Fullerton Online Teacher Induction Program

Individualized Learning Plan (ILP)

Revised 6.1.17
Directions: The ILP should be completed with Mentor input. Complete blue cells prior to classroom implementation. Complete orange cells after POP Cycle is completed. Cells will expand as
needed. When submitting completed ILP to instructor, please include copies/images of pre/post assessments/directions and the Pre/Post Assessment Data Table.
Section 1: New Teacher Information
New Teacher Email Subject Area Grade Level
Megan Gabler Runnells mrunnells@holyfamilyk8.org Multiple subject (ELA, SS) 6
Mentor Email School/District Date
Elisa Willis ewillis@holyfamilyk8.org Holy Family/Diocese of Orange March 2018
Section 2: CSTP Areas of Inquiry
Directions: Identify 2-3 CSTP elements for ILP focus, including at least one as required: Semester 2 – CSTP 1/2/3; Semester 3 – CSTP 4/5/6; Semester 4 -all. Use most recent CSTP Assessment for
Initial Rating. Identify both teacher and student rating for CSTP 1 and 2. See example.
CSTP Element Initial Rating Description Goal Rating Description
T - Facilitates structured opportunities to apply
T - Guide students to think critically through critical thinking by designing structured tasks
Promoting critical
use of questioning strategies, posing/solving and inquiries based on analysis and application
thinking through
T – Applying problems, and reflection writing outcomes. T – Innovating of writing outcomes.
1.5 inquiry, problem S – Exploring S - Innovating
S - Students discuss and respond to various S - Students pose and answer a wide-range of
solving, and
writing and language lessons min-lessons to complex questions and problems, reflect, and
reflection
demonstrate writing goals. communicate understanding of writing analysis
and application.
T – Facilitates structured lessons and critical
Involving all thinking tasks for students to apply self-
T – Guide students to monitor progress and
students in self- assessments of goals set in achieving writing
self-assess based on writing goals set.
assessment, goal T – Applying T – Innovating outcomes.
5.5 S – Exploring S – Students monitor growth through S - Innovating
setting, and S – Students will reflect, analyze, practice, and
assessments given and complete tasks to
monitoring apply self-assessment strategies to
achieve expected outcomes/goals.
progress demonstrate understanding of writing
outcomes based on goals.

Section 3: Inquiry Focus and Planning (Attach Pre/Post Assessments to ILP)

Inquiry Focus Inquiry question Pre-Assessment Post-Assessment Expected Results
Based on your selected CSTP elements, Pose measurable and observable question
What will you use as your baseline What will you use as your final How do you expect student performance
identify a focus of inquiry (e.g., group in terms of students (e.g., what impact will
assessment of student assessment of student to change? Use percentages to describe
discussion, differentiation, strategy X have on student performance as
actions/performance? actions/performance? anticipated growth.
motivation…) measured by Y?)
How will planning multiple
formative self- assessment There will be a 10% increase
Analysis, review of work, in understanding and
activities and assignments
peer editing, class Prior knowledge and
discussions, self-
help deepen students’
benchmark assessments
Writing – final draft implementation of writing
understanding and practice outcomes based on rubric
assessment
of argumentative/opinion grading.
writing?

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 struggles with
Student speaks Spanish in home and
language acquisition and has a Student struggles with focus in writing
Performance struggles with grade level language
Data
modified learning plan; below implementation and lacks motivation to
development; below benchmark in
benchmark in ELA; identified engage; at benchmark in ELA.
ELA assessment.
focus issues
Expected results would be to Expected results would be to Expected results would be to complete
Expected Results improve in identifying writing goals improve in identifying writing writing tasks and meet goals to show
through self-assessment. goals through self-assessment. grade level understanding.
Inquiry Lesson Implementation Plan
Administer Post-
Identify dates for activities. Administer Pre-Assessment Deliver Lesson(s)
Assessment
Analyze Results Discuss Results with Mentor

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 4
 Nov. 2, 2018 Nov. 5-9, 2018 Nov. 12, 2018 Nov. 14, 2018 Nov. 15, 2018
Through structured mini-lessons, the teacher will guide students through an argumentative/opinion writing
Provide 1-2 sentence unit. Using non-fiction articles, examples, class discussion, direct instruction, conferencing, peer editing, and
summary of your lesson plan. on-line resources, the teacher will demonstrate the writing outcomes and have students analyze and set
goals for the unit.
The pre-assessment process will involve having students analyze articles and share effective phrases and
strategies used to convince reader of the topics. Students will share prior knowledge and experience of
opinion writing as teacher records and posts on anchor chart, which will be hung in room throughout unit.
Summarize process for The post-assessment process will involve having students review the original articles and identify again the
administering and analyzing effective strategies based on what they have learned and what they have used in their writing. Then,
pre- and post-assessments. students will share their work with peers and record effective strategies and phrases used based on mini-
lessons. These examples will be shared aloud in class. Teacher will facilitate class discussion based on
findings. After, students will review their own work for effective strategies and improvements based on
peers work and reviewed articles.
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.)
Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve Teacher Self-Efficacy in Writing and Instructional Choices: A
writing of adolescents in middle and high schools – A report to Carnegie Correlational Study
Corporation of New York. Washington, DC:Alliance for Excellent Education. Burke, Beth Anne. Concordia University (Oregon), ProQuest
Dissertations Publishing, 2017. 10633797.
The report shares 11 effective writing strategies that have shown
The importance of structure and consistency in teacher implementation of
improvement in student writing. This report shares important application of
lessons as applied to writing instruction makes this a resourceful article.
structured lessons to implement.
Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
st
One teacher uses the 1 half of writing period to introduce the lesson.
Then, the students work on incorporating the lesson in one part of the
overall writing task. Teacher is conferencing with below benchmarks
Grade Level – 4, 5 and 6
students during the independent practice time and meets at least 1-2
Subject – Multiple Subject (ELA, Math, Science, SS)
other times with other students to check in during the writing process.
Another colleague uses a structured format in conferencing with students
during writing process. She also is effective in using technology to assist
not only in examples, but practice of writing strategies.
Special Emphasis: Instructional Strategy, ISTE Standards, NBPTS Core Propositions
Special Emphasis Focus How Special Emphasis will be Incorporated
Opinion/Argumentative writing – writing process; collaborative Teacher will guide students through a series of mini-lessons to
writing; technology complete the writing goal.
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

The class worked well in conferencing. However, there were some

The three focus students showed engagement and
students who had a difficult time with the format of the writing
understanding during this lesson. Sammy and Cate worked
assignment. They needed the teacher to check in more often
closely with teacher and utilized the comments in Google Drive
during the writing process. They would have benefited more from
to get frequent feedback with their writing.
having a small group with the assignment broken into steps.

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?

To move to INNOVATING level:

Using Consider using more than one topic
knowledge T– Teacher used a topic connected to for students to work with OR break
of students Applying T- Integrating
1.1 S-
student interests and relevant to into groups to produce the reasons
to engage S - Integrating
them in Exploring current events. with peers before independent
learning practice. How can lesson be
extended?

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 4
 Special Emphasis (Skills, Themes, ISTE Standards·Teachers, NBPTS Core Propositions (if applicable)
Results of Incorporation into Lesson Key Learnings and New Skills/Knowledge Developed by Teacher

Students did a great job finding evidence to support

Students worked well with the use of technology for conferencing.
claims/opinions.

For curriculum design, lesson
planning, assessment
planning
For classroom practice
For teaching English learners,
students with special needs,
and students with other
instructional challenges
For future professional
development
For future inquiry/ILP
Action Items
Teacher found relevant articles and videos to use to frontload the lesson and to support argument topic.
Teacher guided students to work in small groups as they read and analyzed an article on screen limits on
devices. Students struggled a little in finding strong evidence to support opinions. However, teacher re-
directed lesson and walked class through the first half of the assignment.
A few students had a hard time with language in regards to argument/opinion writing. This was worked on
in conferencing with the teacher one-on-one.
For future PD, I would like to see other writing teachers lessons or ideas in action and how they implement
argument writing, as it can be difficult to teach.
I would like to work with my focus students more closely, but many other students had questions and I my
help was divided. I had only my time in conferencing.

For next POP cycle Students are going to work on forming opinions for debates next.

Other

Other Notes
https://teachables.scholastic.com/teachables/books/limit-screen-time-fact-opinion-close-reading-
9780545793810_005.html?esp=PRT%2Fe%2Fpopup%2Fhomepage%2FTCBteachers%2F

http://www.eduplace.com/graphicorganizer/pdf/persuasion.pdf

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.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 4
 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

Megan Runnells 6
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average

50% - 75% understanding of content 65% - 80% mastery of topic

PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments
1. Focus Student: EL 55% 78% Worked with teacher to complete
2. Focus Student: 504/IEP 49% 68% Modified outcomes
3. Focus Student: Teacher Choice 60% 81% Teacher assisted to begin, completed on own
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910111 21314 1516

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