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
Alexandra Brown abrown@magnoliapublicschools.org Social Studies 12
Mentor Email School/District Date
Magnolia Science Academy-
Jacob Chucker jchucker@magnoliapublicschools.org 10/13/19 Fall 2019
Santa Ana
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 and
S – Exploring S - Innovating
solving, and reflection comprehension and critical thinking in single lessons or a sequence of problems, reflect, and communicate understandings based on in
lessons. depth analysis of content learning.
Using
Plans differentiated instruction based on
knowledge of Plans differentiated instruction, which is
knowledge of students’ academic readiness,
students’ based on broad knowledge of students.
academic language, diverse cultural
academic Matches resources and specific strategies
backgrounds, and individual cognitive, social,
readiness, to students’ diverse learning needs and
emotional, and physical development to meet
language T- T- cultural backgrounds.
4.1 their individual needs.
proficiency, Applying Integrating
cultural
Examines potential sources of bias and
background, and Planning addresses bias, stereotyping, and
stereotyping when planning lessons. Uses
individual assumptions about cultures an members
culturally responsive pedagogy in planning.
development to of cultures.
plan instruction.
Developing and
sequencing long- Begins to plan curriculum units that include a Establishes short- and long-term
term and short- series of connected lessons and are linked to curriculum plans for subject matter
T-
4.3 term long-term planning to support student T-Applying concepts and essential related academic
instructional
Exploring learning. language and formats that support
plans to support student learning.
student learning
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
Pre Assessment: Students
will complete a digital
assessment created by
SHEG(Stanford History
Education Group) in which
Civic Online Reasoning-
they conduct article
Topics will vary. For
evaluation about
Pre/Post they will be
minimum wage.
researching minimum
Post Assessment:
Will explicitly teaching source wage and Margaret
Students will be able to effectively Students will complete the
evaluation aid students in Sanger.
locate evidence from a reliable online SHEG online assessment
conducting well informed
sources. dealing with Margaret
research? Focus Lesson will deal with
Sanger. They will be given
Gun Control . This relates
a research question and
directly to class content as
asked to conduct their
we are learning about gun
own online research.
rights in Government.
Evaluation is based on
their ability to answer the
question as well as the
credibility of their sources.
Data Collection:There are
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 6
 clear rubrics for both
online assessment
provided by SHEG.
Students will be scored
during the pre assessment
and the post assessment
to look for growth. On
each assessment students
can fall under Beginning,
Emerging, Partial
Mastery, or Mastery. The
goal is for students to
move up at least one level
of mastery.
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
This student struggles immensely in
Student struggles heavily with self-
the social studies setting. This student
guided assessments and the use of This student is a reclassified
is fluent in technology use but often
technology. Student is a level 3 English English Learner and also has an
Performance will not put in the time to evaluate
Data
Learner. Student is hardworking in IEP. They work very hard in the
sources. This student requires a lot of
school but struggles in the social studies classroom but often struggle
guidance and often will struggle with
setting due to issues with reading with reading comprehension.
open ended research question as
comprehension and writing.
they need additional prompts.
I expect that this student will struggle I predict that the student will be at I predict that this student can
with the pre assessment but that they beginning mastery for the pre evaluate a source’s credibility
will improve in their post assessment. I assessment but that by the post but that they will still struggle
Expected Results
think this student can reach partial assessment they can reach emerging with researching as they struggle
mastery on the rubric for the post mastery or partial mastery if they put heavily with reading
assessment. forth effort in the focus lesson. comprehension.
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
Of pre
For Pre
assessment-
assessment- Nov
Identify dates for activities. Nov 7thth
October 25th 2019 November 6th 2019 December 3rd 8th
Of ILP-
For ILP-Dec 5th
December 4th
Provide 1-2 sentence
During the focus lesson students will learn about how to conduct research and how to evaluate online
summary of your lesson
plan. sources. Students will complete analysis of sources together as a class, in groups, and individually.
The pre assessment will be administered to students with no guidance. This will allow me to see their true
Summarize process for skills with online research and evaluating the credibility of sources. The same will be done with the post
administering and analyzing assessment. These assessment both come from SHEG(Stanford History Education Group) and have the same
pre- and post-assessments. rubric. Student assessments will be scored on a rubric and I will compare the results of the pre-assessment
with those of the post-assessment to determine if student mastery of the skills has improved or not.
Semester 3 Only: Identify
the specific technology Students will complete their assessments through Google Classroom in a Google Form. The lesson itself is
tools, applications, links, based on their ability to conduct online research. Students will be using the Google Search engine to research
and/or devices to be various topics. All students will use their class chromebook to complete the pre assessment, focus lesson,
incorporated into the
and post assessment.
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.)

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 6
 https://newliteracies.uconn.edu/wp-
content/uploads/sites/448/2014/07/Leu-D.J.-Zawilinski-L.-Forzani-E.- https://course.ccs.neu.edu/is4800sp12/resources/sanchez.pdf
Timbrell-N.-in-press.pdf This article discusses how most students only use the internet to
This article focuses on the literacy skills students must develop in order to use conduct research but how most are unable to effectively
new online resources. The section “ The New Literacies of Online Research and determine the reliability of online sources. In the study they focus
Comprehension” was particularly helpful . This section discusses how on four areas of needed support for most students. These areas
reading/writing can be different online and how students have to develop new being students need help with recognizing reliability of sources,
online literacy skills on a regular basis. This article also connects the integration evaluating evidence and explanations, and relating research to
of online research with Common Core State Standards which is helpful in my ILP prior knowledge. A study was conducted and the results showed
process. Lastly this article states that when teaching a new technology or that the students that participated in the SEEK training
showing students a new online resource it is most beneficial to teach this to the outperformed those that didn’t. These students were more
struggling readers first before teaching the more advanced readers. This is effective in their ability to research and determine the credibility
helpful to me as it keeps my focus on potentially developing some small group of their sources. These students were also able to provide
instruction into my focus lesson to helping my focus students and other justifications on their choices of if a source was reliable or not.
struggling readers before extending the instruction outward to the whole class.
Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
10th Grade English- This colleague is able to have students begin the process of 8th and 11th Grade Social Studies-This teacher has students
developing their research skills early on in high school. She has them do complete online research throughout the year. She is great about
research papers, debates, and other class activities that require students to making sure students cite all sources that they use and that she
write or develop arguments with sufficient evidence to support the points they checks the reliability of sources. She also requires that students
are making. This colleague has students show her their online sources before cite where they got their evidence from in a source which makes
completing the work so that she can determine if the sources are okay to use or student have to examine the sources more closely. Students must
not. This teacher also teaches students how to correctly cite the sources they also provide more than one source for a topic, challenging them
use to avoid plagiarism and to make sure source credibility can be checked. to research further and corroborate their findings.
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
ISTE Educator: 3b. I establish a learning culture that promotes critical I will work to teach students how to evaluate online
examination of online resources and fosters digital literacy and media resources. During the pre and post assessments students
fluency. will be asked to research topics and evaluate credibility of
online resources. During the focus lesson I will walk
ISTE-Student: 3b. I evaluate the accuracy, perspective, credibility and students through an activity in which students evaluate
relevance of information, media, or other resources. sources together as a class, in partners, and individually.
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
Focus Student One: For the pre assessment this student
chose the wrong article. This student failed to notice the
sponsorship of the page and made unorganized arguments
as to why article B would be more reliable than article A.
For the post assessment this student was able to identify
that the source was unreliable, but their explanation was
For the pre assessment six students scored as beginning and two scored weak. The student compared US statistics to Denmark
at the mastery level. Overall most students did not identify that Article statistics at the time as their rationale as to why the source
B is a sponsored article. Five out of eight students identified that Article was unreliable. Overall this student did not do well with
A is more reliable but only two students were able to identify that identifying bias in sources. They will need more work with
Article B is a sponsored source. source evaluation.

Focus Student Two: This student chose the correct article as

For the post assessment two out of nine reached mastery and the rest
scored as beginning. Students really struggled with this assessment.
Most students tried to corroborate the information in the source to
evaluate the information but did not evaluate the website itself. Two of
the students were able to correctly identify that the source is biased.
being more reliable but their explanation was short and
unclear. The student did the same thing for the post
assessment. They were able to tell that the source was not
reliable but their explanation as to why did not make sense.
This student needs more work with providing reasoning
and analyzing source authors.

Focus Student Three: This student did not answer correctly

on the pre or the post assessment. I believe they may have
been lost on the prompt for the post assessment. For both
assessments they answered incorrectly and did not provide
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 6
 clear rationale for their answers.

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 Teacher asked questions of analysis and evaluation. complexity of task beyond a single lesson so that there are
T – Applying T – Integrating
1.5 inquiry, problem Students answered questions that included all levels of Bloom’s. continuing opportunities for students to engage in inquiry
S – Exploring S - Integrating
solving, and Students created their own math problems. in complex problem. How could you extend lesson into
reflection PBL?

To move to integrating I need to

Before the lessons I made sure to
further differentiate. Some
Using identify students that would need
students should have had a
Knowledge of more support and put them with
students’
harder task for the post
peers that could help them. For the
academic assessment as they mastered
pre assessment I had all students
readiness, the skill during the pre
language do the work with no guidance. All
T- assessment. For others they
proficiency, of my focused students struggled
4.1 cultural
Applying T-Applying likely needed more focus
with this heavily. I still made sure
background, lessons on this skill in order to
during my focus lesson to go into
and be able to perform the task
individual source analysis and how to
well. I also need to provide
development determine which websites to trust.
to plan
more supports for EL students,
Students had a list in front of them
instruction. such as a graphic organizer that
of what criteria they should look
they can use when completing
for.
source analysis.
To move to Integrating I need to
make sure that there is more
Developing
and cohesion between the skills
I created a short term plan that
Sequencing being learned and topics
long-term
addressed the learning skill being
covered in class. In order to help
and short- taught. I made sure to review the
T- students do better with source
4.3 term T-Applying concept of sourcing and website
instructional Exploring analysis it needs to be done
reliability with students prior to
plans to more often. With more practice
support
having them work in groups to
I am confident that students
student complete the assignment.
would do better on this type of
learning.
assignment. One lesson to teach
them the skill was not enough.
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
I focused on Student ISTE standard- 3b and Educator ISTE Standard 3b.
In the focus lesson we covered how to determine the accuracy,
I realized that I need to take more time for students to
perspective and credibility of online information. Students did
develop their skills. I need to provide more activities and
extremely well during this assignment but struggled heavily with the
opportunities for students to examine online sources. This
post assessment. They were able to analyze sources when discussing it
will be a skill that I incorporate into all projects and essays
as a whole class or working in groups but the majority still struggle to
moving forward.
do this on their own and to provide adequate explanations for their
answers.
Action Items
For curriculum design, I need to add source analysis to more of my assignments, specifically determining reliability of online
lesson planning, sources. I can add this into my warm-ups, class assignments, homework, and assessments(projects and
assessment planning essays).
I will incorporate source analysis in a variety of different activities in the classroom. Some activities will be
For classroom practice
guided by me and others will be incorporated into other assignments we are doing.
For teaching English I need to provide stronger supports for the EL students and students with special needs in my classes. I think
learners, students with
incorporating more graphic organizers would be useful and making sure to edit down all sources(when
special needs, and students
with other instructional possible) to be at an appropriate reading level. I think the group work helped students a lot but I need to
challenges make sure they can confidently complete assignments on their own.
I would like to attend a professional development about source analysis in the history classroom. For now I
For future professional
development
will work with my department to see how they teach this skill in their class. I can also schedule observations
with teachers in my school that teach the same skills.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 6
 I need to make sure to plan more focus lessons for students. Having the pre assessment, one lesson and then
For future inquiry/ILP a post assessment is not enough for most students. I need to have a larger series of lessons to teach concepts
and skills so that more students can progress in their final results.
For the next POP cycle I think I want to focus on students completing independent research rather than
For next POP cycle
having them analyze websites. I want to see if they can select credible sites on their own.
Semester 3 Only: I want to incorporate technology as often as possible into the classroom. I want to make sure that students
For future use of are confident with analyzing online sources so that they can perform research for essays and projects in the
technology future.
Other Notes
Overall the students seemed to struggle with this concept throughout the ILP. When we did work together during the focus lesson the
students seemed to grasp the concept, but as a whole the class needs more practice with determine website reliability and credibility.
I will need to include more activities like this in the future that are related to the topics we are learning in class.
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

Alexandra Brown abrown@magnoliapublicschools.org Social Studies 12

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

Beginning-Mastery Average=beginning Beginning to Master Average=beginning

PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments
The student chose the sponsored article in
the pre assessment as being more reliable.
In the post assessment the student was
1. Focus Student: EL Beginning Beginning
able to identify that the source was
unreliable but did not provide accurate
evidence as to why.
This student selected the correct article for
the pre assessment but their explanation
did not make sense. For the post
2. Focus Student: 504/IEP Beginning Beginning assessment the student did the same thing.
They identified that the source was not
reliable but they did not provide an
adequate reasoning.
For the pre assessment the student chose
the wrong article and had a short
explanation for their choice. The student
did not progress and struggled with the
3. Focus Student: Teacher Choice Beginning Beginning post assessment as well. They stated that
the source was reliable and failed to
identify the bias. They were able to
corroborate information but not source the
website correctly.
The student picked the correct article for
the pre assessment but struggled with the
post assessment. They provided evidence
4. C.B. Beginning Beginning
as to why the source is reliable but failed
to notice the bias that could be present in
that source.
Student has mastered the skill of
5. Ca. V. Mastery Mastery examining sources and identifying
potential bias.
Student has mastered the skill of
6. J.A. Mastery Mastery
examining sources and identifying

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 6
 potential bias.
Student selected the wrong source as being
more reliable for the pre assessment. They
did not recognize that it was sponsored.
7. V.V. Beginning Beginning For the post assessment the student did
not make progress. They said the source
was reliable and failed to notice who ran
the website.
Student was absent for pre-assessment.
Student did well during focus lesson but
8. E.P N/A Beginning
failed to provided a good explanation in
the post assessment.
The student chose the correct article for
the pre assessment but their explanation
did not identify that article b was
9. Y.B. Beginning Beginning
sponsored. For the post assessment the
student did not identify that the source
was biased.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
910111 21314 1516

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 6 of 6