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
Math, Reading, Writing, Social
Ashley Howell [email protected] Second Grade
Studies, Science, Religion
Mentor Email School/District Date
Elizabeth Trela [email protected] Most Holy Trinity/Alum Rock October 3, 2022
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 - Facilitates systematic opportunities for students to
T - Guide students to think critically through use of questioning
apply critical thinking by designing structured inquires into
strategies, posing/solving problems, and reflection on issues in
Promoting critical thinking complex problems.
T – Applying content. T – Innovating
1.5 through inquiry, problem solving, S - Students pose and answer a wide-range of complex
S – Exploring S - Students respond to varied questions or tasks designed to S - Innovating
and reflection questions and problems, reflect, and communicate
promote comprehension and critical thinking in single lessons or a
understandings based on in depth analysis of content
sequence of lessons.
learning.

T - Refines the flexible use of

T - Explores additional instructional an extensive repertoire of
Using a variety of strategies, resources, and strategies, resources, and
instructional technologies in single lessons or technologies to meet students’
strategies, sequence of lessons to meet diverse learning needs.
resources, and T – Exploring students’ diverse learning needs. T – Innovating
1.4
technologies to S – Applying S – Innovating S – Students take
meet students’ S - Students participate in instruction responsibilities for using a wide
diverse learning using strategies, resources, and range of strategies, resources,
needs. technologies matched to their and technologies that
learning needs. successfully advance their
learning.
T - Adapts physical and/or
environments flexibly to
Creating physical T - Utilizes a variety of structures for facilitate access to a wide range
or virtual learning interaction during learning activities of resources that engage
environments that ensures a focus on and students in learning. Ensures
that promote completion of learning tasks. that environments enhance
student learning, learning and reflect diversity
T - Applying T – Innovating
2.2 reflect diversity, S - Students use resources provided within and beyond the
S - Exploring S - Innovating
and encourage in learning environments and interact classroom.
constructive and with each other to understand and
productive complete learning tasks in single S - Students participate in
interactions lessons or sequence of lessons. monitoring and changing the
among students. design of learning environments
and structures for interactions.

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
Students will be more engaged in
How will the use of class iPads
the lesson and gain a deeper
support student learning and Strategies for Addition Ipad programs
understanding of the concept
engagement?
through the use of ipads.
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

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 4
 First Language Spanish Speaking Student Support Plan – IEP for student First Language Vietnamese
Performance Data
student with ADHD Speaking student
Student will be able to
Student will be able to understand how Student will be able to understand
Expected Results understand how to add
to add efficiently. how to add efficiently.
efficiently.
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.

November 4 November 7-10 November 10 November 14 November 17

Provide 1-2 sentence summary Students will learn strategies for how to add efficiently and be able to use different strategies to solve
of your lesson plan. addition problems.
Summarize process for
Provide a hard copy of the pre-module assessment and administer to the class whole group. Provide a
administering and analyzing
pre- and post-assessments. hard copy of the post assessment to be completed whole group.

Semester 3 Only: Identify the

specific technology tools,
applications, links, and/or Ipads and applications including Zearn, X-tra Math, Mathletics, Happy Numbers, and Great Minds
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.)
https://link.springer.com/article/10.1007/s10639-022-11166-6
https://www.edutopia.org/blog/10-apps-for-math-fluency-monica-burns
This article discusses the benefit of using technology in
This article shows apps that students can use to master math concepts
mathematics education to increase student engagement and
including number sense and fluency.
motivation.

Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
Third grade teacher uses Zearn electronic math program to differentiate
Fourth grade teacher uses Great Minds to electronically assign
mathematics instruction and engage students in extra practice with math
student work and assess student learning.
concepts.
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 design a lesson sequence on addition strategies and

Educator as Designer – I design authentic, learner-driven activities and
incorporate technological applications to help support
environments that recognize and accommodate learner variability.
student learning and engagement.
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
80% of students were able to successfully solve the problems 2 of 3 focus students received 81% or more on the
independently without error assessment. 1 student received 62% on the assessment.
Evidence/Rational for Rating
CSTP Element Initial Rating Revised Rating Suggestions for Moving Forward
(Summarize from POP Section 3)
To move to INNOVATING level: Consider how to increase
Promoting critical
Teacher asked questions of analysis and evaluation. complexity of task beyond a single lesson so that there
thinking through inquiry, T – Applying T – Integrating
1.5 Students answered questions that included all levels of Bloom’s. are continuing opportunities for students to engage in
problem solving, and S – Exploring S - Integrating
Students created their own math problems. inquiry in complex problem. How could you extend lesson
reflection
into PBL?

1.4 Using a T – Exploring T – Integrating T - Teacher creates, adapts, and

variety of S – Applying S – Integrating integrates a variety of strategies
instructional including resources and
strategies, technologies during ongoing
resources, instruction to meet the students’
and diverse learning needs.
technologies
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 4
 to meet S - Students actively engage in
students’ instruction using differentiated
diverse strategies, resources, and
learning technologies matched to their
needs. learning needs.
Creating
physical or
virtual
learning
T - Teacher integrates a variety of
environments
structures for interaction that
that promote
engage students constructively and
student
productively in learning.
learning,
T - Applying T - Integrating
2.2 reflect
S - Exploring S - Integrating S - Students use a range of
diversity, and
resources in learning environments
encourage
that relate to and enhance
constructive
instruction and reflect their
and
diversity.
productive
interactions
among
students.
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

Action Items

For curriculum design, lesson

planning, assessment planning

For classroom practice

For teaching English learners,

students with special needs,
and students with other
instructional challenges
For future professional
development

For future inquiry/ILP

For next POP cycle

Semester 3 Only:
For future use of technology
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
Ashley Howell [email protected] Math, Reading, Writing, Social Second Grade
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 4
 Studies, Science, Religion
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
The lowest assessment score was 34% and the highest
N/A assessment score was 100%. The average assessment score was
76% and 17 students scored 76% or more on the assessment.
PRE-/POST- ASSESSMENT DATA TABLE
Student Pre-Assessment Score Post-Assessment Score Comments
She made a few errors in her math when
1. Focus Student: EL N/A 17/21 = 81% adding and solving the problems. She showed
her work to receive partial credit.
He did not take his time on his test and made
2. Focus Student: 504/IEP N/A 13/21 = 62% carless errors. He also did not show his work
and did not receive partial credit.
He completed the assessment with no errors
3. Focus Student: Teacher Choice N/A 21/21 = 100%
and showed his work on all the problems.

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