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

Sampson jsampson@bousd.us History 7

Mentor Email School/District Date

Gina Dauphin gdauphin@bousd.us BOUSD 10/7/2018

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.

CST
Element Initial Rating Description Goal Rating Description
P
T - Facilitates systematic opportunities for students to apply
T - Guide students to think critically through use of questioning
critical thinking by designing structured inquires into
Promoting critical T– strategies, posing/solving problems, and reflection on issues in T–
complex problems.
thinking through Applying content. Innovating
1.5 S - Students pose and answer a wide-range of complex
inquiry, problem S– S - Students respond to varied questions or tasks designed to S-
questions and problems, reflect, and communicate
solving, and reflection Exploring promote comprehension and critical thinking in single lessons or Innovating
understandings based on in depth analysis of content
a sequence of lessons.
learning.

Engages students in identifying and adapting

resources, technologies, and standards-aligned
Using and adapting instructional materials to extend student
resources, Integrates a wide range of adapted resources, understanding and critical thinking about
technologies, and technologies, and instructional materials to meet subject matter.
standards-aligned I- I-
instructional identified student needs and make subject matter
3.5 materials including Integr Innova
accessible to students. Assists students with Ensures that student are able to obtain equitable
adopted materials, to ating equitable access to materials, resources and ting access to a wide range of technologies through
make subject matter
accessible to all technologies. Seeks outside resources and support. ongoing links to outside resources and support.
students

Planning Plans instruction incorporating a repertoire of

instruction that strategies specifically meet students’ diverse
I- Plans instruction using a wide variety of strategies I-
incorporates language needs and styles to advance learning
to address learning styles and meet students’
4.4 appropriate Integr assessed language and learning needs. Provides
Innova for all. Facilities opportunities for students to
strategies to meet
ating ting reflect on their learning and the impact of
the learning needs appropriate support and challenges for students.
instructional strategies to meet their learning
of all students and language needs.

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

Inquiry Focus Inquiry question Pre-Assessment Post-Assessment Expected Results

Pose measurable and observable
Based on your selected CSTP
question in terms of students
elements, identify a focus of
(e.g., what impact will strategy X
inquiry (e.g., group discussion,
have on student performance as
differentiation, motivation…)
measured by Y?)
What will you use as your baseline
assessment of student actions/
performance?
How do you expect student
What will you use as your
performance to change? Use
final assessment of student
percentages to describe
actions/performance?
anticipated growth.

What impact will increased use of

higher-order questions (teacher talk,
Use of analysis, synthesis, and
worksheet, and student problem
evaluation questions + student
generation) have on student
problem generation
performance as measured by chapter
exam?
Previous examination scores
There will be a 20% increase in the
average exam score for students who
New chapter exam
participated in class and successfully
completed the worksheet.

What impact will the incorporation of

multiple instructional strategies,
including the use of technology, have on
Instructional Strategies to meet the
the learning needs of all students
needs of all students
(especially the EL population) as
measured by student class work and the
chapter exam?
Previous Chapter Test and Classwork table
of contents packet
There will be at least a 10% increase in
Islam Chapter Test and Table of
student scores on both the Islam exam
Contents packet
and table of contents classwork packet

Focus Students

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017
Page !1 of 9!
 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 Focus Student 2: Student with

Focus Student 3: Your Choice
Learner ILP/504

Focus student number 2 is a

resource student with and
Focus student number three is
IEP who has a specific
also a resource student on an IEP
learning disorder who
with a specific learning disorder
struggles with reading and
Student number one is and EL writing. He mixes words up that effects her sight. She wears
student who scored a low 2 glasses but still struggles heavily
when he is reading and this
on the ELPAC and is with seeing both distance and
effects his comprehension
considered a novice English close up. She can see, relatively
of the information. However
learner who is minimally well, a font 14 on worksheets or
if he is listening to the
developed. He requires readings and can read and
information read to him or
translations in class from out to a lecture his retains the participate in class with readings.
Performance
aide in order to stay on task Her writing however is a different
Data information at a high level.
in class. I have chosen him as His spelling is also very low, story. Although the information is
a focus student because almost always accurate, it is
he almost shows evidence
although he is very minimally of dyslexia with his writing. almost impossible to read. I chose
developed with his English he He is very smart though and this student because she is such a
works very hard in class and I is great at participating. I hard worker and LOVES history.
have already seen an She is interested in the
have chosen this student
improvement. information and activities, she
because I am trying to learn
just needs certain modifications
and develop new ways to
to perform at the level of the
help him succeed in class
other students in the class.
and many of these ways use
technology.

I expect this student to

I expect this student to improve on his spelling and
improve on his overall I expect this student to improve
comprehension of the
accuracy of the information, on the accuracy of the activity
Expected material from this lesson
but also start to have some and perform with more
Results because I will be using new
independence from the aide independence when certain
techniques to help him be
and still accurately complete modifications are in place.
successful with the
the assignment. material.
Inquiry Lesson Implementation Plan
Administer Post- Discuss Results with
Administer Pre-Assessment Deliver Lesson(s) Analyze Results
Assessment Mentor
Identify dates for
activities. October 16th and November November 5th- November 5th-
October 8th-13th 17th 1st or 2nd 9th 9th

Provide 1-2 sentence
summary of your lesson
plan.
This lesson is at the start of our Islam unit and focuses on the geography of the Middle
East. The first day student use nationalgeographic.com to complete a physical and
political map of the Middle East. The next day, students use the nationalgeographic.com
website again to use the interactive map maker and add/ take away different layers to
answers different geographic questions about the Middle East to prepare them for Islam
unit.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017
Page !2 of 9!
 Pre assessment for this lesson begins with the geography test and Rome Test that they
took in the previous weeks. I will be looking to see improvements in their geography
skills and knowing what goes where.

Summarize process for
administering and
analyzing pre- and
post-assessments.
On the first day of the lesson, student will start off by answering a warm-up (bell work)
questions that asks what they already know about the geography of the Middle East.
Students will first share responses with their elbow buddy, then we will discuss as a
class. I will then instruct the students to get their chrome books and come back to their
desks and wait patiently for instructions. I will ask students to put everything away
except a pen or pencil and their colored pencils. I will then pass out the blank map of
the Middle East. I will then show the students the National Geographic websites
mapmaker interactive and demonstrate how to use the site and review the expectations
for this activity. Students then are instructed by me to open their chromebooks, go to
google classroom and click the link provided and begin filling in their map and coloring
it according to the instructions. Students work on this independently and at the end of
the period we review the map together as a class.
On the second day, student will start off by answering a warm-up (bell work) questions
that asks about the Middle East map from the previous day. Students will first share
responses with their elbow buddy, then we will discuss as a class. I will then instruct the
students to get their chrome books and come back to their desks and wait patiently for
instructions. I will ask students to put everything away except a pen or pencil and their
map from the previous day. I will then pass out the instructions for the interactive
mapmaker activity day 2. I will walk through the instructions with the students, then
demonstrate on the projector how to complete the questions by adding a layer to the
map and answering the first questions with them. Once I am confident the students
understand the process, I allow them to open up their chrome books and work with their
elbow buddy to go through the rest of the questions. The next day we review the
answers together as a class and discuss the major topics (climate, religion, etc.) of the
geography of the Middle East.

Post assessment will be the Islam test and their table of contents classwork packet.

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.)

Baker, J. Wesley. “CCCU Annual Technology Conference .”

Classroomflip, 23 June 2000, classroomflip.com/files/
baker_2000_06_23_classroom_flip_CCCU.pdf.
This source talks about the success of using many different
instructional strategies in the classroom and also focuses on
the specific technique known as a flipped classroom. One of
the major things that I took away from this source is how
beneficial a flipped classroom can be for ALL students. It
gives them all kinds of support and strategies to make sure
ALL students are learning the information and also gives
them a way to review the information independently. It
gives students the ability to learn good learning techniques
that will help them be successful. In the article it states, “It
gives students a greater sense of responsibility for their own
learning.” This is something I would like to try in my own
classroom and I believe it would help with my inquiry
question, What impact will the incorporation of multiple
instructional strategies have on the learning needs of all
students (especially the EL population) as measured by
student class work and the chapter exam?
“10 Benefits of Getting Students to Participate in
Classroom Discussions.” Faculty Focus | Higher Ed
Teaching & Learning, 6 Mar. 2018,
www.facultyfocus.com/articles/teaching-and-learning/
10-benefits-of-getting-students-to-participate-in-
classroom-discussions/.
This article talks specifically about the instructional
strategy of incorporating participation into lesson. This is
something that I am always wanting to know more about
and determine different tools to help with low
participation in certain classes. This article states,
“Participation can be used to balance who’s contributing
in class and how much.” When I am incorporating
different instructional strategies into my lessons,
sometimes I forget the importance of my role delegating
who is talking. I tend to call on the same students who
raise their hand or on those who I know will give an
accurate response. This article reminded me how
important it is to monitor who I am calling on and try to
involve those who aren’t always raising their hands.

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!
 My mentor has addressed the issue of my inquiry question
in her own classroom by making an effort to address the
learning needs of all students by giving them different
opportunities and ways to learn through instructional
strategies. For example she told me that everyday she
tries to have the kids read, speak and write at least once
day.
Another colleague in my department has addressed the
issue of my inquiry question in his own classroom by
always changing and adapting to each different group of
kids each year. Although he is always switching up his
instructional strategies every year, he gets to know his
students and their specific needs to be successful in his
class.

Special Emphasis: Instructional Strategy, ISTE Standards, NBPTS Core Propositions

Special Emphasis Focus How Special Emphasis will be Incorporated

My special emphasis will be incorporated through

direct discussion at the beginning of the lesson as I
My special emphasis focus for this lesson is the am demonstrating the activity, then group work
instructional strategies of direct instruction, elbow when they work together to search the website to
buddy or small group work and whole class discussion. find the answers, then whole class discussion as we
review the answers together.
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 Pre/Post Assessment Data Analysis Findings for Three
Class Focus Students

The pre assessment data for the three

The pre assessment data that helped focus students showed that all three
me reflect and set goals/ objectives for needed help focusing in on the goal/
the lesson observed was a previous objective/ essential question and
geography lesson completed at the thinking about that throughout the
beginning of the year where we entire lesson. The initial geography work
discussed how to read maps and on the continents, ect. really help them
understand them. I noticed from this have a base knowledge for focusing in on
pre assessment that students overall a specific area like the Middle East. I
did a good job and understood their also noticed that they all needed some
objective, but I could have spent more sort of modified lesson.
time on the geography terms such as
key and legend. The post assessment showed that these
focus students achieved the goal of
The post assessment data for the whole understanding the goals/ objective set
class showed that overall, students at the beginning of the lesson. This then
understood the goal I set for them and help with confidence and participation
the objective. After reviewing the data in class discussion and group discussion/
with my co workers I also noticed that work. The modified worksheets also gave
they improved from the post them the tools needed to understand the
assessment and successfully learned objectives and answer the questions
about the geography of the Middle correctly. Staying focused and finishing
East. class activities in time given was tough
for one of the focus students.

Initial Evidence/Rational for Rating Suggestions for Moving

CSTP Element Revised Rating
Rating (Summarize from POP Section 3) Forward

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017
Page !4 of 9!
 Promoting To move to INNOVATING level: Consider how to
T–
critical thinking Teacher asked questions of analysis and evaluation. increase complexity of task beyond a single lesson so
Applying T – Integrating
1.5 through inquiry, Students answered questions that included all levels of that there are continuing opportunities for students
S– S - Integrating
problem solving, Bloom’s. Students created their own math problems. to engage in inquiry in complex problem. How could
Exploring
and reflection you extend lesson into PBL?

Using and
adapting
resources, I will extend this lesson in
technologies, I successfully adapted my the future by incorporating
and resources by modifying the more websites and
standards- worksheets that went a long
aligned technologies to the lesson.
with the lesson both for my
instructional Integr For example, I could add an
ating Innovating
3.5 EL's and resource students.
materials extension activity next time
including Also I modified the seating and were student have to write a
adopted allowed for group work to help
materials, to blog or record a video using
certain students with
make subject Knovo that explains a part of
comprehension.
matter the lesson.
accessible to
all students

I added and incorporated

Planning
instruction that multiple instructional To get to the next level I will
incorporates strategies to help with have to reflect with my
appropriate Integr Innovating
4.4 understanding such as peers and review data to see
strategies to ating
meet the independent work, group work, what was working and not
learning needs and whole class discussion/ working.
of all students
modeling.

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

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017
Page !5 of 9!
 The different Instructional Strategies that
were incorporated helped bring about the
best results with my lesson. Some new learnings and new skills/
knowledge developed from this ILP
By focusing on a goal/ objective that was were how important it is to articulate
clear and allowing them to participate in learning goals and objectives. Making
the set focus and essential question everything clear allows students to
allowed them to take control of their own understand the purpose and in tern
learning. This then allowed students to will allow them to remember and
understand the objective at a deeper understand the content. In this lesson
level. By the end of the two day lesson I spend time making sure the
and interactive mapmaker partner work, essential question and objective was
students understood the content. Also, by relatable and made perfect sense
working closely with my colleague and with the content. This then allowed
peers I was able to look at pre assessment me to focus on the importance of the
data of my essential questions, ISTE standards. I was acting as a
objectives, and goals to improve them on facilitator to help ALL students
my new lesson. As a teacher I still want to understand the content. One way that
constantly be learning. The best way for I did this was by modifying certain
me to do this is everyday is through my aspects of the lesson (the worksheets
peers who have been teaching for years. as well as the final assessment).
Lastly, the use of technology with this
assignment as an instructional strategy I also learned or was reminded of how
really help me and the students. The important it is to demonstrate and
students stayed interested in the topic model the correct way to complete
and were able to use an exciting the assignment.
educational map to understand the
geography of the Middle East.

Action Items

As I was designing my lesson and the assessments that go along

For curriculum design,
lesson planning,
assessment planning
with it I made sure that I used a variety of instructional strategies
from independent work, to group work to whole class discussion
to help with scaffolding. This then helped support my goal for the
students as well as their own personal goals about technology.
They were able to explore a new website and gather information
about the geography of the Middle East.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017
Page !6 of 9!

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
For next POP cycle
Other
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 !7 of 9!
The different instructional strategies that were used throughout
this lesson as well as the incorporation of technologies allowed
me to show my classroom practice. I always use many different
strategies during a single lesson and with this one on the the
geography of the Middle East I was able to use some of my
classroom norms as well as some new techniques (especially with
technology) to help support my students.
For teaching the different groups in my class for this lesson I used
many different differentiated materials to support them and
scaffolded the lesson to make sure every student had an
opportunity to gather the information to succeed. For example,
there were modified worksheets with certain questions removed
and more instructions to help guide students who needed more
support.
For future professional development I would make sure that I
bring the data and student examples to ask my peers questions on
how to best help some of my tough students. I would also
demonstrate to my peers the national geographic website and
questions so that they could use it in the future.
For my next ILP I would focus on more modifying, based on the
different assessment that I look at.
My next POP cycle lesson will relate to that ILP inquiry question
and involve some kind of common assessment
Other Notes
 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

Jennifer Sampson jsampson@bousd.us History 7th

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

10 points (map) / 9 points (geography

30 points (test)
questions)
PRE-/POST- ASSESSMENT DATA TABLE
Student Pre-Assessment Score Post-Assessment Score Comments

10/10 points
(map) and 9/9 With the modifications made- FS#1
successfully understood the content
1. Focus Student: EL points 29/30 points (test) from our Islam geography unit. I
(geography would 98%

questions)
With the modifications made- FS#2
10/10 points successfully understood the content
(map) and 5/9 from our Islam geography unit.
Although for the map part 2 he did
2. Focus Student: 504/IEP points 28/30 points (test) not finish his homework, it is still
(geography clear that he understood the content
through the final assessment. I would
questions) 95%

With the modifications made- FS#3

10/10 points successfully understood the content
(map) and 8/9 from our Islam geography unit.
3. Focus Student: Teacher Although she struggled on a few of
Choice points 24/30 points (test) the test questions, after reviewing
(geography the test with her she understood
what she did wrong. I would say she
questions) would be at 93%

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017
Page !8 of 9!
910111213141516

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017
Page !9 of 9!
Focus Student
3/ Your Choice

Text
Focus Student 2/ Student with ILP/504
Focus Student
3/ Your Choice

Text