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
Elizabeth Graciano [email protected] Multiple Subjects First Grade
Mentor Email School/District Date
Aimee Craig [email protected] Edward B. Cole Academy 10/7/2020
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 - 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.
1.5 through inquiry, problem
T – Applying
S - Students respond to varied questions or tasks designed to promote
T – Innovating
S - Students pose and answer a wide-range of complex questions and
solving, and reflection S – Exploring
comprehension and critical thinking in single lessons or a sequence of
S - Innovating
problems, reflect, and communicate understandings based on in depth
lessons. analysis of content learning.
Teacher uses data from multiple
measures to make adjustments to
Gathers additional data to learn about
instruction and meet individual identified
Using knowledge T- individual students.
T- learning needs.
of students to Exploring
1.1 S-
Integrating
engage them in Students engage in single lessons or S-
Exploring Students actively utilize a variety of
learning. sequence of lessons that include some Integrating instructional strategies and technologies
adjustments based on assessments.
in learning that ensure equitable access to
the curriculum.
Plans instruction using a wide range of
Planning Selects strategies for single lessons or strategies to address learning styles and
instruction that sequence of lessons that meet students’ assessed language and
incorporates respond to students’ learning needs. Provides appropriate
appropriate T- diverse learning needs. T- support and challenges for students.
4.4 Exploring Integrating
strategies to
meet the Seeks to learn about students’ diverse Integrates results from a broad range of
learning needs of learning and language needs beyond assessments into planning to meet
all students basic data. students’ diverse learning and language
needs.
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 elements, 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
identify a focus of inquiry (e.g., group terms of students (e.g., what impact will performance to change? Use
assessment of student assessment of student
discussion, differentiation, strategy X have on student performance as percentages to describe anticipated
actions/performance? actions/performance?
motivation…) measured by Y?) growth.
What impact will increased use of higher-order
There will be a 20% increase in the average
Use of analysis, synthesis, and evaluation questions (teacher talk, worksheet, and student
Previous examination scores New chapter exam exam score for students who participated in
questions + student problem generation problem generation) have on student performance as
class and successfully completed the worksheet.
measured by chapter exam?

Will incorporating the use

Use of technology to I expect to see 80% (26)
of ST Math Games during
increase student enVision Topic 2: enVision Topic 2: or more students score
guided practice improve
engagement and Alternate Test Online Topic Test above 80% on their
my students’ proficiency in
achievement. Topic 2 Online Test.
subtracting within 10?
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 2: Student with
Focus Student 1: English Learner Focus Student 3: Your Choice
ILP/504
This student is currently performing at This student is currently below This student is currently performing
grade level in math. grade level in math. above grade level in math.
Performance Data
*Pre-Assessment will be administered *Pre-Assessment will be *Pre-Assessment will be administered on
on 10/12/2020 administered on 10/12/2020 10/12/2020
I expect this student to perform
I expect this student to perform above I expect this student to perform above
Expected Results between 70% to 80% on this
80% on this assessment. 90% on this assessment.
assessment.
Inquiry Lesson Implementation Plan
Administer Post-
Identify dates for activities. Administer Pre-Assessment Deliver Lesson(s)
Assessment
Analyze Results Discuss Results with Mentor

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 5
 10/12/2020 10/26/2020 10/29/2020 10/30/2020 11/10/2020
There will be a daily lesson on subtraction over a 3-week period. ST Math/ JiJi games will be incorporated into
Provide 1-2 sentence
summary of your lesson plan.
our guided practice during our math lessons. Students will be also be assigned these subtraction games on
their ST Math accounts. Standards that will be covered are 1.OA.A.1, 1.OA.B.4, 1.OA.C.6, 1.OA.D.7, 1.OA.D.8
Summarize process for All students will take the enVision Topic 2: Alternate Test on 10/13/23. Students will take the enVision Topic
administering and analyzing 2: Online Test right after our Subtraction unit on October 29th. I will compare data between the pre, post-
pre- and post-assessments. assessment, and the puzzles completed on students ST Math accounts.
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.)

This article focused on how student engagement can

increase with the use of technology in the classroom.
Technology can be used as a tool that makes content
The author of this article made a very compelling case on how
relevant and interesting to students. I thought the author
game- based learning can support student achievement in
did make a great point of addressing a common
math. However, the key take away I took after reading this
misconception about using technology, one I am guilty of.
article was the importance of making sure the games students
She mentioned that some people may think of students
are playing are curriculum aligned that allow self-directed
glued to a screen working separately when they think of
exploration and deliver scaffolded mastery.
technology in the classroom. I know that since March my
https://blog.mindresearch.org/blog/game-based-learning-infographic students are closer than ever, and our grade level team is
collaborating more than ever before, and we have been
very dependent on technology.

https://www.pearsoned.com/technology-can-boost-student-engagement/
Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
One of my colleagues, a 1st grade teacher, keeps her students engaged Another colleague, a 5th grade teacher, has student share their
during whole group instruction with technology by using it during screen while they annotate a text as a group in breakout rooms. I
social studies to ‘tour’ the White House or Mount Rushmore. Her really liked how students stay on task and keep their
students love it and keeps them engaged. She also uses Smarty Ants conversations going by using sentence frames. It’s obvious they
and St Math to differentiate material based on her students’ level. She have practiced and are perfecting this process. Her students
uses them to introduce new concepts or to reinforce material she has were using technology appropriately, on task, and taking the
already taught. lead in their learning. I was very impressed.
Special Emphasis: Instructional Strategy, ISTE Standards, NBPTS Core Propositions
Special Emphasis Focus How Special Emphasis will be Incorporated
Students will be assigned ST Math subtraction games that
demonstrate using models to solve subtraction problems.
The games will be played prior to our lesson and will be
1c) Students use technology to seek feedback that informs and used in our lesson during our guided practice as well.
improves their practice and to demonstrate their learning in a
variety of ways. I do keep going back and forth on whether I should have
students play the subtraction games first and use that to
5b) Design authentic learning activities that align with content launch our discussion on how they were able to solve the
area standards and use digital tools and resources to problems and connect it to our lesson. I could also use the
maximize active, deep learning. games during our lesson and make the connection during
our lesson and then have students play. I’m leaning
towards the first option. I am still in the process of
designing and redesigning our lesson.
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
Focus Student #9- English Learner
This student demonstrated proficiency, at 87% on the pre-
assessment. She scored 100% on her post-assessment.
Focus Student #12- Student with IEP/504
This student has not been consistent during Distance Learning.
He did not complete both the pre and post-assessments. Based
The class average for the pre assessment was 40%. The average of the
on his progress in all areas (academic & behavior) I expect this
14 students who completed the online assessment was 77%.
student to have scored between 70% & 90%. He is eager to learn
and loves math.
Focus Student #20- Your Choice
This student also made progress from her pre-assessment to her
post- assessment. She scored 77% on her pre-assessment and
100% on her post-assessment.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 5
 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?
- NT used several visual examples to
Using support student learning.
knowledge T- - NT used a digital resource student - Continue to incorporate a
of students Exploring T- Applying love using during her lesson. It was a digital element to our math
1.1 S- S- Applying
to engage great way to keep students excited lessons using a resource
them in Exploring and engaged. students already love to use.
learning. - NT used a subtraction song to
review the concept.
Planning
instruction
that -NT used academic language,
incorporates -Pull small groups to provide
visual models, songs, and St.
appropriate T- additional support. Our IA will
4.4 T- Applying Math to support student learning.
strategies to Exploring pull high achieving students to
meet the -NT used Sophie, a sloth, the class
provide differentiated work.
learning pet to check whiteboards.
needs of all
students
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

Students loved playing JiJi before our lesson. During the lessons Incorporating a digital element to our math lesson was a
students felt success by explaining their thinking and success! Students were engaged using a resource they are
connecting the concept to the game they had just played. already familiar with.

Action Items
For curriculum design, lesson
Distance Learning has really brought back the focus of keeping lessons short and engaging! Lessons have to be
planning, assessment
planning
developmentally appropriate for my young learners.

I continue to aim to create a learning environment that is safe and respectful where my students feel
comfortable taking risks and making mistakes. My students know we all have a job to do and there is no
‘opting out’. Students are expected to be active participants and display their whiteboard during our live Zoom
For classroom practice
sessions. If, for whatever reason, they don’t have their whiteboard (three have been provided at this point in
the year by the school) they are expected to solve their problem and get a paper and writing tool. They still
have a job to do.
My mentor has shared some amazing GLAD strategies that have been beneficial for all my students, not just
my English Learners. Our classroom (GLAD) standards are what we go by every single day. They have made a
For teaching English learners,
huge difference in creating a positive classroom culture! Visual models, songs, graphic organizers, sentence
students with special needs,
and students with other
frames, and think-pair-share are strategies I will continue to use. The school has provided each first grade
instructional challenges student with a Lakeshore Math Toolbox. Students are expected to have these during math. I display how to
use their math manipulatives to solve math problems. However, it has been difficult to address and/or correct
misconceptions when students are using the manipulatives because I can’t see their materials.
I look forward to future observations from my mentor and Principal. Their feedback not only during
For future professional
observations, but during lesson planning has always been valuable in improving my teaching. I am excited to
development
be on the same grade level team with my mentor this year! I have been learning so much from my colleagues.
For future Inquiry/ILP I hope to be teaching in my classroom with my students. I miss my kids and I hope my
For future inquiry/ILP students who have not been participating in Distance Learning are healthy and safe. I would also like to
include differentiated small groups and track their growth.
For the next POP cycle, I would like to again focus on differentiation, in particular on my high achieving
For next POP cycle
students. They need to be challenged with fun age appropriate activities.

Other

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.
Pre-assessment question Post-assessment question

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 5

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

Elizabeth Graciano [email protected] Multiple Subjects First Grade

Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
Disclaimer: Only 16 out of 27 students completed the
Disclaimer: Only 14 out of 27 students completed the enVision
enVision Topic 2: Online Topic Test. Unfortunately, due to
Topic 2: Alternate Test. Unfortunately, due to Distance Learning,
Distance Learning, not all students are continuously
not all students are continuously engaged in remote learning.
engaged in remote learning.
The average of the 14 students who completed the online
The average of the 16 students who completed the online
assessment is 77%
assessment is 92%
The whole class average is 40%
The whole class average is 53%
PRE-/POST- ASSESSMENT DATA TABLE
Student Pre-Assessment Score Post-Assessment Score Comments
1. 87% Student did not complete assessment
2. 60% 47%
3. 87% 100%
4. 93% 100%
5. 80% 100%
6. 87% 100%
7. Student did not complete assessment 80%
8. Student did not complete assessment Student did not complete assessment
9. Focus
87% 100%
Student: EL
10. 73% 100%
11. Student did not complete assessment Student did not complete assessment
12. Focus Student:
Student did not complete assessment Student did not complete assessment
504/IEP
13. Student did not complete assessment 100%
14. Student did not complete assessment 93%
15. 67% Student did not complete assessment
16. Student did not complete assessment Student did not complete assessment
17. Student did not complete assessment Student did not complete assessment
18. Student did not complete assessment Student did not complete assessment
19. 47% 93%
20. Focus Student:
77% 100%
Teacher Choice
21. Student did not complete assessment 93%
22. 73% 80%
23. Student did not complete assessment Student did not complete assessment
24. Student did not complete assessment 100%
25. 67% 80%
26. 93% Student did not complete assessment
27. Student did not complete assessment Student did not complete assessment

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