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
Julia Hiser Julia.hiser@gmail.com Multiple Subjects 2nd
Mentor Email School/District Date
Valley Charter Elementary
Anne Aronchick Aaronchick@valleycharterschool.org 10/12/18
School
Section 2: CSTP Areas of Inquiry
Directions: Identify 2-3 CSTP elements for ILP focus, including at least one as required: Semester 2 – CSTP 1/2/3; Semester 3 – CSTP 4/5/6; Semester 4 -all. Use most recent CSTP Assessment for
Initial Rating. Identify both teacher and student rating for CSTP 1 and 2. See example.
CSTP Element Initial Rating Description Goal Rating Description
T - Facilitates systematic opportunities for students to apply
T - Guide students to think critically through use of questioning strategies, critical thinking by designing structured inquires into complex
Promoting critical thinking
T – Applying posing/solving problems, and reflection on issues in content. T – Innovating problems.
1.5 through inquiry, problem
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 questions
solving, and reflection
comprehension and critical thinking in single lessons or a sequence of lessons. and problems, reflect, and communicate understandings based
on in depth analysis of content learning.
T - Integrates support for students to take
T- Recognizes and addresses safety issues regarding risks and offer respectful opinions about
Establishing and materials, student interactions, and the organization of divergent viewpoints.
maintaining the learning environments.
T-
learning T- Engages in reflection on their own
Exploring T- Integrating
2.3 environments that
S-
T- Explores strategies to establish intellectual and
S-Applying
language and behavior that contributes to
are physically, emotional safety in the classroom. intellectual and emotional safety in the
Exploring
intellectually, and classroom.
emotionally safe S- Students follow teacher guidance regarding potential
safety issues for self or others. S- Students take risks, offer opinions, and
share alternative perspectives
Using and adapting
T- Integrates a wide range of adapted
resources,
resources, technologies, and instructional
technologies, and
T- Explores additional instructional materials, resources, materials to meet identified student needs
standards-aligned T-
and technologies to make subject matter accessible to T- Integrating and make subject matter accessible to
instructional Exploring
3.5 materials including S-
students. S- students.
Integrating
adopted materials, Emerging
S- Identifies technological resource needs. S - Assists student with equitable access to
to make subject
materials, resources, and technologies.
matter accessible
Seeks outside resources and support.
to all students
Section 3: Inquiry Focus and Planning (Attach Pre/Post Assessments to ILP)
Inquiry Focus Inquiry question Pre-Assessment Post-Assessment Expected Results
Based on your selected CSTP Pose measurable and observable question in How do you expect student
What will you use as your baseline What will you use as your final
elements, identify a focus of inquiry terms of students (e.g., what impact will strategy performance to change? Use
assessment of student assessment of student
(e.g., group discussion, X have on student performance as measured by percentages to describe anticipated
actions/performance? actions/performance?
differentiation, motivation…) Y?) growth.
What impact will increased use of higher-order questions There will be a 20% increase in the average
Use of analysis, synthesis, and evaluation (teacher talk, worksheet, and student problem generation) exam score for students who participated in
Previous examination scores New chapter exam
questions + student problem generation have on student performance as measured by chapter class and successfully completed the
exam? worksheet.

Will integration of technology (videos,

Student self-reflection and self- 75% of students will report more
Increasing comfort around risk- infographics, etc.) increase student Student self-reflection and
assessment survey, Teacher comfort with taking risks and
taking and mistake-making engagement and willingness to take risks and assessment survey
observation making mistakes.
make mistakes?
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
K is a native Spanish who struggles J has an IEP for a “specific learning C is a closed off boy who does not
with the grammar and conventions of disability” and struggles to retain emote much and seems to dislike
English. When both speaking orally concepts. He is very loving and eager school. He often needs reminders
and writing, he tends to omit to participate in lessons. He requires a to adhere to classroom rules, such
Performance prepositions or incorrectly conjugate lot of repetition to understand a new as remaining seated, raising his
Data verbs. He is bright and well-liked and concept or master a skill and is out of hand to speak, and not engaging in
seems unaware of his challenges with the class 3.75 hours a week receiving side conversations during lessons.
English. services. He repeated Kindergarten He is resistant to building a
Guided Reading Level – J and therefore is a year older than the relationship with me and often
Participation – 3 other students in the class. appears angry. He does not like
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 5
 Writing – 2 Guided Reading Level – I making mistakes and can lean
Reading Fluency – 3 Participation – 3 towards perfectionism.
Math – 4 Writing – 2 Guided Reading Level – M
Reading Fluency – 3 Participation – 3
Math – 2 Writing – 3
Reading Fluency – 3
Math - 3
J will struggle to identify a fitting goal
K will feel motivated by setting his C will feel motivated by setting his
for himself and need support in self-
own goal and work hard to achieve it. own goal and work hard to achieve
assessing his own strengths and
Expected Results He will express an increased comfort it. He will struggle to increase his
weaknesses. He will express an
with making mistakes and taking comfort around taking risks and
increased comfort with making
risks. making mistakes.
mistakes and taking risks.
Inquiry Lesson Implementation Plan
Discuss Results with
Administer Pre-Assessment Deliver Lesson(s) Administer Post-Assessment Analyze Results
Mentor
Identify dates for activities.
10/26 10/29-11/14 11/16 11/19-11/23 11/27
Provide 1-2 sentence Students will participate in a series of 4 lessons explicitly teaching brain functioning and growth mindset.
summary of your lesson They will watch videos, collaborate to create infographics, and take online quizzes as well as read several
plan. books celebrating taking risks and making mistakes.
Summarize process for
Both pre and post assessments will be a survey gauging students comfort level around taking risks and
administering and analyzing
pre- and post-assessments. making mistakes. Teacher will also collect data on students’ participation and risk-taking in all subject areas.
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.)
Dweck, Carol. “Carol Dweck Revisits the ‘Growth Mindset.’” Education
Week. 22 Sept. 2015 https://www.edweek.org/ew/articles/2015/ Ingram, Leticia Guzman. “A Classroom Full of Risk Takers.”
09/23/carol-dweck-revisits-the-growth-mindset.html. Edutopia. 14 Sept. 2017
<https://www.edutopia.org/article/classroom-full-risk-takers>.
Carol Dweck addresses misconceptions and common pitfalls around Growth Guzman’s article compiles concrete ideas from state “Teachers
Mindset. She explains that teachers must address their own relationship to fixed, of the Year” on how to address perfectionism, approach
mixed, and growth mindset and continually reflect on the message they are mistakes, and encourage students to take risks.
giving their students.
Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
Molly Temple, a first grade multiple subject teacher, has created an emotionally
safe classroom culture year after year. She both teaches explicit lessons on Sara Lev, a TK teacher, shared that she has had success in
growth mindset and weaves an attitude (that mistakes are expected and celebrating mistakes. She reads her students the book, Beautiful
beneficial) throughout her teaching. She shared with me the importance of Oops and encourages them to embrace mistakes through art.
modeling a growth mindset with students.
Special Emphasis: Instructional Strategy, ISTE Standards, NBPTS Core Propositions
Special Emphasis Focus How Special Emphasis will be Incorporated
Each lesson will include a digital tool that has been
ISTE Standard 1a. I set professional learning goals; explore and apply
specifically picked to increase student engagement and
pedagogical approaches made possible by technology; and reflect on my
allow students to demonstrate their knowledge in a new
effectiveness.
way.
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
Overall, students scored highly on their pre-assessment. They scored J****** (Student with IEP) gave himself the highest
themselves higher than I would have and I noticed visible frustration in possible score on both the pre and post self-assessment.
several students as they completed their “challenge” of a complicated This is in keeping with his extremely positive and
maze. Despite frustration, no one gave up on the task and many enthusiastic attitude. He did not appear visibly frustrated
reported using positive self-talk to persevere. The most common feeling during either of the maze challenges and reported feeling
students reported while doing the challenge was frustration. happy and “great.” His self-talk both times was “Keep
On the Post-Assessment, four students’ scored went down. The other 18 going!” However, in my observations of him, he still
scored slightly higher and the class average rose by a point. During the struggles with making mistakes.
post-assessment, no one appeared visibly frustrated and the use of K**** (English Language Learner) scored himself one point
positive self-talk increased. The quality of the self-talk was also more lower in the Post assessment than the Pre. He reported
detailed. For example, self-talk during the Pre-Assessment was usually feelings of excitement and pride during the maze challenge
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 5
 “keep going” while on the Post-Assessment, students reported using and used positive self-talk during both of “Keep going.” In
self-talk such as “You’ve got this! Practice and you will get better.” and observations, he is growing more confident and more
“It will be hard, but you can do it.” The most common feeling students willing to take risks.
reported while doing the maze challenge was pride. C****** (Teacher’s choice focus student) scored 2 points
higher on the Post self-assessment than the Pre. He
appeared visibly frustrated during the first maze challenge
and expressed disappointment at not finishing. On the
second maze challenge, he appeared calm and reported
being happy “because I tried hard and finished.” He still
struggles with making mistakes and taking risks in class,
but is beginning to take more pleasure in challenging
himself. He reported recently in class that he tried a
challenge because he “wanted to test his limits.”
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?

Teacher taught series of lessons on To move to the INNOVATING

growth mindset and is writing a level, teacher could teach
Social Emotional Learning explicit lessons on disagreeing,
Establishing
and curriculum to be adopted by grade offering differing viewpoints,
maintaining level and maybe schoolwide. and taking risks.
learning
T-
environments
Exploring T-Applying/Integrating Teacher engages in regular Teacher could weave growth
2.3 that are
S-
physically, S-Applying reflection on the emotional mindset lessons throughout
Exploring
intellectually, environment of the classroom. curriculum, discussing how to
and take risks, make mistakes, and
emotionally
Students are taking more risks and build resiliency in all subject
safe
celebrating stretching themselves areas.
with challenges. They are letting go
of mistakes with regularity.
Teacher searches for, uses, and
adapts online resources while
Using and being mindful of the diversity of
adapting her students. She finds and adapts
resources,
technologies,
articles to be at their reading level.
and She find audio and video resources To move to the Integrating (T)
standards- for students who struggle with and Applying (S) levels, teacher
aligned T- reading. could secure individual access to
instructional Exploring T-Applying
3.5 materials S-
technology for students. She
S-Exploring
including Emerging Teacher is integrating technology could differentiate technology
adopted into lessons, for example using use to meet the individual needs
materials, to Quizlet to create vocabulary study of students.
make subject
matter
sets.
accessible to
all students Teacher integrated Quizlet, Padlet,
Canva, and Piktochart into a series
of lessons on growth mindset.
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
Teacher learned about new digital resources and grew
Teacher successfully incorporated ISTE Standard 1a. into this series of
confidence in her ability to integrate these into
lessons. She used a different digital tool for each lesson, thereby
classroom. Teacher is convinced of the value of explicitly
familiarizing herself and her students with available resources. Students
teaching students about growth mindset as a way to
were highly engaged by use of novel technologies.
increase the emotional safety of her classroom.
Action Items

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 5
 For curriculum design,
lesson planning, assessment This series of lessons will be formally incorporated into a Social Emotional Learning curriculum.
planning

For classroom practice Use the technology will be increased in all subject areas.
For teaching English
learners, students with
special needs, and students Teacher will seek out more support in meeting the needs of her English Language Learners.
with other instructional
challenges
For future professional
development

For future inquiry/ILP

For next POP cycle

Other

Other Notes

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
nd
Julia Hiser Julia.hiser@gmail.com Multiple Subject 2
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
Possible Data Range: 6 – 18 Possible Data Range: 6-18
Class Data Range: 12-18 Class Data Range: 13-18
Class Average: 14.7 Class Average: 15.5
PRE-/POST- ASSESSMENT DATA TABLE
Student Pre-Assessment Score Post-Assessment Score Comments
1. Focus Student: EL 15 14
2. Focus Student: 504/IEP 18 18
appeared visibly frustrated during Pre-
3. Focus Student: Teacher Choice 15 16
Assessment maze, but not during Post
4. Alexander 15 17
5. Amelie 12 14
6. Avyukta 16 13
7. Charlotte 15 17
8. Ellianna 16 15
9. Ellie 14 16
10. Esmeralda 12 17
Persisted despite challenges during Pre-
11. Gavyn 15 15
Assessment
12. Guy 16 15

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 5
 13. Janie 17 18
14. Kalia 15 17
15. Logan 17 18
16. Luis 14 16
17. Lylah 13 15 Visibly frustrated during Pre-Assessment
18. Nenetl 15 15
19. Rena 14 15 Visibly frustrated during Pre-Assessment
20. Shiloh 15 13
21. Vincent 12 13
22. Yona 12 15
23.
910111 21314 1516

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