Fullerton Online Teacher Induction Program

I​ndividualized​ ​L​earning​ ​P​lan ​(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
Somaley Gailey somaleygailey@ofy.org Physical Science 8th
Mentor Email School/District Date
Angelica Ojeda aojeda@ofy.org Acton-Agua Dulce USD 3/6/2020
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.
CST
Element Initial Rating Description Goal Rating Description
P
T - Guide students to think critically through use of questioning strategies, T - Facilitates systematic opportunities for students to apply critical
T–
Promoting critical thinking posing/solving problems, and reflection on issues in content. T– thinking by designing structured inquires into complex problems.
Applying
1.5 through inquiry, problem S - Students respond to varied questions or tasks designed to promote Innovating S - Students pose and answer a wide-range of complex questions and
S–
solving, and reflection comprehension and critical thinking in single lessons or a sequence of S - Innovating problems, reflect, and communicate understandings based on in depth
Exploring
lessons. analysis of content learning.
Expands knowledge of student development and
implements learning activities in single lessons or
Applying sequence of lessons that address students’ Integrates knowledge of range of students
knowledge of proficiencies and support understanding of development into instructional decisions to
student subject matter including related academic ensure student understanding of the subject
development and language. matter including related academic language.
3.2 Exploring Integrating
proficiencies to Provides explicit teaching of essential content Provides explicit teaching of specific academic
ensure student vocabulary and associated academic language in language features to ensure equitable access to
understanding of single lessons or sequence of lessons. Explains subject matter understanding for the range of
subject matter academic language, formats, and vocabulary to student language levels and abilities.
support student access to subject matter when
confusions are identified.
Planning Plans instruction using a wide range of strategies
instruction that Plans instruction that incorporates strategies to address learning styles and meet students’
incorporates suggested by curriculum guidelines. assessed language and learning needs. Provides
4.4 appropriate Emerging Is aware of student, content, learning, and Integrating appropriate support and challenges for students.
strategies to meet language needs through data provided by the site Integrates results from a broad range of
the learning needs and district. assessments into planning to meet students’
of all students diverse learning and language needs.

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

Inquiry Focus
Based on your selected CSTP
elements, identify a focus of inquiry
(e.g., group discussion,
differentiation, motivation…)
Use of analysis, synthesis, and evaluation
questions + student problem generation
Inquiry question Pre-Assessment Post-Assessment Expected Results
Pose measurable and observable How do you expect student
What will you use as your baseline What will you use as your final
question in terms of students (e.g., what performance to change? Use
assessment of student assessment of student
impact will strategy X have on student percentages to describe anticipated
actions/performance? actions/performance?
performance as measured by Y?) growth.
What impact will increased use of higher-order There will be a 20% increase in the average
questions (teacher talk, worksheet, and student exam score for students who participated in
Previous examination scores New chapter exam
problem generation) have on student class and successfully completed the
performance as measured by chapter exam? worksheet.

Incorporating a wide range of What impact will teaching of specific

strategies and learning styles will academic language and incorporating a Students will actively participate in
promote student learning and wide range of strategies and learning lesson activities and increase their use
Final draft/project after lesson
understanding of the subject matter. styles have on student performance as Initial first draft response to a prompt of academic language and lesson
using newly learned vocabulary
Students will be able to explain the measured by students’ prior to lesson. related vocabulary. They will be able to
and academic language.
lesson in their own words using explanation/summary of lesson in their express their knowledge of the lesson
newly learned vocabulary/academic own words and using newly learned through written text/project.
language. vocabulary/academic language?
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 1 is an English Learner. He Student 2 is an English Learner Student 3 overall does well in school
is very sociable and able to verbally and also has an IEP. She works but does struggle with written text. He
Performance communicate in English but has with our special education does not have an IEP and is not an
Data low comprehension in reading. He teacher on a daily basis and English learner. He requires prompting
requires prompting to add more also receives additional to add details to written work and will
details or to write complete and support in ELA. I selected this ask for extra time to complete
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 5
 complex sentences. He was student because I feel she assignments. I selected this student
selected because I am hoping this needs urgent intervention. because he often struggles with
inquiry focus can help him improve She struggles to maintain completing written assignments in a
his academic language and focus and her thoughts can timely manner and will often ask for
vocabulary use. wander to unrelated subjects. guidance in understanding text.
Renstar score- Grade equivalent The aim of this lesson is for Renstar score- Grade equivalent 5.8
4.8 and Instructional Reading Level her to increase her academic and Instructional Reading Level 5.6
4.5 language and vocabulary use. His test performance is comparable to
His test performance is comparable Renstar score- Grade that of an average fifth grader after the
to that of an average fourth grader equivalent 2.0 and eighth month of the school yea-r.
after the eighth month of the Instructional Reading Level 1.3
school year. Her test performance is
comparable to that of an
average second grader after
the start of the school year.
Student 2 is expected to earn
Student 1 is expected to earn Student 3 is expected to earn 85-90%
70-75% on the lesson write
80-85% on the lesson write on the lesson write up/project by
Expected up/project by including
Results up/project by including vocabulary including vocabulary from the lesson
vocabulary from the lesson
from the lesson and using and using appropriate academic
and using appropriate
appropriate academic language. language.
academic language.
Inquiry Lesson Implementation Plan
Administer
Administer Pre-Assessment Deliver Lesson(s) Analyze Results Discuss Results with Mentor
Post-Assessment
Identify dates for activities.
March 30 March 30-31 April 1 April 2 April 3
Provide 1-2 sentence Lesson series on the implications of renewable and non-renewable energy sources and the importance
summary of your lesson of conservation. Students will participate in lesson activities which will include partner work, reading,
plan. class discussion, video with a graphic organizer, and a final project/write up.
Prior to the lesson students will be given a few minutes to reflect on their current knowledge of renewable/non-renewable
Summarize process for
energy and the importance of conservation. A series of questions will serve as a prompt for this independent write up. After
administering and
the lessons are delivered students will revisit the initial write up. They will add what they’ve learned from lesson activities,
analyzing pre- and
discussions, reading, notes, video, and graphic organizers. They must include vocabulary and academic language learned in the
post-assessments.
lesson. I will scaffold activities along the way with sentence frames and any additional support students may require.
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.)
English Learners and the Complex Language of Written Science Text Dropping Anchor!
By Diego Roman, Allison Briceno, and Deni Basaraba By Katheryn Kennedy and Caitlin Folkes
This article focuses on connecting words to boost student comprehension of This article discusses the development of student writing using the Claims,
science text. This applies to all students (not just English learners) since many Evidence, and Reasoning (CER) Framework. The CER strategy will help
struggle with academic language/vocabulary used in science. The article talks students express their understanding of science concepts. They will be
about interactive editing. The teacher models this process then students work in able to explain their evidence and explain how their evidence supports
small groups to focus on context, vocabulary, and connecting words. their claim.
Roman, D., Briceno, A., & Basaraba, D. (2018, October). English Learners and the Kennedy, K., & Folkes, C. (2018, October). Dropping Anchor! ​Science Scope​,
Complex Language of Written Science Texts. ​Science Scope​, 4 ​ 2(​ 3), 48-54. 42​(3), 42-47.
Colleagues (​ Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
K. Harrison teaches 11th grade English- American Literature C. Gallagher teaches High School Math- Algebra 2
Her focus is also CSTP 4.4. She will differentiate instructions and Her focus is also CSTP 4.4. She will collect pre-assessment data
materials for all her students to prepare them for short-answer prior to the first lesson. She will give her students a short answer
responses on their next unit test. She will hold several small group skills check which will inform her of students' strengths and
instructions to focus on lessons with her English Language learners and weaknesses. Lessons will be tailored to students’ needs. The
students with IEPs. Additional support through individual tutoring will post-assessment is the unit exam and will include both short
also be provided. answers and multiple choice questions.
Special Emphasis: Instructional Strategy, ISTE ​Standards​, NBPTS Core Propositions
Special Emphasis Focus How Special Emphasis will be Incorporated
Not Applicable Not Applicable
Section 5: Results and Reflection
Directions:​ Record Pre- and post- assessment data into P
​ re/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

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 5
 Focus student 1/EL (FG): Student 1 is a student that requires
additional support and prompting to perform at his best. The
use of sentence frames, discussions, reviewing the articles
with him gave him the additional support he needed to
move from somewhat meets expectations to meets
Due to Distance Learning the “whole class” will consist of 6-8
expectations. He was able to use the CER t-chart and
students per learning session. In pre-assessment students are
sentence frames to complete a Final draft that included
asked to watch a video and complete a quick write answering
various elements of Claim, Evidence, Reasoning and a
specific questions based on the video and their basic
conclusion. He was able to incorporate some learned
knowledge of the subject. Of the students during the lesson 2
vocabulary and academic language in his writing.
met expectations and the rest of the students struggled with
Focus student 2/IEP (AML): Student 2 struggled with
writing complete sentences or did not provide enough support
academics and maintaining focus prior to our transition to
for their claims. Six out of eight students did not meet or
Distance Learning. I have to check on her progress much
somewhat met expectations.
more frequently to ensure she is on task and provide
After the lesson, additional support and the use of sentence
additional support. She went from does not meet to
frames the class (over 60%) met or exceeded expectations. One
somewhat meets expectations. her CER t-chart was lacking
student has no data due to other challenges and 2 students
information. The sentence frames helped but she struggled
only somewhat meets expectations- one being a focus student.
to piece the information together into a coherent paragraph.
Overall the class did better in their Final write up than their
Focus student 3/struggling (AM): Student 3 went from
initial.
somewhat meets to meets expectation. He was able to
complete the assignment in a timely manner with the use of
the CER t-chart, sentence frames and included academic
language. He did require additional support in reviewing the
reading articles.
Initial Evidence/Rationale for Rating
CSTP Element Revised Rating Suggestions for Moving Forward
Rating (Summarize from POP Section 3)
Promoting critical
T– To move to INNOVATING level:​ Consider how to increase
thinking through Teacher asked questions of analysis and evaluation.
Applying T – Integrating complexity of task beyond a single lesson so that there are
1.5 inquiry, problem Students answered questions that included all levels of Bloom’s.
S– S - Integrating continuing opportunities for students to engage in inquiry in
solving, and Students created their own math problems.
Exploring complex problem. How could you extend lesson into PBL?
reflection

To move to INTEGRATING level: I

Applying Implements learning activities in
must consider the range of
knowledge of lessons that address students’
student development into lesson
student proficiencies and support
development planning to ensure student
understanding of subject matter
and understanding of the subject
Explor including related academic
3.2 proficiencies Applying matter and related academic
to ensure ing language. Explains academic
language. Provide explicit
student language, formats and vocabulary
understandin teaching of specific academic
to support student access to
g of subject language and structure such as
subject matter when confusions
matter providing sentence frames and
are identified.
vocabulary reviews.
Planning To move to APPLYING level: I
instruction must consider using assessments
that
Selects strategies for lessons that
of students’ learning and
incorporates respond to students' diverse
language needs to inform
appropriate Emerg learning needs . Also seeks to learn
4.4 strategies to Exploring planning differentiated
ing about students’ diverse learning
meet the instruction. Also consider
and language needs beyond basic
learning students diverse learning styles-
needs of all data.
incorporate visuals, audios,
students
movement and time to think.
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
- -
Action Items
I plan to continue to provide graphic organizers and sentence frames in my lesson activities and aid
For curriculum design,
lesson planning,
students in the development of their academic language and learning needs. I plan to find additional
assessment planning resources for sentence frames used for discussions so students can practice their academic language
during discussions not just in their writing.
For classroom practice
For classroom practice I will continue to check in with my students on a regular basis to ensure they
are making good progress and to answer any questions they may have but were too afraid to ask
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 5

For teaching English
learners, students with
special needs, and students
with other instructional
challenges
For future professional
development
For future inquiry/ILP
during our learning sessions. I will also continue to check for understanding and work completion so
no students fall behind or get lost within the lesson.
I will continue to work closely with EL teachers, special education teachers, and our support staff in
providing each student the support they need. Having good communication with all teachers will
enhance our abilities to teach our students and provide them with what they need to be successful.
Unsure of how the next academic year will look I will continue to find resources for Distance learning.
Learning from my colleagues and other educators during this time has made the transition less
daunting. I am trying to find the best resources to continue educating my students through this
transition to an online platform which is new to most of them as well. There are several articles online
along with the information that my school sends me. Professional development meetings with my
colleagues have been very informative during this transition.

For next POP cycle

Other

Other Notes
Due to transition to distance learning the “whole class” consists of 6-8 students per learning session. Additional support is
provided via online video chat, phone calls, emails, or Remind messages to parents and students.
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 4 of 5
 Fullerton Online Teacher Induction Program
I​ndividualized​ ​L​earning​ ​P​lan ​(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

Somaley Gailey somaleygailey@ofy.org Physical Science 8th

Pre-Assessment Data Range and Average Post-Assessment Data Range and Average

1-Does not meet expectations (F)- 0

1-Does not meet expectations (F)- 3 of 8 (37.5% of students)
2-Somewhat meets expectations (C)- 2 of 8 (25% of students)
2-Somewhat meets expectations (C)- 3 of 8 (37.5% of students)
3-Meets expectations (B)- 3 of 8 (37.5% of students)
3-Meets expectations (B)- 2 of 8 (25% of students)
4-Exceeds expectations (A)- 2 of 8 (25% of students)
4-Exceeds expectations (A)- 0
5-No Data- 1 student
PRE-/POST- ASSESSMENT DATA TABLE
Student Pre-Assessment Score Post-Assessment Score Comments
Somewhat meets
1. Focus Student 1: EL (FG) Meets expectations Performed as expected
expectations
2. Focus Student 2: 504/IEP Does not meet Somewhat meets Needs additional support to maintain focus and
(AML) expectations expectations work completion.
Somewhat meets
3. Focus Student 3 (AM) Meets expectations Performed as expected.
expectations
Student progress remained the same. She was
content with her initial write up. She
4. Student 4 (HI) Meets expectations Meets expectations
completed the t-chart and used some of the
sentence frames provided.
5. Student 5 (SH) Meets expectations Exceeds expectations Performed as expected
Somewhat meets Did an amazing job with additional support.
6. Student 6 (DC) Exceeds expectations
expectations Has been highly motivated.
Does not meet Somewhat meets Struggles with work completion and does not
7. Student 7 (CK)
expectations expectations provide details.
Due to outside challenges/circumstances data
Does not meet for this student was not available at this time.
8. Student 8 (AS) No Data
expectations Student will be given an opportunity to make
910111213141516
up.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 5