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
Evan Slead eslead@californiaops.org English Language Arts 11th Grade
Mentor Email School/District Date
California Online
Niki Ehrke nehrke@californiaops.org 10/4/2023
Public Schools
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 T - Facilitates systematic opportunities for students to apply
strategies, posing/solving problems, and reflection on issues in critical thinking by designing structured inquires into complex
Promoting critical thinking through
T – Applying content. T – Innovating problems.
1.5 inquiry, problem solving, and
S – Exploring S - Students respond to varied questions or tasks designed to promote S - Innovating S - Students pose and answer a wide-range of complex
reflection
comprehension and critical thinking in single lessons or a sequence of questions and problems, reflect, and communicate
lessons. understandings based on in depth analysis of content learning.

Creates, adapts, and integrates a

broad range of strategies,
resources, and technologies into
Use a variety of
Utilizes a variety of strategies instruction designed to meet
instructional strategies,
including culturally responsive students’ diverse learning needs.
resources, and T/S - S/T -
1.4 technologies to meet
pedagogy, resources, and technologies Students actively engage in
Applying during ongoing instruction to meet Integrating instruction and make use of a
students’ diverse
students’ diverse learning needs. variety of targeted strategies,
learning needs
resources, and technologies to
meet their individual students’
needs.

Integrates knowledge of
Organizing curriculum Uses knowledge of curriculum and
curriculum and resources to
to facilitate student T/S - student readiness to organize and S/T -
3.3 student understanding adjust the curriculum to ensure
organize and adjust instruction
Applying Integrating within and across subject matter
of the subject matter student understanding
to extend student understanding.

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

Students will organize their

Trellos to include the
components of a scene. I will
Students will be able to identify and organize the assess their boards as they
components needed for a stage scene (setting Crafting a Scene (Unit 3 read through a sample scene
Will the use of the organizational tool Trello help
description, dialogue, stage directions, and on “The Night Thoreau from the play in Unit 3. Once
students properly craft a stage scene?
character bios) and ultimately craft a scene using Spent in Jail”) complete, the students will
Trello as a guide. craft a scene and check off
each component in the Trello
board once it is present in
their individual scenes.

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: Gifted
ILP/504
Performance Data The chosen EL student is on track to be on EL I have chosen a high-achieving
Level 3 this year. I wanted to focus on this This student’s IEP allows them student that I will offer a modified
student in order to track their understanding of additional time on assignments, the rubric. This student has previously
dialogue, as it’s a new form of writing they are ability to revise documents for up to shared that they are an advanced
unfamiliar with in ELA. two weeks after submission, and learner in many areas but can
alternate assessments when needed if struggle with writing. It is my goal to
the student initiates the request. I give them the tools of organization to
have chosen this student because the help them see that using a rubric,
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 9
 focus of the lesson will be on showing
understanding of organizing. I want
them to practice the skill of
organization and also give them the
opportunity to revise their work storyboard, and “first draft” can help
continually until they have reached a make the writing process less
3 or 4 on the 1-4 scale rubric. I will intimidating.
offer this student a modified rubric
that details the specific components
needed in each section of a play.

I believe this student will complete

The goal is to provide support but also push the
I believe this student will complete each section of the Portfolio and
student to meet the standard goal of crafting an
each section of the Portfolio and rubrics. They will utilize the Trello
entire scene that the other students in the
Expected Results rubrics. They will be able to revise and board effectively, showing their
course will be attempting. This will help them
resubmit their writing until they have understanding of how to properly
keep on track to reaching EL Level 3 as outlined
reached a 3 or 4 on the graded rubric. organize their information and craft a
in their yearly plan.
scale 4 scene.

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

Assign Look over

students each Trello
the task of board
adding the individually Look over boards
components to verify together and walk
to their that Mentor through my
Outline the Trello students evaluation process.
Identify dates for activities. Check reports from each ST components of a board, have Ask for feedback on
to verify they read the scene, model review the correctly process and also
assigned scene organizing them on a scene, write organized have Mentor
Trello board an original the provide feedback
scene, and components on next steps for
check off and written student’s
the proper work/understanding
components components
on their in their
Trello board scenes

In this lesson I will use an example scene from “The Night Thoreau Spent in Jail” and identify each
component that the students will use for their Trello boards (setting description, dialogue, stage
Provide 1-2 sentence summary of directions, and character bios). Students will then add them to their Trello boards and organize them in
your lesson plan. scene sequence order. While I assess the boards, they will read the scene in full and write their own
original scene, checking off each component on their board to verify they have all necessary
components.

The pre-assessment will be a carryover from the previous lesson in the unit. Their task that I will
Summarize process for evaluate will be a report they submit that answers questions about the scene we will be studying in this
administering and analyzing pre- ILP lesson. For the post-assessment, I will evaluate their Trello boards for accuracy of organization of
and post-assessments. scene components, that they have been marked as complete, and that they have the checked off
components in their original scenes.

I plan to use NearPod and Trello to monitor student engagement, understanding, organization, and
Semester 3 Only: Identify the
progress. NearPod will be used to deliver the overall lesson that will be focused on in this ILP and will
specific technology tools,
include student engagement activities (individual, group, and one on one) that I can assess for student
applications, links, and/or devices
understanding. The students will then use Trello to outline the steps of their writing assignment,
to be incorporated into the lesson.
organize the order of events to complete, and mark off each step to completion.

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.)
Reiber, L. “Teaching with Technology” (2011). Goos, M., Galbraith, P., Renshaw, P. et al.
Users/evanslead/downloads/teachingwithtechnogyHooperrieber1995.pd Reshaping teacher and student roles in
f technology-enriched classrooms”. Math Ed
Res J 12, 303-320 (2000).
The article provides an overview on the goals of technology within the classroom, https://doi.org/10.1007/BF03217091

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 9
 The excerpt from the article covers a three-year
both positive applications and also oversights within the goals. The main points
study of secondary schools that used a math
discussed focusing on the quality of the content learned in a technology-based
technology program. The program involved
lesson and how well it provides retention to students. It also covered data that
graphing calculators on an overhead projector. The
showed most technology-based lessons can tend to overlook the quality of the
study found that using a typically solo-based
content in favor of an aesthetically pleasing user interface.
activity (graphing calculator) as a group activity
helped increase understanding and overall
participation.
Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
Colleague #1: Colleague #2:
Grade 12: British Literature Grade 10: Honors English 10

This colleague looked over my inquiry question and overall lesson plan for the unit and agreed that my This colleague also stressed the importance of modeling. They
approach was correct. They shared that they start each semester by going over rubric use and how to suggested that I add more opportunities to model and even has
create specific steps for modeling the content, in this case the steps to build a Trello board and identify students model their work (perhaps the 3rd focus student). The
the components of a stage scene. In addition to going over the importance and practical use of colleague also suggested keeping a log of which students can
organization, they also agreed that building the assignment into a message on overall organization in create and meet their goals in this lesson’s assessment.
life is a great step forward in enriching our students’ lives.
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

The special emphasis on technology independence

will be incorporated through NearPod and Trello.
Both programs allow students to engage with the
1.1 Empowered Learner - Students leverage technology to take an active role in
content in a way they choose, such as through
choosing, achieving, and demonstrating competency in their learning goals,
discussion boards or individualized digital planning.
informed by the learning sciences.
Trello will teach them how to organize, identify,
and verify content is included in an assignment
(judged against a rubric).

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
Pre/Post Assessment Data Analysis Findings for Whole Class
Focus Students

Each of the three Focus students were able to

meet their individual goals, as well as the overall
class learning objective. FS 1, who has a goal to
reach EL level 3 by the end of this year, was able to
correctly organize the components of a stage play
and complete examples for each component,
including dialogue, stage directions, setting, and
character descriptions. FS 2, my student with an
The pre-assessment data all came back positive (100% success) as all students IEP, had the overall goal of “attempting” the lesson
came to the lesson having completed the reading from the unit novel. The post- and use the feedback provided by myself and their
assessment data, the Trello board completion, also showed positive results (100%) peers to revise and resubmit to earn scores within
as all students were able to meet the learning objective of “students will be able the 3-4 range on the rubric. The student was able
to identify and organize the components needed for a stage scene (setting to reach at least a 3 on all components of the
description, dialogue, stage directions, and character bios) and ultimately craft a rubric, with one area also earning a 4. In this case,
scene using Trello as a guide”. All students were able to follow the lesson the student exceeded the focus plan goals. For FS
directions of using the Trello board to organize the components of a stage scene 3, they were, as expected, able to complete the
and check off their progress along the way. Trello board organization portion correctly. Their
modified rubric required them to write additional
examples and begin a “first draft” for the script
while in the lesson, giving them a new writing
challenge to craft a piece of writing while in a
timed setting. The student was able to complete
the draft and expressed (while in 1:1 conversation
with me) that they were encouraged by their
progress and ability to write within a class session.

CSTP Element Initial Rating Revised Rating Evidence/Rational for Rating Suggestions for Moving Forward
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 9
 (Summarize from POP Section
3)
To move to INNOVATING level: Consider how to
Promoting critical Teacher asked questions of analysis and evaluation.
increase complexity of task beyond a single lesson so
thinking through inquiry, T – Applying T – Integrating Students answered questions that included all levels
1.5 that there are continuing opportunities for students
problem solving, and S – Exploring S - Integrating of Bloom’s. Students created their own math
to engage in inquiry in complex problem. How could
reflection problems.
you extend lesson into PBL?

Teacher introduced new

technological tool, Trello, to
students to use with new Teacher will continue to
writing standard (composing utilize NearPod and Trello for
a stage play). Teacher future assignments/lessons
Use a variety of modeled the use of Trello to and specifically describe to
instructional organize ideas/outlines for students the benefits of using
strategies, stage plays (the purpose was the programs for that specific
resources, and T/S - S/T –
1.4 technologies to
to show organizational skills lesson or task. To continue
Applying Integrating
meet students’ and how to use technology growing in the CSTP, teacher
diverse learning as a tool in an academic will also introduce new
needs setting). Explained to technological tools to expand
students how this tool can the support options to
support all levels of students that will support
understanding and ease their learning needs and
intimidation with the writing strengths in all content areas.
process.

Teacher created rubrics that

detailed the elements
Teacher will continue to
required to complete the
create detailed rubrics for
assignment and reach
assessments. Teacher will
mastery of content standard.
expand individualized options
Each element had a 1-4 score
for students by creating
Organizing range, all culminating to a 28
curriculum to
unique rubrics with
possible point score. Each 1-4
facilitate modifications for all students
T/S – S/T – level of each element
3.3 student student with IEPs/504s, identified as
understanding Applying Integrating included specific content
Gifted, or identified as EL.
of the subject needed to reach that score.
matter
Teacher will continue to
Unique rubrics were given to
explicitly state learning goal
each of the Focus students
and content standard to
chosen for this ILP that
students and how it connects
included individualized
to previous lessons, learning
modifications and supports
goals, and content standards.
to aid the student in reaching
mastery of content standard.

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

Focusing on 1.1 Empowered Learner as the standard, the students were able to The focus of the ISTE standard was for the
utilize the benefits of the digital tools of Trello and NearPod to help deepen their students to leverage technology to take an active
understanding of the content and demonstrate it. Students used NearPod, for role in choosing, achieving, and demonstrating
competency in their learning goals. The students
example, to share their ideas and questions with me and their peers. They also
were able to accomplish this standard with the use
had the option to create groups on the NearPod boards with the other students of Trello and NearPod, provided and modeled by
that shared a similar approach to the scenes. This tool gave students the power to the teacher. With Trello, students were able to
choose how they wanted to collaborate with their peers, and it also allowed them demonstrate their understanding of crafting a
stage scene by organizing the components in
to self-assess and peer evaluate the scene work from the assessment. Trello also
correct order. Students used NearPod to choose
offered a similar learning advantage, as students were able to provide suggestions their path for feedback, such as receiving feedback
and support with one another. from a group of peers or one specific peer.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 9
 Action Items

Teacher used several technological tools to promote content understanding and mastery of learning
objective for student population, including through the use of NearPod and Trello. The lesson was built
For curriculum design, lesson
planning, assessment planning
with these tools in mind, ensuring that all students within the classroom population would use them to
reach mastery of lesson objective. To ensure this, teacher created unique rubrics and modifications for
the diverse set of learning needs.

During the lesson, teacher introduced Trello by explaining its general purpose and how it would be used
specifically for that lesson (list the components of a stage play scene and order them correctly). Teacher
then modeled the use of the Trello boards to ensure that students were aware of how to navigate and
For classroom practice
use the tool correctly. Teacher reintroduced previously used technological tool, NearPod, and explained
how it would be used to post completed portions of the stage play scene to receive feedback from peers
and the teacher.

As stated in lesson body portion of action items, each student identified as EL, 504/IEP, or as gifted was
For teaching English learners, given a modified version of the assessment/activity. Their rubric also included detailed notes on how to
students with special needs, and
students with other instructional
reach the 1-4 score for each element. Teacher also regularly checked in on specific students from this
challenges population (Focus students) throughout the lesson to verify accuracy, progress, and completion of
learning objective and overall goal for the lesson.

To continue with professional development, teacher will regularly meet with mentor and colleagues at
For future professional current school site to gain insight on technological/general teaching practices that will help teacher
development reach new levels of CSTPs. Teacher will also enroll in and complete professional development courses
and seminars to stay up to date on new findings within the greater teaching world.

Teacher plans to pull data from each ILP created thus far in the Induction program and utilize the
approaches, tools, and lesson objectives that were successful with a majority of the student population
For future inquiry/ILP for future lessons. All successful rubrics and modified assessment options will be used in the future.
Teacher will locate areas of ILP planning that were not successful or fell into the need for growth area
and revisit them for future lessons to reach a new level of understanding and mastery.

Teacher will analyze the individual CSTP documents and locate elements for each that can be improved.
For next POP cycle Teacher will continue to discuss best practices and techniques to meet the new levels of a given element
with Mentor teacher.

Teacher will continue to utilize regularly used technological tools, including Zoom, NearPod, Trello, and
Semester 3 Only: Google suite of apps/online apps. Teacher will research and use various technological tools in the
For future use of technology education field that have been found to be beneficial with promoting student understanding and
mastery of various learning objectives.

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
Evan Slead eslead@californiaops.org English Language Arts th
11 Grade
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 9
 Pass or Fail credit (student completed reading would receive Pass,
Possible score of 28 points (as seen on rubric)
not reading would receive a Fail).
- Average score: 94%
- Average score: 100%

PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments
Student was provided specific feedback to
1. Focus Student: EL Pass 26 / 28
reach full credit on revisions.
Met individual goal of level 3 or higher in each
2. Focus Student: 504/IEP Pass 22 / 28
element of the rubric.
Met all criteria on rubric for level 4 scores in
3. Focus Student: Gifted Pass 28 / 28
each category.
Student was provided specific feedback to
4. Anonymous Student Pass 27 / 28
reach full credit on revisions.
Student was provided specific feedback to
5. Anonymous Student Pass 27 / 28
reach full credit on revisions.
Student was provided specific feedback to
6. Anonymous Student Pass 26 / 28
reach full credit on revisions.
Student was provided specific feedback to
7. Anonymous Student Pass 26 / 28
reach full credit on revisions.
Met all criteria on rubric for level 4 scores in
8. Anonymous Student Pass 28 / 28
each category.
Student was provided specific feedback to
9. Anonymous Student Pass 24 / 28
reach full credit on revisions.
Met all criteria on rubric for level 4 scores in
10. Anonymous Student Pass 28 / 28
each category.
Met all criteria on rubric for level 4 scores in
11. Anonymous Student Pass 28 / 28
each category.
Student was provided specific feedback to
12. Anonymous Student Pass 26 / 28
reach full credit on revisions.
Met all criteria on rubric for level 4 scores in
13. Anonymous Student Pass 28 / 28
each category.
Met all criteria on rubric for level 4 scores in
14. Anonymous Student Pass 28 / 28
each category.
Student was provided specific feedback to
15. Anonymous Student Pass 26 / 28
reach full credit on revisions.
Student was provided specific feedback to
16. Anonymous Student Pass 26 / 28
reach full credit on revisions.
Student was provided specific feedback to
17. Anonymous Student Pass 26 / 28
reach full credit on revisions.
Student was provided specific feedback to
18. Anonymous Student Pass 26 / 28
reach full credit on revisions.

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