades C-E-R-s that served as the writing in both the pre-assessment and essay
(Appears as a 3 on the
pre-assessment. that was the assessment to conclude the unit.
grade, as whole numbers
are inputted only)
This is a student who has special needs. One of
the difficulties is reading comprehension, as
2/4 and 1.5/4 on the two 1/4 on the essay that they currently test at a kindergarten level for
17. Student #15 in grades C-E-R-s that served as the served as the assessment to English proficiency. Even with a specific pull-
pre-assessment. conclude the unit. out from the RST teacher and a modified essay,
the student did not complete it, thus earning a
1/4.
4/4 and 3.5/4 on the two 4/4 on the essay that This student was able to improve on the
18. Student #17 in grades C-E-R-s that served as the served as the assessment to writing in the pre-assessment and get a higher
pre-assessment. conclude the unit. score on the essay.
4/4 and 4/4 on the two C- 4/4 on the essay that This student has shown high levels of mastery
19. Student #18 in grades E-R-s that served as the served as the assessment to in the pre-assessment writing, and kept the
pre-assessment. conclude the unit. same level of mastery in their essay.
3.5/4 and 4/4 on the two 4/4 on the essay that This student was able to improve on the
20. Student #19 in grades C-E-R-s that served as the served as the assessment to writing in the pre-assessment and get a higher
pre-assessment. conclude the unit. score on the essay.
2.5/4 on the essay that
served as the assessment to
2/4 and 2.5/4 on the two This student performed on-par with their
conclude the unit.
21. Student #20 in grades C-E-R-s that served as the writing in both the pre-assessment and essay
(Appears as a 2 on the
pre-assessment. that was the assessment to conclude the unit.
grade, as whole numbers
are inputted only)
22. Student #21 in grades Z (0/4) on the two C-E-R-s 1/4 on the essay that This student was absent for most of the unit.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 8 of 9
 The student did little make up work, which
resulted in the student not being able to
that served as the pre- served as the assessment to
complete the essay in the allotted time. The
assessment. conclude the unit.
student also elected to not finish the essay as
homework, resulting in a non-passing grade.
This is a student who has special needs. One of
2.5/4 on the essay that
the difficulties is reading comprehension, as
served as the assessment to
1.5/4 and 1.5/4 on the two they currently test at a 1st grade level for
conclude the unit.
23. Student #22 in grades C-E-R-s that served as the English proficiency. Student did benefit from a
(Appears as a 2 on the
pre-assessment. specific pull-out from the RST teacher and a
grade, as whole numbers
modified essay, though wasn’t able to reach
are inputted only)
full mastery as they scored a 2.5/4
4/4 and 3.5/4 on the two 4/4 on the essay that This student was able to improve on the
24. Student #23 in grades C-E-R-s that served as the served as the assessment to writing in the pre-assessment and get a higher
pre-assessment. conclude the unit. score on the essay.
Not Applicable-Student Not Applicable-Student was
No data was available with the students’ entry
25. Student #24 in grades was not enrolled during not enrolled during this
later in the semester.
this assignment. assignment
3/4 and 2.5/4 on the two 3/4 on the essay that This student performed on-par with their
26. Student #26 in grades C-E-R-s that served as the served as the assessment to writing in both the pre-assessment and essay
pre-assessment. conclude the unit. that was the assessment to conclude the unit.
This student rarely completed the writing
assignments for the unit in class, even though
1/4 and 2/4 on the two C- 1/4 on the essay that
the vast majority of students were able to
27. Student #27 in grades E-Rs that served as the served as the assessment to
succeed. This, and the lack of commitment to
pre-assessment. conclude the unit.
finish the work at home, led to the poor score
on the essay assessment.
4/4 and 4/4 on the two C- 4/4 on the essay that This student has shown high levels of mastery
28. Student #28 in grades E-Rs that served as the served as the assessment to in the pre-assessment writing, and kept the
pre-assessment. conclude the unit. same level of mastery in their essay.
This student did not turn in the C-E-R-E-R
writing assignments, thus getting no grade
Z (0/4) on the two C-E-Rs 3/4 on the essay that
(0/4). However, the student eventually
29. Student #29 in grades that served as the pre- served as the assessment to
completed the writing assignments leading to
assessment. conclude the unit.
the essay, showing mastery for the history
910111213141516
standards in this unit.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 9 of 9