Fullerton Online Teacher Induction Program

Individualized Learning Plan (ILP)

Revised 12.1.17
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
AP Government/Economics &
Jon Luna joluna@caliva.org Standard 12
Government/Economics
Mentor Email School/District Date
Julie Good jgood@caliva.org CAVA / Meridian 3/5/2018
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 critical
Promoting critical thinking strategies, 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 solving, 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
and reflection comprehension and critical thinking in single lessons or a sequence of problems, reflect, and communicate understandings based on in depth
lessons. analysis of content learning.
Establishes and communicates to students clear learning goals for Establishes and articulates comprehensive short-term and long-term
Establishing and articulating goals
4.2 Applying content that are accessible, challenging, and differentiated to address Innovating learning goals for students. Assists students to articulate and monitor
for student learning
students’ diverse learning needs. learning goals.
Developing and sequencing long- Establishes short- and long-term curriculum plans for subject matter Utilizes extensive knowledge of curriculum, content standards, and
4.3 term and short-term instructional Applying concepts and essential related academic language and formats that Innovating assess learning needs to design cohesive and comprehensive long-
plans to support student learning support student learning. and short-term instructional plans that ensure high levels of learning.

Section 3: Inquiry Focus and Planning (Attach Pre/Post Assessments and Data Collection Tools)
Inquiry Question Hypothesis Lesson Series Topic Assessments/Data Collection
5.03 Graded Assignment: Government Spending and
If I create lessons that build on prior knowledge and
Taxation
How might building lessons based on sequential long and short-term emphasize the deep connections between lessons/concepts
Keynesian Economics & Fiscal Policy
goals support student learning? throughout the course, will students utilize critical thinking in
5.04 Unit Test: Keynesian Economics and Fiscal
making these connections independently?
Policy, Part 2

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
Student B has a 504 and is deaf. I teach on an independent study
Student C is a struggling student. Last semester she was in
virtual platform and the course he is taking with me has APEX
Student A is a high functioning ELL. The student is classified ELL, but in my AP Government course. I suggested she drop AP
videos. Unfortunately, some of the videos do not have
terms of academic performance, may be up for reclassification soon. economics in the Spring and transfer to standard economics,
Performance Data Grammar and sentence structure admittedly demonstrate the student’s
transcripts so we are working together to make a compromise
but she refused. I will continue to work her so that she can
so that he has equitable access to the course. This is a unique
lack of proficiency in the English language. not just pass my course to graduate from high school, but
challenge but is one worth addressing because it is a scenario
also do well on the AP Macroeconomics exam
that may occur repeatedly throughout my teaching career.

I expect this student to score a C or higher on the 5.03 and

I expect this student to score a B or higher on the 5.03 and 5.04 I expect this student to score a B or higher on the 5.03 and 5.04
Expected Results assignments. This student will pass AP Macroeconomics as well. assignments. This student will pass AP Macroeconomics as well.
5.04 assignments. This student will pass AP Macroeconomics
as well.

Inquiry Lesson Implementation Plan

Administer Pre-Assessment Deliver Lesson(s) Administer Post-Assessment Analyze Results Discuss Results with Mentor
Identify dates for activities. 3/19/2018 3/19/2018 3/22/2018 3/23/2018 3/27/2018

Provide 1-2 sentence summary I will teach Keynesian economics and what that entails in regards to the Aggregate Demand and Aggregate Supply curves. I will then dive into fiscal policy and what that looks like in the scope
of your lesson plan. of macroeconomics.

Summarize process for

Pre-assessments will take the form of practice checkpoints or multiple-choice questions. Post assessments will take the form of an essay, short response test and a work sheet questioning
administering and analyzing pre- students on fiscal policy and Keynesian economics.
and post-assessments.
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.)
Mctighe, J., & Wiggins, G. (n.d.). Understanding by Design Framework. Retrieved from
http://www.ascd.org/ASCD/pdf/siteASCD/publications/UbD_WhitePaper0312.pdf
Finley, T. (2014, July 31). Planning the Best Curriculum Unit Ever. In Edutopia. Retrieved from
https://www.edutopia.org/blog/planning-best-curriculum-unit-ever-todd-finley
The first article I have chosen was actually one I acquired from a classmate in this class who replied to one of my previous forum
posts (thank you!). My teacher inquiry question is one that focuses on long term understanding of the course and utilizing that
This article follows a more traditional method of lesson planning that I believe all teachers are used to and
information to create effective learning goals and support student learning in each unit. The understanding by design
adhere to by default from their credential programs and through observation of other teachers. This article is
framework is one excellent pedagogical method to achieve this. By beginning with the end in mind, a teacher can begin
effective because it reminds teachers of a "baseline" of curriculum/lesson planning but is also simple enough to
prepping lessons with the overarching theme of the course in mind first, then make their way backwards towards a unit, then an
demonstrate that one can always build further and more elaborately on what's stated here.
individual lesson. This allows a teacher to make connections to the overarching theme of the class and make connections
between each lesson as well.
Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
Colleague B: 12th Grade, Economics: This teacher is one I respect quite a bit because his lessons “flow” the way
I aim to have mine flow. A better definition or quantification of this is that his lessons are executed well. He
Colleague A: 12th Grade, Economics: This teacher does not actually lesson plan with the long term/bigger picture in mind. She
also does not have too much unimportant information on his slides. Any information shown is information the
believes that by doing this, the opposite can occur to what I am aiming for. She believes that focusing on a bigger course
students need in the moment. In regards to his lesson planning style, he also does not adhere to understanding
theme/long term goal is too momentous a task for students to undertake. Her teaching style is one where she begins lesson
by design, but does lesson plan with a unit theme in mind. Because of this approach he is fully aware of the
planning from the unit and makes her way down to the lesson. This is still aligned somewhat with understanding by design
entire unit as he plans. He does believe my pedagogical goal of a long-term overarching goal to support student
framework, but does not coincide with my pedagogical goals.
goals would be beneficial to the students, but believes it is currently a difficult task to undertake with our
current workloads and bandwidth.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 4
 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
Pre-Assessment Data Analysis

Focus Student 1: English Learner

This student scored an A on the pre and post assessment

Focus Student 2: Student with ILP/504

This student scored an A on the pre and post assessment
Post-Assessment Data Analysis

Focus Student 3: Your Choice

This student scored a F on the pre and post assessment

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

NT’s lesson followed a coherent

timeline in which a basic concept
Organizing was built on by another concept;
curriculum to so on and so forth. NT scaffolding
Consider how to better
facilitate appeared to be beneficial for the
understand student
3.3 student Integrating Integrating students. Students had
comprehension through their
understanding misconceptions about inherent
actual articulation
of the subject powers. NT reexplained the
matter concept and worded it in a
different way that was much
simpler and easier to understand.
Establishes
short- and
long-term NT presented information utilizing
curriculum graphic organizers, images that
plans for serve as mnemonic devices,
subject explained things in multiple ways
when students were unclear on a Assess learning needs based on
matter
concept or term. Students answered dialogue with students and
concepts and
4.3 Applying Integrating questions NT asked regarding graphic through assessment to design
essential
organizers. This was interesting cohesive short and long term
related
because many teachers utilize images instructional plans
academic
or graphic organizers in ways that are
language and not conducive to learning. NT instead
formats that utilized them to teach students how to
support read and interpret data.
student
learning
Collects a NT pointed out key vocabulary Most likely already performing
variety of term that was important to the at the innovating level based on
formal and lesson, the quizzes, and AP Test. reteaching and differentiation of
informal NT also bolded each term instruction based on student
5.2 Applying Integrating reminding students to complete
assessment lack of understanding of
data on their study guide. Students content, but lessons are not
demonstrated an understanding of
student centered on this and are more
the lesson via completing the polling
learning questions, answering critical thinking
improvised
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 4
 questions during the lesson, and
contributing to discussion.

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

Major takeaways are the use of informal and formal

Not applicable assessment in order to support student learning though
short and long-term curriculum plans

Action Items
I have been wanting to create a rubric for myself to evaluate each lesson plan and revise after each
For curriculum design, lesson
planning, assessment planning
lesson. A rubric will allow me to quantify my revisions and have a consistent style between each lesson
day to day
Incorporate a minimum of one critical thinking question per class. Consider two if one critical thinking
For classroom practice
question is utilized as a warm up question every day
For teaching English learners,
students with special needs, and
students with other instructional
Use of additional materials, visuals, and transcription has been solid so far
challenges
For future professional
development
Attend an AP workshop to strengthen understanding of the AP exam and improve content mastery

Quantify how revision of lessons improves student learning through informal/formal assessment so that
For future inquiry/ILP
revision demonstrates improvement or degradation

For next POP cycle Consider using a non-AP class which is a very different demographic all together

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.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 4
 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

Jon Luna JoLuna@caliva.org AP Economics 12

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

PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments
1. Focus Student: EL 9/10 10/10
2. Focus Student: 504/IEP 9/10 10/10
3. Focus Student: Teacher Choice 0/10 4/10

See directions for pre and post assessments. Please be aware that I teach on
a virtual platform with a set curriculum that is online. Lessons and live
teaching is based off my own style.

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