EIP 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

Antonios Theodosis [email protected] Social Studies Sixth

Induction Mentor Email School/District Induction Date

Ashley Dlab [email protected] California Connections Academy September 2023

Mentor Match Date Credential Type (MS, SS, ES) Grade Level/Subject Assignment Tentative Induction
Completion Date

September 2023 Secondary Sixth grade Social Studies 2025

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

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

1.3 Connecting T- T - Explore using additional real-life T T - Engages student in

subject Explori connections to subject matter in single -Innovati actively making
matter to
ng lessons or sequence of lessons to ng connections to relevant, meaningful,
meaningful,
S- support and real-life contexts throughout
real-life
contexts Explori S- subject matter
understanding.
ng Innovati instruction.
S - Students make use of real-life ng
S - Students routinely
connections integrate subject matter into their
provided in single lessons or own thinking and make relevant
sequence of lessons to support applications of subject matter
understanding of subject matter. during learning activities.

2.4 Creating a T- T - Strives for a rigorous T- T - Facilitates a rigorous

rigorous Explori learning environment that includes Innovati learning environment in which
learning
ng accuracy, understanding, and the ng students take
environm
S- importance of meeting targeted leadership in learning. Fosters
ent with
Explori learning goals. Works to maintain S- extended studies, research, analysis
high
expectatio ng high expectations for students Innovati and purposeful use of
ns and while becoming aware of learning.
ng
appropria achievement patterns for Supports students to
te individuals and groups of students. utilize an extensive
 support for all repertoire of
students S- Some individuals and groups of differentiated strategies to meet
students work with the teacher to high
support accuracy and expectations.
comprehension in their learning.
S - Students take
responsibility to fully utilize
teacher and peer support, to
achieve
consistently high levels of factual and
analytical 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

How can I facilitate the What I would like to have Unit Five: Ancient Egypt Students will answer three
growth of critical reading happen: Students will be written response questions
and writing skills of my able to analyze and Lesson: Egypt Under the using the RAD method in no
Pharaohs less than three sentences. The
students? annotate excerpts from the
questions will be posed to
text and successfully write a
them throughout the lesson
response to the posed after reading an excerpt from
question. each selected sub-topic.

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

Performance
Data Performance Data: Assessment data Performance Data: Assessment data Performance Data: Assessment data
for this student, specifically in written for this student is currently at 44% for for this student shows that for written
response questions is currently at tests and 79% for quizzes, with the responses, student #3 is averaging
68%. Test averages are at 89%, written response assessment data 100% so far, for tests they are
while quiz averages are at 88%. averaging at 56%. averaging 85%, and for quizzes they
are averaging 96%.
For my selected EL student, they For my IEP/504 student, I plan on
struggle within areas of reading scaffolding the lesson by pacing the My third focus student told me at the
comprehension, especially with lesson and breaking it down into beginning of the year that they
vocabulary terms that are new to chunks. In the first chunk, we will wanted to improve their
them. For this lesson in particular, I review a few simple vocabulary terms understanding in Social Studies. This
plan on including vocabulary terms at related to the lesson. We will then student is EL reviewed and excels in
the start of the lesson with a game match the terms with the correct areas such as mathematics, but has
that has students read and then definition. This will be in part to help shared that they have had a difficult
match the definition with the correct familiarize the students with the time honing their critical reading and
term. That way once we begin our material before we delve into part two. writing skills. This student has met
lesson, the student will have For the second part of my lesson I will with me a couple of times this
familiarized themselves with the be delivering a more lecture based semester for extra support on
terms and will be better suited to practice. For this part of the lesson, I advancing their writing skills. I plan
applying them to the content we are will be asking students to stop and on helping this student by including
 learning. reflect on a concept by completing a written discussion board questions
discussion question we just went and open ended written response
over, or have them write out what they questions within my virtual lesson. I
think before we delve into it on the will place an emphasis on the
next slide. I will be providing sentence students to use RAD strategies while
starters for this portion of the lesson. answering these questions to
For the third part of the lesson, I will develop their skills in this area.
have students complete an exit-ticket
by answering about three questions
from the lesson. The questions will be
modified for my IEP students.

Expected Results I expect focus student #1 to score at I expect my focus student to score at I expect my focus student to score at
least 80% on the written assessment least 70% on the written assessment least 80% on the written assessment
and to correctly use at least one new and to detail in their response by and to correctly implement all three
key word they learned from the citing a specific example from the phases of the RAD strategy (Restate
lesson in their response. passage. the question in the form of an answer
with detail.)

Inquiry Lesson Implementation Plan

Directions: that Semester 3 requires a lesson that focuses on use of technology to support teaching and learning.

Identify dates for activities. Administer Pre-Assessment Deliver Lesson(s) Administer Post-Assessment Analyze Results Discuss Results with Mentor

10/24/2023 10/25/2023 10/26/2023 10/27/2023 10/30/2023

Provide 1-2 sentence We will be covering ancient Egypt under Ramses II and Hatshepsut and analyzing their achievements and
summary of your lesson plan.
contributions to Ancient Egyptian society.

Summarize process for For the pre-assessment, I will ask students to answer a discussion question at the beginning of class about
administering and
analyzing pre- and
what qualities make for an effective leader. For the post assessment, I will have students answer an
post-assessments. open-ended written response question on what leadership qualities king Ramses II and queen Hatshepsut
presented during their times as heads of state of ancient Egypt. (CSS 6.2.7: Understand the significance of
Queen Hatshepsut and Ramses the Great.)

Semester 3 Only: Identify N/A

the specific technology
tools, applications, links,
and/or devices to be
incorporated into the
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 1 of 4

Institute of Education Sciences: Efficient Ways to Improve Student Writing:

https://ies.ed.gov/ncee/edlabs/regions/southwest/pdf/infographics/r https://www.uww.edu/learn/restiptool/improve-student-writing
elsw-infographic-secondary-writing-at-home.pdf

This article presented by the Institute of Education Sciences This article from the University of Wisconsin Whitewater presents
presents strategies that can be utilized to develop and hone critical a list of strategies that can be used to improve student writing
reading and writing skills for students. I chose this article because skills. The article does not specifically state a grade level that
it is tailored toward students who are learning from home, I teach these strategies target, however they are varied and general enough
at an online school and found that the strategies presented would that I found the strategies to be useful for all grade levels.
best suit my students. One particular example I liked was through Specifically, I found the strategy of giving students the time to talk
the use of a KWL chart to have students fill out the organizer with about their writing with each other to be helpful. It gave me ideas
information that they already know, would like to know, and what as to how I can implement this strategy in my lesson. I could have
they learned. This can help tie the main ideas of my lesson students enter breakout rooms in Live Class, or facilitate a brief
together and have students think critically and reflect on what they discussion by presenting a topic and having students share out and
have learned. receive feedback from their peers.

Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)

Colleague #1: Has used different strategies to develop student Colleague #2: Does not have students go off into breakout rooms
writing responses. They have used KWL charts, along with things to discuss, instead they pose a question to their students on the
like thinking maps to help students organize their ideas and topics collaboration board on Nearpod and have students write out their
together. One thing colleague number one is doing new this year is thoughts and ideas on the board. They then select ideas written
by having students answer weekly writing prompts at the on the collaboration board and have them elaborate as to why
beginning of class about a topic from the previous week. For they came to those conclusions. I like this idea because it allows
example, students are to write a reflection about how the students to jot out their ideas informally, then discuss it together
Phoenicians used the sea for this week. They are asked to provide as a class or with the teacher, and then can be translated into a
specific examples and answer in three complete sentences. formal written response.

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

N/A N/A

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

The pre-assessment for the whole class (162 students) saw an average For my first focus student, their pre-assessment result was a 33%, their
score of 53%. For the post-assessment the score for the whole class (162 post-assessment result saw an increase to a 100% which met the
students) saw an increase to 80% which was a stark increase compared standard. For my second focus student, they scored 92% on the
to the results on the pre-assessment. pre-assessment and scored 100% on the post-assessment also meeting
the standard. My third focus student scored 17% on the pre-assessment
and scored 75% on the post-assessment, meeting the standard.

CSTP Element Initial Revised Rating Evidence/Rational for Rating Suggestions for Moving Forward
Rating (Summarize from POP Section 3)

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

1.3
Connectin T- T - applying Provided explanations and To move toward the applying level,
g subject Exploring S- applying elaborated on the information for I will find ways to introduce
matter to
S- each slide students read. A more examples that directly relate to
meaningful
, real-life Exploring in-depth explanation was real-life/modern contexts on a
contexts presented while also seeking to more frequent basis throughout
harken back to examples that my live class lesson session.
 relate to students' lives. For
example, students were unsure
of what a patriarchy was when
reading about Hatshepsut’s role
in ancient Egyptian society, an
example from modern
government was presented to
students which helped them to
better understand how the
government in ancient Egypt
worked as opposed to today’s
government. Positive
affirmations were also given to
students after their participation
whether it was through chat box,
discussion board, or coming off
of mute to share out loud.

2.4
Creating a T- T - Applying engaged students in the lesson To move toward the applying level,
rigorous Exploring S - Applying in a number of different ways, I will seek to build upon these
learning
S- having them participate in open practices by including questions of
environ
ment Exploring ended questions, reading the varying rigor to assess student
with slides on Nearpod, along with understanding during the live class
high
participation in the chat box and portion of my lesson. I will
expectati
ons and encouraging students to come continue to include the practices
appropri off of mute. Out of forty seven from this current lesson and have
ate students in attendance, about students engage with higher level
thirty five students initially questioning and develop
participated in the ice-breaker thoughtful written and spoken
discussion board question, responses.
meaning that not every student
was engaged. Students
contributed to their learning by
answering prompts and also
replying to student responses
with follow-up responses and/or
questions which facilitated brief
discussion on related topics. The
focus students were engaged
throughout the lesson by being
called on to read prompts, and
also being asked to help the
teacher model a response. If the
selected focus student struggled
to help the teacher model a
response, “phone a friend” was
an option where additional
students could join in and help
complete the modeled response
 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

N/A N/A

Action Items

For curriculum design, To further my lesson planning, assessment planning, and curriculum design, I found that I needed
lesson planning,
assessment to design a lesson that was well thought out in terms of pacing. In future lessons, I will be mindful
planning of the potential questions my students may have, and how I can effectively answer these questions
in a concise manner, being mindful of our short class time due to being online.

For classroom practice For classroom practice, I want to continue to utilize the discussion board within my live class
sessions, however I am thinking about changing things up and possibly moving the discussion to
the end of the lesson to have students share out some things they learned and also provide a place
for them to discuss things they may want some more clarification on that way I can adapt my
lessons to their needs.

For teaching English For my IEP and EL students I plan on including more short response items in my live class lessons
learners, students with
special needs, and that feature scaffolded techniques such as sentence starters. I also plan on including more
students with other vocabulary terms in my lessons to further develop the skills of my EL students.
instructional challenges

For future professional For future professional development I plan on continuing to work with my sixth grade PLC, ask
development
questions, and pick up new strategies that they have found to be useful to add to my teaching
“utility belt.”

For future inquiry/ILP For future ILP’s I plan on looking at data and analyzing areas my students have struggled in and
looking toward improving those skills, whether it be with writing, critical thinking, or reading skills.

For next POP cycle For the next pop cycle, I want to include compare and contrast critical response questions for my
students to work with.

Semester 3 Only: N/A

For future use of technology

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 4

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

Antonios Theodosis [email protected] Social Studies 6th

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

121/162 students took the pre-assessment and averaged a six on it The post assessment results were 80% average with 113 out of 162
which averaged out to 53% students having completed the post assessment assignment.

PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments

1. Focus Student: EL (Umaymah) 33% 100% Met standard

2. Focus Student: 504/IEP 92% 100% Met standard

(David)

3. Focus Student: Teacher Choice 17% 75% Met standard

(Rebeckah)

4. Ahmed 42% 50% Did not meet standard

5. Harith 50% 50% Did not meet standard

6. Athena 75% 75% Met standard

7. Susie 83% 100% Met standard

8. Andrea 33% 100% Met standard

9. Richard 33% 100% Met standard

10. Sophia 17% 100% Met standard

11. Hannah 75% 75% Met standard

 12. Luca 75% 100% Met standard

13. Colton 58% 100% Met standard

14. Violetta 33% 75% Met standard

15. Julian 17% 75% Met standard

16. Edward 42% 75% Met standard

17. Frank 33% 75% Met standard

18. Angel 50% 100% Met standard

19. Bailee 75% 100% Met standard

20. Christionna 50% 50% Did not meet standard

21. Drew 8% 50% Did not meet standard

22. Khloe 50% 75% Met standard

23. Sage 83% 75% Met standard

24. Matthew 17% 75% Met standard

25. Huda 100% 100% Met standard

26. Chandler 100% 100% Met standard

27. Arya 50% 75% Met standard

28. Aubree 100% 100% Met standard

29. James 75% 80% Met standard

30. Jake 83% 85% Met standard

31. Maya 75% 80% Met standard

32. Katherine 67% 100% Met standard

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

33. David 92% 100% Met standard

34. Jireh 75% 75% Met standard

35. Cynthia 67% 100% Met standard

36. Eli 92% 100% Met standard

910111213141516
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 4