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
Sara Bastian [email protected] Self- Contained Classroom Third
Mentor Email School/District Date
Melissa Lewis [email protected] Diocese of Orange 3/1/2020
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.
CST
Element Initial Rating Description Goal Rating Description
P
T - Guide students to think critically through use of questioning
T - Facilitates systematic opportunities for students to apply critical
strategies, posing/solving problems, and reflection on issues in
Promoting critical thinking thinking by designing structured inquires into complex problems.
T – Applying content. T – Innovating
1.5 through inquiry, problem S - Students pose and answer a wide-range of complex questions and
S – Exploring S - Students respond to varied questions or tasks designed to S - Innovating
solving, and reflection problems, reflect, and communicate understandings based on in depth
promote comprehension and critical thinking in single lessons or a
analysis of content learning.
sequence of lessons.

T- Teacher maintains physical T-Teacher adapts physical and/ or

environments that reflect student environments flexibility to facilitate
Creating physical diversity and provides a broad range access to a wide range of resources that
or virtual learning of resources, displays, and artifacts engage students in learning. Ensures
environments that are current and integral that environments enhance learning
that promote instruction. and reflect diversity within and beyond
T- T-
student learning, Teacher integrates a variety of the classroom. Teacher selects from a
Integrating Innovating
2.2 reflect diversity, structures for interaction that repertoire of structures for interaction
S- S-
and encourage engage students constructively and to ensure accelerated learning for the
Exploring Applying
constructive and productively in learning. full range of students.
productive S-Students use resources provided in S- Students use a variety of resources in
interactions learning environments and interact learning environments and interact in
among students. with each other to understand and ways that deepen their understanding
complete learning tasks in single of the content and develop constructive
lessons or sequence of lessons. social and academic interactions.
T- Teacher develops shared
responsibility with students for
Promoting social resolving conflict and creating and
T- Teacher facilitates students self-
development and maintaining a caring classroom
reflection and ongoing improvement of
responsibility community. Teacher supports
T- T- the caring community based on
within a caring students in taking leadership in
Integrating Innovating respect, fairness, and the value of all
2.1 community developing a caring community that
S- S- members.
where each is responsive to the diverse cultural
Exploring Applying S- Students demonstrate efforts to be
student is treated norms of identities of students.
positive, accepting, and respectful of
fairly and S- Students participate in occasional
differences.
respectfully. community building activities,
designed to promote caring fairness,
and respect.
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
Will incorporating a social skills By incorporating these Students will participate in Student activities will be
program in TK- third grade help lessons students will acquire Project Cornerstone lessons. reviewed by the teacher to
students acquire the skills to better the needed social skills to Students will hear stories like ensure students grasped
express themselves and get along better get along with others My Secret Bully and Have the skills being taught.
and in turn be more successful in which in turn will make them you Filled a Bucket and Teacher will also observe
the classroom? more successful in the complete activities that go the students in the
classroom. along with each story. classroom as well as on the
playground. I will be looking
to see if students are
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 7
 improving in the skills
addressed in the stories
and activities.
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 2 is quite unorganized and
Student 3 is very bright but
struggles controlling his emotions.
struggles controlling his emotions.
Students 1 is extremely bright but has a He is easily frustrated by students
He also is easily frustrated and
hard time getting along with others. She around him or when things don’t go
shuts down. When he is mad or
is quite bossy and has a hard time his way. Student 2 tends to shut
Performance Data frustrated he becomes
letting others make decisions. On the down when this happens and it
disrespectful. It is very hard to get
playground she tends to yell at other takes quite a bit of time re engage
him to communicate what is
children if things aren’t going her way. him in the lesson being taught. He
upsetting him, which makes it hard
also struggles at recess and lunch
to help resolve the issue.
and ends up playing alone.
Student 2 will have more of a
challenge integrating these skills I expect student 3 to really engage
I expect student one to do well
into his daily behavior. With and participate thoughtfully in the
throughout the lessons and get the
guidance and reminders I do think lessons. When something in the
concepts/skills that are being taught. I
he will show some growth. This classroom/ playground frustrates
think that she will still struggle at times
Expected Results student has struggled with him I think he will need guidance
but with guidance she will make great
emotions since starting the school. on how to handle and use the
strides. I also plan to include more
This year he has already shown social skills that were taught.
enrichment curriculum for her. I think
some improvement. My hope is Overall, I think he will show
she will benefit from the challenge.
that with these lessons we will see improvement.
even more growth.
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

Identify dates for activities. 3/17/20

3/16/20 3/26/20 3/27/20 3/30/20
3/24/20
I will read a series of picture books (My Secret Bully, Have You Filled a Bucket) to the students. We will
discuss story elements and the targeted social skills. After reading My Secret Bully students will do journal
Provide 1-2 sentence summary
of your lesson plan.
write and share how they would feel if they felt invisible to others and what they could do to make the
situation better. They will then be given scenarios that might happen at school and with groups they will
act them out and show an appropriate way to resolve the issue.
For the pre assessment I will observe the students interacting with one another. I will also administer a
Summarize process for quiz with scenarios that will be addressed in the lessons and questions on social skills. For the post
administering and analyzing assessment students will be given a quiz on the two stories read to them. They will complete an activity
pre- and post-assessments. where they will be given scenarios that they act out. The presentation must show a proper solution to the
problem in the scenario. They must show an understanding of the social skills we addressed in the lessons.
Semester 3 Only: Identify the
To complete the lesson students will create a power point presentation demonstrating an understanding
specific technology tools, of the social skills that were taught. For each story they will identify what the problem/ solution was. They
applications, links, and/or will then come up with examples of problems that could occur on the playground or in the classroom and
devices to be incorporated into identify solutions for them. Each group will present to the class. Students will also use iPads to take AR
the lesson.
quizzes on the two stories.
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.)
http://www.educationalplaycare.com/blog/importance-of-social-
http://www.rwif.org/en/blog/2017/08/.learning-social-skills-in-
skills-for-children/
school.html
Importance Of Developing Social Skills For Children
Can Learning Social Skills in School Pay Off Beyond the Classroom?
This article suggests that developing social skills in children prepares
This article suggests that learning social skills in the classroom will pay off
them for a lifetime of success. It suggests the social skills children
beyond the classroom. These types of skills help students set goals for
should have by a certain age and why they are important. Children
themselves and build positive relationships with their peers, which in turns
that have proper social skills function better in society and in turn be
leads to more success in the classroom and in the real world.
more successful.
Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 7
 The music teacher has also experienced students struggle with
emotions during class. When playing certain games a few students
One of the kindergarten teachers at my school has experienced
have a hard time if they get out first or get the answer wrong. The
students struggling socially. Some of the boys were saying
games move a little faster and that is hard for a few students. The
inappropriate things to other students. Students are having
music teacher has tried to front load them before starting the game
trouble sharing in general and including students to play. She is
to let them know what question he/she will answer or what beat
also experiencing students melting down if they make a
he/she will have to know. The hope is that by incorporating project
mistake or things don’t go their way.
cornerstone lessons students will see that it’s ok to make mistakes
and that it is part of life. We learn from them and move forward.
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
I will meet with my colleagues prior to the lessons being taught
to discuss the areas they see students struggling the most. We
will talk about the books being used for the lessons and
identify the most important ideas/ skills to be presented to the
ISTE Educator- Collaborator- Educators dedicate time to collaborate
students. I would also like to discuss ways to ensure that the
with both colleagues and students to improve practice, discover and
skills being taught are being used on the playground as well as
share resources and ideas, and solve problems.
in the classroom.
ISTE Student- Global Collaborator- Students use digital tools to
Students will work together in groups to create a power point
broaden their perspectives and enrich their learning by
presentation that demonstrates an understanding of the social
collaborating with others and working effectively in teams locally
skills taught in the lessons. They will create slides showing an
and globally.
understanding of the story and the problem/ solution in the
story and how the characters resolved the problem. Each group
will present to the class.

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- Teacher observation in the classroom and on the Pre-Assessment- The three focus students were not always
playground. I observed how the focus students responded to one supportive of one another during class discussions. They
another during classroom discussions and when working in groups. I interrupted when others were sharing and became easily
also observed the three students on the playground, looking for frustrated when working in groups.
reactions to other students when things didn’t go their way. I also Post Assessment- The three focus students did quite well when
asked the PE , Spanish and Art teachers for their input. Before the acting out skits with other class members. There was some
lesson started students were given a quiz the check knowledge of negotiating when deciding who would play what part. I was
the vocabulary words in My Secret Bully. impressed with the entire class. They all managed to
Post Assessment- Students completed an activity where they were compromise and get the job done. Students one and two did a
given social scenarios. Each group had to act out their skit with great job on their journal write. Both were incredibly detailed
appropriate solutions to the problems, specifically identifying the with specific examples of how they could be upstanders and
upstander behavior and what the bystander and the victim did. handle a situation when either they or someone else is being
Students were also required to do a journal write reflecting on the bullied. Student 3 rushed on the journal write and gave
skills taught in the lesson. They had to identify examples of being an extremely broad suggestions of how to handle a situation
upstander, positive self talk, and friendship boosters. involving a bully.
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 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.
inquiry, problem S – Exploring S – Integrating continuing opportunities for students to engage in inquiry in
Students created their own math problems.
solving, and reflection complex problem. How could you extend lesson into PBL?

2.2 Creating T- T- Innovating Teacher guides students to resolve To continue integrating this standard
physical or Integrating S- Applying conflict on their own if possible. in my classroom I will continue
virtual S- Sometimes I start the discussion with guiding students to solve conflicts on
learning students but they are expected to use their own. We will continue to handle
Exploring
environments the social skills they have been taught issues that arise with respect and
that promote to resolve problems. During class fairness. Most importantly, we will
student discussion teachers models respectful work on making decisions that
learning, ways to respond to others answers. benefit all classmates not just
reflect Students are expected to acknowledge individuals.
diversity, and others ideas before adding their own. As students are applying this
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 7
 encourage
constructive
standard they will take responsibility
and Students attempt to use skills they
for resolving conflicts in the
productive have been taught to resolve conflict on
classroom in a caring and respectful
interactions their own.
way.
among
students.
From the first day of school I work to
Promoting build a positive relationship with my My classroom has a variety of flexible
social students and parents.To start the year seating options. To continue with
development off my students and I create classroom innovating students will come in the
and rules together. I want them to feel that classroom and choose where they
responsibility the rules apply to everyone so I model would like to sit for the day. They will
T- them daily. I have created a flexible also expected to make the choice to
within a
Integrating T- Innovating classroom that will engage learners. I move if they feel the place they are
2.1 caring
S- S- Applying utilize a wide variety of resources to sitting isn’t working out. I want
community meet the needs of all students. I have students to take ownership for their
Exploring
where each seats the spin so students have access learning and make responsible
student is to all areas of the classroom. Standing choices. I also use a variety of
treated fairly desks are available to students at any teaching strategies to meet the
and time. Students are seated in pods of 4 diverse needs of the students in my
respectfully. or 5 so that they can interact with one class.
another.

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
One very important thing I learned is the importance of working
together and collaborating with my colleagues. While I thought I had
I met with my teaching partner multiple times to discuss the Project
really great lessons planned I was able to add very valuable activities
Cornerstone lessons I was teaching. We discussed the books I was using and
suggested by my colleagues. It is so important to reach out to others
the activities to go with them. It was very helpful because we focused on
when planning lessons, deciding on curriculum, and deciding on
the areas my students were really struggling and decided on the activities
assessments. I also realized the importance of checking in with my
that emphasized those social skills. After we finished the lessons I met with
students and getting their feedback. They are the one participating
my students to see how they felt about the Project Cornerstone lessons. I
and almost always give valuable feedback.
felt it was especially important to get their feedback so I could improve the
I will make every effort to include the use of valuable technology in
lessons for next year. Students used google classroom to complete group
my classroom. I have always been hesitant with technology use but
projects related to the stories and the social skills addressed throughout the
realize that when used correctly it can enhance lessons and promote
program.
collaboration amongst my students. It is critical for them to connect
with other students and together on projects.
Action Items
One of my goals is to continue to gain background knowledge of my students and what both their academic and
social-emotional strengths and weaknesses are. I will attain this knowledge through observation, journal writes,
For curriculum design, lesson
meetings with parents and students, and analyzing assessment data. I will continue to use children’s literature to
planning, assessment planning
teach social skills. I will use these lessons to observe my students emotional needs and what things need to be
addressed.
In the classroom I will spend more time meeting with individual students and helping them set both academic and
social-emotional goals. Knowing what their goals are will help me make accommodations to curriculum to help them
For classroom practice meet those goals. I believe that by having my students identify their goals with me they will take more ownership in
them. The more I understand my students and their academic and emotional needs the better I will be able to choose
curriculum and assessments to meet their needs.
For teaching English learners, I will cultivate positive relationships with these students, incorporate language skills across the curriculum, make sure
students with special needs,
to speak slowly and increase wait time so they have time to process the information, include multiple ways for them
and students with other
instructional challenges to engage with the material and incorporate technology into my lessons.
1. Listen to teaching podcasts- Since Google Classroom isn’t going anywhere, To really dig into educational
technology…, and The Cult of Pedagogy
For future professional
2. Math Your Way Workshop with Kim Sutton
development
3. Grade level meeting with my colleagues, staff meetings, attend all professional development opportunities
provided by the Diocese of Orange.

For future inquiry/ILP I would like to do a Language Arts lesson focusing on different students that struggle in other areas.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 7
 For another POP Cycle I would like to do a language arts/ writing lesson focusing on different students with different
For next POP cycle
learning needs.

Semester 3 Only: Fully incorporate the use of google classroom. While I use parts of it in my classroom, next year I will incorporate all
For future use of technology components of google classroom.
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
Sara Jones [email protected] Social Skills Third
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
The class average for the pre assessment quiz was 90%. The class average for the post-assessent was 95%.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 7
 PRE-/POST- ASSESSMENT DATA TABLE
Student Pre-Assessment Score Post-Assessment Score Comments
Student 1 was very engaged during the lessons.
She seemed to grasp the skills addressed in the
1. Focus Student: EL 9/10 90% 19/21 90%
lessons. I hope to see her incorporate them in
the classroom and on the playground.
Student 2 did will during the lessons. I think it
will be harder for to incorporate these social
2. Focus Student: 504/IEP 10/10 100% 21/21 100%
skills into daily activities. My hope is that
student 2 will with continued support.
1% growth- I was happy to see some growth
3. Focus Student: Teacher with student 3. He struggles across the board
8/10 80% 17/21 81%
Choice but seemed to really enjoy the literature used
and related well to the characters.
4. Student 4 10/10 100% 20/21 95% 5% decline
5. Student 5 10/10 100% 21/21 100%
6. Student 6 9/10 90% 19/21 90%
7. Student 7 7/10 70% 17/21 81% 11% growth
8. Student 8 10/10 100% 21/21 100%
9. Student 9 9/10 90% 20/21 95% 5% growth
10. Student 10 10/10 100% 21/21 100%
11. Student 11 9/10 90% 21/21/100% 10% growth
12. Student 12 10/10 100% 21/21 100%
13. Student 13 8/10 80% 18/21 86% 6% growth
14. Student 14 8/10 80% 20/21 95% 15% growth
15. Student 15 10/10 100% 21/21 100%
16. Student 16 10/10 100% 21/21 100%
17. Student 17 7/10 70% 17/21 81% 11% growth
18. Student 18 9/10 90% 21/21 100% 10% growth
19.
20.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 6 of 7
 21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
910111213141516

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