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
Veronica Salazar [email protected] Independent Studies 8-12th
Mentor Email School/District Date
Angelica Ojeda [email protected] Acton Agua Dulce 10/10/23
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
Promoting critical thinking 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
S – Exploring S - Innovating
solving, and reflection comprehension and critical thinking in single lessons or a sequence of and problems, reflect, and communicate understandings based on in
lessons. depth analysis of content learning.
T- Use test data to not only assign specialized instruction, but to
ignite opportunities to discuss students’ understanding of concepts.
T- Utilizes data from state testing to provide specialized instruction to meet
Gain an understanding and awareness as to which subjects students
Using knowledge of students to T- Applying individual learning needs. T-integrating
1.1 engage them in learning S- Applying S- Students use online tools to access specialized lessons tailored to their S-Integrating
struggle the most with, and which they deeply understand.
S- Students actively participate in discussions regarding their own
unique mathematic needs.
learning. Students utilize instructional strategies and online
resources to facilitate learning.
T- Utilizes multiple strategies to develop expectations with student
collaboration. Reviews standards of behavior with students.
Developing, communicating, and T- Establishes expectations, rules, and consequences, however, teacher is
T- Emerging T- Applying Expectations are clearly communicated, and consequences are
2.5 maintain high standards for
S- Emerging
inconsistent in upholding such expectations.
S- Exploring consistent and fair.
individual group behavior S- students are aware of classroom rules and consequences
S- Students know behavior expectations and accept consequences.
Student engagement increases positive behaviors.

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

Will consistent discussions about graduation pace improve student I expect that students will be on graduation pace by the end of Fall
Independent Studies- Credit Attainment Monthly Credit Report
credit progression? semester.

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
Student is referred to as BA. BA is 18 years old with
Student referred to as TS. TS is 18years old with 11th 12th grade credits, and plans to graduate this Spring. I
Student referred to as QD. QD is 17 years old with 11th grade credits. grade credits. Student has a 504 plan. His ILP states that chose this student because he is an adult student, he
The quality of her work is great; however, she takes a very long time he may use teacher approved notes on assessments, and works part time, and he has a deadline to reach his
to complete her assignments. Performs well on assessments, he must be given at least a days notice if he is expected graduation goal. This student has struggled
Performance Data however does not turn in enough units to meet her graduation goal. to present in front of the class. I selected TS for this academically, particularly in writing, grammar, and
Her graduation goal requires her to turn in 8 units every school inquiry focus because I noticed that he tends to teeter spelling. BA is determined to graduate by the time he’s
month. between being motivated and being overwhelmed. His 19, and be the first person in his family to graduate
graduation goal pace is 8 units per month from high school. His graduation goal pace is 7 units
per month.
I expect TS to build his way up to his graduation goal; I expect BA to respond very well to consistent
I expect QD to meet her graduation goal some months, but not
meaning, he’ll improve as the school year progresses. I discussions regarding graduation pace. I think it will
Expected Results consistently. She will continue to perform well in her English
believe that by the end of the semester he will have take him a couple of months to reach his goal, but
Language Development class.
turned in enough work to meet his graduation goal. once he does, he will be consistent.

Inquiry Lesson Implementation Plan

Directions: that Semester 3 requires a lesson that focuses on use of technology to support teaching and learning.
Administer Post-
Administer Pre-Assessment Deliver Lesson(s) Analyze Results Discuss Results with Mentor
Assessment
Identify dates for activities. Every First school day of Month 3-5 Data
Month 1-2 Data (July-Aug) 11/29/23 12/1/23
the new school month (Sep-Nov)
I know this is not a traditional lesson plan. However, as an independent studies teacher, I really wanted to do an ILP that I felt I
could actually implement in my school setting, and something that would genuinely benefit all students. The first appointment
Provide 1-2 sentence summary of
time of every school month, I would print out every students’ grad calculator. From there, we discuss what their average monthly
your lesson plan.
unit completion is, and what their graduation date would be if they kept that pace. We then discuss their goals regarding
graduation, and come up with a plan to turn in however many units is required to meet their goal.
Summarize process for I will analyze each students’ graduation calculator. Pre-assessment I will observe Months 1 and 2, and post assessment will be
administering and analyzing pre- Months 3, 4, and 5. I will take into account how many core units students are completing, and if students are in any supplementary
and post-assessments. support classes.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 4
 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.)
A Surge in Pandemic Fs raises old concerns about credit recovery. Here’s how
schools could make it better
https://www.chalkbeat.org/2021/7/15/22579393/pandemic-failing-grades-
Trends in High School Dropout and Completion Rates
credit-recovery-high-school/
https://nces.ed.gov/pubs2020/2020117.pdf
I learned that credit recovery programs must be purposeful and intentional with
I learned that California’s high school drop out rate is lower than the national average. California’s drop
how they are run. Additionally, provide resources that support students as soon as
out rate is 5.6%, the national average is 6%.
they start to struggle or miss a class. I think this is extremely important, and I’m
hoping my Inquiry questions lends itself to be proactive and preventative of future
Fs.
Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
College: Ms. A | 8-12th | Independent Studies
th
Colleague: Mrs. M | 8-12 | Independent Studies Ms. A has regular, on-going conversations with students about their
Mrs. M is an independent studies teacher, like myself, and she has the highest graduation goals. Her approach is that she asks students what they
would like to do after high school, and then she uses that to motivate
credit attainment numbers in the entire district. Mrs. M says that getting
students to get their high school credits done. She also regularly refers
students’ parents involved, and consistently updating them is the reason for her students to our school counselor, Mrs. R, so that she can also have a
high numbers. conversation with them regarding credits, transcripts, and post high
school goals.
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

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
QD Grad Calculator:
https://drive.google.com/file/d/1BIJPGJGG8nRf3abPf3srh2O-cV0YMuEH/view?usp=sharing
QD did not reach her graduation goal of 8 units, however she improved the last two school months. I
hypothesized that she would reach her goal but not consistently, however, she showed consistent
Grad Calculator for entire class: improvement the last two months.
https://drive.google.com/file/d/1gz17mkiVWrOcP0f6tdgi5sNecMAu7pDh/view?usp=sharing TS Grad Calculator: https://drive.google.com/file/d/1wJFhesTWPoo4ZnwdJGQ4mvX_t8jjnYyf/view?
Students perform within a wide range of unit completion every month. I have some usp=sharing
TS has shown steady improvement since the graduation pace lesson. He hasn’t reached his goal of 8 units
students who complete 13 units a month, which is the maximum amount possible, and yet, however, if he continues improving, he will reach his goal.
some who only complete 2 or 3 units a month. Overall, I noticed that a majority of my BA Grad Calculator: https://drive.google.com/file/d/1G3Von7t79pRsOUaZPuJkZ6WQptx6dhQu/view?
usp=sharing
students improved throughout the school year. Since the lessons have been implemented, BA has met his graduation goal of 7 units a month. He
responded very well to the conversations, and he benefitted from having a clear goal that he needed to
reach every month.

Initial Evidence/Rational for Rating

CSTP Element Revised Rating Suggestions for Moving Forward
Rating (Summarize from POP Section 3)
To move to INNOVATING level: Consider how to increase
Promoting critical
Teacher asked questions of analysis and evaluation. complexity of task beyond a single lesson so that there are
thinking through T – Applying T – Integrating
1.5 Students answered questions that included all levels of continuing opportunities for students to engage in inquiry
inquiry, problem S – Exploring S - Integrating
Bloom’s. Students created their own math problems. in complex problem. How could you extend lesson into
solving, and reflection
PBL?
Teacher meets individual learning needs by getting to know To move to innovating level: Consider how unit
Using knowledge of the students, and analyzing assessments, class participation, completion data could be used to modify how I give
T- Applying T- Integrating
1.1 students to engage
S- Applying S- Integrating
credit completion, and student engagement. instruction. Which practices yield the best, most
them in learning Students were encouraged to set their own graduation consistent results? Use state assessments to determine
goals. students’ prior knowledge; provide support as necessary.
Teacher improved from previous rating because she was
Developing, much more consistent. She made sure that the first week of
communicating, and the school month, she spoke with every student regarding
To move to Integrating level: Consider how students can
maintain high T- Emerging T- Applying their graduation pace.
2.5 standards for S- Emerging S- Applying Students became familiar with the routine of discussing
self-assess and self monitor their own goals. Can they
access their grad calculator on our student portal?
individual group credits at least once a month. Students had expectations to
behavior uphold, and understood the consequences of not meeting
such expectations.
Special Emphasis ISTE-Educator and ISTE-Student Standards (Semester 3 only)
Results of Incorporation into Lesson Key Learnings and New Skills/Knowledge Developed by
Teacher

Action Items
For curriculum design, lesson Provide support for students with low credit attainment. Identify who is on grad pace, who is close to
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 4
 grad pace, and who requires urgent intervention. Provide immediate support to students who require
planning, assessment planning urgent intervention; schedule a parent conference, sign the student up for tutor or additional support,
schedule a meeting with the career counselor, etc.
Ask, “what’s your goal?” and, “are you on track to hit your goal this month”. Provide incentives for
For classroom practice
students who do achieve their goal.
For teaching English learners, Enroll English Learners in an ELD class, or ELD support class. At my school, English learners have the
students with special needs, and opportunity to attend study hall with our ELD teacher. Make sure students with special needs and IEPs
students with other instructional are meeting with the Sped team. Reach out regularly to the ELD and Sped team to collaborate on how to
challenges
best support students.
For future professional
development
Continue to reach out to my colleagues for support and advice.

For future inquiry/ILP How do credit attainment and performance on assessments relate to one another?

For next POP cycle

Semester 3 Only:
For future use of 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
Veronica Salazar [email protected] Independent Studies 8th-12th
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average

July 3- Aug 29 Aug 30- Nov 30

PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments
QD average actually decreased, however, it is worth
noting that she had exceptionally high unit completion
1. Focus Student: EL M1-M2 11 units total M3-M5 16 units total
during M1, which affected her average. She was
QD 5.5 average 5.3 average consistent the last two school months, and reached 6
units.
TS average increased, while improving the last 3
months. He’s consistently improved, and, while he
2. Focus Student: 504/IEP M1-M2 9 units total M3-M5 16 units total
didn’t reach his graduation goal of 8 units, he has
TS 4.5 average 5.3 average showed steady improvement. If he continues on this
upward trajectory, he will reach his graduation goal.
3. Focus Student: Teacher Choice M1-M2 9 units total M3-M5 22 units total BA average increased, and he has consistently met his
BA 4.5 average 7.3 average graduation goal of 7 units since the lessons began.
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