Ilp 2
Ilp 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
Performance Data This student currently has a D in ELA. This student currently has an F in This student is currently earning
He struggles with completing ELA. She has been diagnosed with an F in ELA. He participates in
homework, learning vocabulary, and autism and has considerable class from time to time but is not
writing skills. He almost always trouble staying attentive and consistent. He has many missing
attends class but rarely asks for help. present in class and completing assignments but does not ask
He is also failing most of his other homework. This student is being questions. When assignments are
classes and has many overdue assessed for an IEP. completed, he does not follow
assignments. This student shows a Goals will be set and she will receive directions and does not follow up
lack of motivation and additional time to complete work to get additional credit.
responsibility. and I will check in with her weekly
to check on progress of
assignments. She needs a lot of
checking in on to help motivate her
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 5
to complete assignments.
Difficulty forming complex
Difficulty forming complex sentences. Difficulty forming complex
sentences.
Difficulty using vivid language and sentences.
Difficulty using vivid language and
Expected Results sensory language Difficulty using vivid language and
sensory language
Difficulty organizing narrative sensory language
Difficulty organizing narrative
Difficulty paragraphing Difficulty paragraphing
Difficulty paragraphing
Inquiry Lesson Implementation Plan
Directions: that Semester 3 requires a lesson that focuses on use of technology to support teaching and learning.
Administer Pre-Assessment Deliver Lesson(s) Administer Post-Assessment Analyze Results Discuss Results with Mentor
Provide 1-2 sentence We will read 2 excerpts from Alice In Wonderland and I will ask students inferring questions. The excerpts
summary of your lesson plan. will be read and discussed together and students will answer inferring questions on their own.
Summarize process for
I start by using pictures to introduce and model inferring. With modeling, students will fill out I SEE, I INFER,
administering and analyzing
pre- and post-assessments. I WONDER graphic organizers.
Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
Dr. McGraw, my mentor, would send students a detailed weekly
planner every Monday that outlines the lessons, activities, Another teacher in our 6th grade group will invite students to
homework, and objectives of each day for the entire week. She a small group session and have them complete something
would create a back on track plan and meet with students to fill that is missing. It could be a quiz or assignment and at the
out missing assignments and goals to complete them. Each end of the period, she needs to be shown evidence of
meeting until they were back on track would be a quick check in working or a call goes home.
to check progress.
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
Action Items
I want to work on making student academic and personal goals as a more regular program and start early
For curriculum design, lesson
on in the year. I want students to be able to reflect on their scores and set goals for improvement and then
planning, assessment
planning follow through with seeing the process through all the way to mastery. This would be in addition to
quarterly goals I set for them.
Semester 3 Only:
For future use of technology
Other Notes
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 5
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.
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